PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation
Phillip April 20, 2024 No Comments

PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation

PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation

Name

Capella university

PSYC FPX 3770 Psychology of Human Motivation and Performance

Prof. Name

Date

Emotions and Motivation

Motivation, as the precursor to action, can be influenced positively or negatively by various factors. Experiences, whether positive or negative, can affect motivation, leading to either the pursuit of desired outcomes or the avoidance of negative stimuli. For instance, substances like drugs and experiences like sex trigger the release of neurotransmitters such as dopamine, inducing feelings of pleasure and euphoria. These outcomes condition individuals to seek further exposure to stimuli associated with positive feelings. Additionally, perceived outcomes, even if not yet attained, can significantly impact motivation. Emotions, closely intertwined with motivation, further complicate this relationship, making it challenging to pinpoint the precise influence of a specific emotion on motivation (Deckers, 2018).

Emotions arise from perceived or felt outcomes and often coexist or contrast with each other. Positive emotions, like feelings of ease and security, can enhance motivation to tackle challenging tasks in pursuit of rewards or relaxation. Conversely, the impact of negative emotions on motivation is multifaceted. While threat stimuli can positively affect motivation by alerting individuals to potential dangers, emotions like worry and panic can dampen motivation and diminish overall quality of life. Prolonged experiences of worry and fear have been linked to adverse health effects and reduced positive social interactions (Deckers, 2018).

Depression and Motivation

Depression, characterized by persistent feelings of sadness and disinterest in life events, manifests differently in each individual but invariably affects motivation (Hysenbegasi, Hass & Rowland, 2005). Sadness, a common emotion associated with depression, can signal a need for help but often leads to decreased motivation and engagement with life. Individuals experiencing depression may struggle with daily tasks such as personal hygiene, household chores, and financial management. In academic settings, depression can have profound effects on performance due to its impact on cognitive function and task prioritization (Deckers, 2018).

Research indicates that depression can distort individuals’ perceptions of themselves and their experiences, leading to biases such as the “self-positivity bias” (Takano et al., 2016). This bias involves attributing positive events to external factors while internalizing negative events. Studies have shown that individuals with depression exhibit a reduced preference for positive self-relevant information, highlighting the cognitive distortions associated with the condition (Takano et al., 2016).

Current Research Findings

A study conducted in 2016 explored the self-positivity bias among individuals with depression, revealing a diminished preference for positive self-relevant information in these individuals (Takano et al., 2016). Another study conducted in 2005 investigated the impact of depression on academic productivity, finding a negative correlation between depression and GPA among university students (Hysenbegasi, Hass & Rowland, 2005). Treatment for depressive symptoms was associated with mitigated academic decline, emphasizing the importance of mental health interventions in academic success (Hysenbegasi, Hass & Rowland, 2005).

Conclusion

Depression poses significant challenges, particularly in academic settings, where motivation and drive are essential for success. Understanding the interplay between depression, motivation, and academic performance is crucial for developing effective intervention strategies. Providing accessible mental health support and counseling services on campuses can help mitigate the impact of depression on student success (Deckers, 2018; Hysenbegasi, Hass & Rowland, 2005; Takano et al., 2016).

References

Deckers, L. (2018). Motivation: Biological, psychological, and environmental. ProQuest Ebook Central.

Hysenbegasi, A., Hass, S. L., & Rowland, C. R. (2005). The impact of depression on the academic productivity of university students. Journal of mental health policy and economics, 8(3), 145.

PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation

Takano, K., Iijima, Y., Sakamoto, S., Raes, F., & Tanno, Y. (2016). Is self-positive information more appealing than money? Individual differences in positivity bias according to depressive symptoms. Cognition and Emotion, 30(8), 1402-1414.