Office Hours: Mon/Wed 2:30 – 4 PM  (by request)     Professor’s Office: H-1125.12       

Day/Time: Mon/Wed 1:15 – 2:30 PM                          E-mail:

pr*******@er**********.ca

Room: MB 3.270 SGW

 

Why do people do the things they do? What motivates them to perform certain behaviours over others? How do people experience emotions? How do emotions affect peoples’ behaviour? Motivation and emotion are dynamic processes that are always changing. They direct our attention towards or away from certain behaviours. People are not always aware of what causes them to experience emotions or what causes them to behave in certain ways.

The goal of this course is to provide students with an overview of motivation and emotion science. Students will explore a variety of theories, frameworks and models that explain motivation and emotion. Furthermore, students will discuss experiences from their personal lives by relating them to the theories, models and frameworks introduced in the textbook and explained in class.

Topics in this course include historical perspectives of motivation and emotion science; physiological and psychological needs; extrinsic and intrinsic motives; goal setting and striving for success; mindsets; personal control beliefs; the self-concept; emotions; moods; growth motivation and positive psychology.

 

Course Materials and Text:

Students are expected to complete ALL the designated readings BEFORE EACH CLASS. Students are also expected to attend ALL classes, complete ALL take home assignments and participate in class discussions. Please see the course schedule below for the dates the readings are due.

 

The required readings:

Reeve, J. (2018) Understanding Motivation and Emotion, 7^th ed. John Wiley and Sons

This book is available at Concordia Community Solidarity Co-op Bookstore: www.co-opbookstore.ca/

The power-point lecture notes will be posted on the course website before each class.

 

Recommended readings: URLs and other electronic sources may be posted on the course website from time to time. Please visit the course website to get this material.

 

Course Format

In this course, students will learn the science of motivation and emotion. The professor provides a balance of lectures and discussion based activities to teach students about a variety of theories, frameworks and models that explain motivation and emotion. He will also show relevant multimedia clips, including documentary movies, Ted Talks and other interesting videos. Students will be encouraged to participate in discussions by relating what they learn in class about motivation and emotion to their own lives. Students are expected to read the required text and/or watch the assigned movie before coming to class.

 

Participation

Participation is an important part of this course. From time to time, the professor will ask students to complete additional readings, watch video clips, think about certain subjects and/or complete short assignments outside of class time. Students MUST accomplish these tasks. The grade given for participation will be determined according to the completion of these tasks, classroom attendance and participation in discussions.

 

Course Evaluation

Exam 1                                                            30%

Exam 2                                                            30%

Exam 3                                                            30%

Class Participation                                          10%

 

Letter Grade Equivalency

Your numerical grades will be converted to letter grades as follows:

A+       (93 – 100%)    B+       (77 – 79.9%)   C+       (67 – 69.9%)   D+ (57– 59.9%)

A         (85 – 92.9%)   B         (73 – 76.9%)   C         (63 – 66.9%)   D   (53 – 56.9%)

A-        (80 – 84.9%)   B-        (70 – 72.9%)   C-        (60 – 62.9%)   D-  (50 – 52.9%)

F          < 50%

 

Lecture Schedule: Themes and Required Readings

This is a TENTATIVE schedule and is subject to change. Be sure to consult the course website regularly to be aware of any changes.

Course schedule, topics and required readings:

January 7^th – Introduction

 

January 9^th – Overview of Motivation and Emotion

Chapter 1 – Introduction

 

January 14^th – Motivation in a Historical Perspective

Chapter 2 – Motivation in a Historical Perspective

 

January 16^th – Motivation in a Historical Perspective

Chapter 2 – Motivation in a Historical Perspective

 

January 21^nd – Physiological Needs

Chapter 4 – Physiological Needs

 

January 23^th – Physiological Needs

Chapter 4 – Physiological Needs

 

January 28^th – Extrinsic Motivation and Internalization

Chapter 5 – Extrinsic Motivation and Internalization

 

January 30^st – Extrinsic Motivation and Internalization

Chapter 5 – Extrinsic Motivation and Internalization

 

February 4^th – Exam 1

 

February 6^th – Psychological Needs

Chapter 6 – Psychological Needs

 

February 11^th – Psychological Needs

Chapter 6 – Psychological Needs

 

February 13^th – Implicit Motives

Chapter 7 – Implicit Motives

 

February 18^th – Implicit Motives

Chapter 7 – Implicit Motives

 

February 20^th – Goals, Setting Goals and Goal Striving

Chapter 8 – Goals, Setting Goals and Goal Striving

 

March 4^th – Goals, Setting Goals and Goal Striving

Chapter 8 – Goals, Setting Goals and Goal Striving

 

March 6^th – Mindsets

Chapter 9 – Mindsets

 

March 11^th – Mindsets

Chapter 9 – Mindsets

 

March 13^th – Exam 2

 

