PSYC FPX 3770 Assessment 4

Emotions and motivations

Various factors can either positively or negatively influence motivation, which initiates action. Positive or aversive experiences can influence motivation to either achieve desired outcomes or escape aversive stimuli. For instance, drugs and sex release neurotransmitters such as dopamine, which produces a sensation of pleasure and euphoria. These effects habituate an individual to continue pursuing stimulus exposure associated with pleasurable sensations. Also, prospective outcomes, even those not yet obtained, can have great influences on motivation. Feelings, being inseparably connected with motivation, complicate determining the precise influence a certain feeling has on motivation (Deckers, 2018).

Feelings originate from experienced or perceived outcomes and tend to coexist or counter each other. Positive emotions, such as comfort and security, are likely to increase motivation to undertake challenging tasks in pursuit of reward or relaxation. Negative effects on motivation are multifaceted. While threat stimuli can enhance motivation by alerting individuals to danger, worry and panic are most likely to decrease motivation and impair the quality of life. Adverse health effects and less positive social contact have been associated with chronic periods of anxiety and fear (Deckers, 2018).

PSYC FPX 3770 Assessment 4:Depression and Motivation

Depression, coupled with persistent sadness and disinterest in life situations, manifests in every individual in a different manner but always has an effect on motivation (Hysenbegasi, Hass & Rowland, 2005). Sadness, which is a common feeling that accompanies depression, may be a sign of the need for help but most often leads to less motivation and engagement in life. Depressed individuals may struggle to carry out simple tasks such as personal hygiene, cleaning the house, and handling finances. In schools, depression can have serious effects on performance due to its impact on cognitive function and task prioritization (Deckers, 2018).

Research has demonstrated that depression was found to distort individuals’ perceptions of themselves and their experiences, and this results in distortions such as the “self-positivity bias” (Takano et al., 2016). The distortion occurs when individuals externalize positive things and internalize negative ones. Research has indicated depressed individuals have lower preference for positive self-relevant information, demonstrating cognitive distortions of the illness (Takano et al., 2016).

Current Research Findings

A 2016 study explored the self-positivity bias in depressed individuals and obtained less preference for positive self-descriptive information among depressed individuals (Takano et al., 2016). A study in 2005 explored the impact of depression on academic productivity and obtained a negative correlation between depression and GPA among university students (Hysenbegasi, Hass & Rowland, 2005). Depressive symptoms were addressed with relief from academic decline, emphasizing the need for interventions that target mental health toward academic success (Hysenbegasi, Hass, & Rowland, 2005).

Conclusion

Depression is a critical problem, particularly in the educational setting, where motivation and energy are vital to academic success. Understanding depression’s link with motivation and academic performance is crucial for designing efficient intervention measures. The availability of mental health care and counseling on campus can help alleviate the impact of depression on student performance (Deckers, 2018; Hysenbegasi, Hass & Rowland, 2005; Takano et al., 2016).