I/O Psychology for Veterans

When conducting research in the text, I felt that Freud’s theory on motivation best aligned with my personal learning and teaching experiences. The text states how “Freud conceived of motivation as psychical energy. He believed that forces within the individual were responsible for behavior” (Schunk, Meece & Pintrich, 2014). I believe that people are energized by what they perceive as a need. Freud indicates that this psychical energy “builds up in the id, a personality structure devoted to attainment of basic needs. Energy develops when needs exist; needs are satisfied by channeling energy into behaviors that reduce needs” (Schunk, Meece & Pintrich, 2014). Early on as a learner, I have always felt that I had a great deal of energy built up internally which would act as a barrier to optimal learning.

According to Freud “energy develops when needs exist; needs are satisfied by channeling energy into behaviors that reduce needs. Need reduction is pleasurable because the buildup of energy is unpleasant. The aim of energy is its goal (satisfaction)” (Schunk, Meece & Pintrich, 2014). Because of a great deal of built-up energy, I found myself more successful at physical activities. This was most likely because I wasn’t able to exude this built-up energy while sitting in a classroom. If the aim of energy is goal satisfaction, “its object refers to the means whereby the need is satisfied, and the source denotes bodily processes activating energy.” My goals were more aligned with being successful at these physical activities, rather than in the classroom. Consequentially I played sports and joined the Marine Corps and did not put much energy towards being successful at school. These activities satisfied my needs and allowed me to exert negative energy. Without such exertion, it was clear that I would act out. After my military service, my ability to survive heavily relied on my success as a student because of many reasons. So, my energy had changed form and I had to channel it towards a different direction. Even though his theory does appear to be vague; I can see the association between his concept of trieb and motivation. “Freud’s concept of trieb, the German word for moving force, bears a close resemblance to motivation. Trieb was translated as instinct, although in meaning it seems closer to drive” (Schunk, Meece & Pintrich, 2014). I do believe that people are motivated by what is instinctual. However, it is apparent that Freud does not address personal cognitions and environmental factors. I also believe that one’s thoughts are highly influenced by their environment, which ultimately affects their energy.

When making reference to my own understanding on a contemporary theory of motivation, I believe that cognitive theories mostly align to how Freud conceived motivation. The text illustrates how “cognitive theories stress the casual role of mental structures and the processing of information and beliefs. Motivation is internal; we do not observe it directly but rather its products (behaviors)” (Schunk, Meece & Pintrich, 2014). Just as Freud believed that psychical energy builds up in the id and can manifest itself in different forms; it is apparent that cognitive theorists believe that motivation is internal, not measurable, and produces behaviors. “Different cognitive theories of motivation stress such processes as attributions, perceptions of competence, values, affects, goals, and social comparisons” (Schunk, Meece & Pintrich, 2014). Such implications give me reason to believe that Freud’s theory and cognitive theories are closely associated. Sub sequentially these theories of motivation best fit my experiences as a teacher or a learner.

References

Schunk, D., Meece, J., & Pintrich, P. (2014). Motivation in Education: Theory, Research, and Applications. 4th ed. Upper Saddle River, New Jersey: Pearson Education Inc.