March 18^th – Personal Control Beliefs

Chapter 10 – Personal Control Beliefs

 

March 20^st – Personal Control Beliefs

Chapter 10 – Personal Control Beliefs

 

March 25^th – The Self and Its Strivings

Chapter 11 – The Self and Its Strivings

 

March 27^th – The Self and Its Strivings

Chapter 11 – Nature of Emotions: Six Perennial Questions

 

April 1^th – Nature of Emotion

Chapter 12 – Nature of Emotions: Six Perennial Questions

 

April 3^rd – Nature of Emotion

Chapter 12 – Nature of Emotions: Six Perennial Questions

 

April 8^th – Aspects of Emotion

Chapter 13 – Aspects of Emotion

 

April 10^th – Aspects of Emotion

Chapter 13 – Aspects of Emotion

 

Final Exam During the Final Exam Dates

 

A list of Student Services and Useful Resources

Counselling and Psychological Services: http://concordia.ca/students/counselling-life-skills

Concordia Library Citation and Style Guides: http://library.concordia.ca/help/howto/citations

Student Success Centre: http://concordia.ca/students/success

Health Services: http://concordia.ca/students/health

Financial Aid and Awards: http://concordia.ca/offices/faao

HOJO (Off Campus Housing and Job Bank): http://csu.qc.ca/hojo

Academic Integrity: http://concordia.ca/students/academic-integrity

Access Centre for Students with Disabilities: http://concordia.ca/offices/acsd

CSU Advocacy Centre: http://csu.qc.ca/advocacy

Dean of Students Office: http://concordia.ca/offices/dean-students

International Students Office: http://concordia.ca/students/international

Student Hub: http://concordia.ca/students

Sexual Assault Resource Centre: http://concordia.ca/students/sexual-assault.html

Indigenous Directions: http://concordia.ca/about/indigenous.html

 

University Rights and Responsibilities

Academic Integrity: “The Academic Code of Conduct sets out for students, instructors and administrators both the process and the expectations involved when a charge of academic misconduct occurs. The regulations are presented within the context of an academic community which seeks to support student learning at Concordia University.” (From Article 1 of the Academic Code of Conduct). Full text:

http://www.concordia.ca/students/academic-integrity/offences.html

Plagiarism: The most common offense under the Academic Code of Conduct is plagiarism, which the Code defines as “the presentation of the work of another person as one’s own or without proper acknowledgement.” This includes material copied word for word from books, journals, Internet sites, professor’s course notes, etc. It refers to material that is paraphrased but closely resembles the original source. It also includes for example the work of a fellow student, an answer on a quiz, data for a lab report, a paper or assignment completed by another student. It might be a paper purchased from any source. Plagiarism does not refer to words alone –it can refer to copying images, graphs, tables and ideas. “Presentation” is not limited to written work. It includes oral presentations, computer assignment and artistic works. Finally, if you translate the work of another person into any other language and do not cite the source, this is also plagiarism. In Simple Words: Do not copy, paraphrase or translate anything from anywhere without saying where you obtained it! Source: Academic Integrity Website: http://concordia.ca/students/academic-integrity

Disabilities: The University’s commitment to providing equal educational opportunities to all students includes students with disabilities. To demonstrate full respect for the academic capacities and potential of students with disabilities, the University seeks to remove attitudinal and physical barriers that may hinder or prevent qualified students with disabilities from participating fully in University life. Please see the instructor during the first class if you feel you require assistance.

For more information please visit http://concordia.ca/offices/acsd

Safe Space Classroom: Concordia classrooms are considered ‘safe space classrooms’. In order to create a climate for open and honest dialogue and to encourage the broadest range of viewpoints, it is important for class participants to treat each other with respect. Name-calling, accusations, verbal attacks, sarcasm, and other negative exchanges are counter-productive to successful teaching and learning. The purpose of class discussions is to generate greater understanding about different topics. The expression of the broadest range of ideas, including dissenting views, helps to accomplish this goal. However, in expressing viewpoints, students should try to raise questions and comments in ways that will promote learning, rather than defensiveness and feelings of conflict in other students. Thus, questions and comments should be asked or stated in such a way that will promote greater insight into the awareness of topics as opposed to anger and conflict. The purpose of dialogue and discussion is not to reach a consensus, nor to convince each other of different viewpoints. Rather, the purpose of dialogue in the classroom is to reach higher levels of learning by examining different viewpoints and opinions with respect and civility.

I acknowledge that Concordia University is located on unceded Indigenous lands. The Kanien’kehá:ka Nation is recognized as the custodians of the lands and waters on which we gather today. Tiohtiá:ke/Montreal is historically known as a gathering place for many First Nations. Today, it is home to a diverse population of Indigenous and other peoples. We respect the continued connections with the past, present and future in our ongoing relationships with Indigenous and other peoples within the Montreal community. (Indigenous Directions Leadership Group, Feb. 16, 2017)