Emotional and rational motives in advertising. Emotional and moral motives in social advertising
Let's move on to consider the emotional component of motivation, main characteristic which are the experiences of schoolchildren in the process of learning activities, emotional attitude towards learning. Emotions undoubtedly have an independent motivating value in the learning process and depend on the characteristics of educational activity and its organization.
During the learning process, positive emotions can be associated with the school as a whole and with staying in it, due to the smooth business relationships of the student with teachers and friends, the absence of conflicts with them; participation in the life of the classroom and school community; are associated with each student’s awareness of his potential in achieving success in academic work and overcoming difficulties. This may also include emotions from the positive results of one’s student work, emotions of satisfaction from a fairly given mark, positive emotions from “collision” with a new educational material(from emotions of curiosity and later inquisitiveness to a stable emotional-cognitive attitude towards the subject, characterizing students’ passion for this subject). Positive emotions may also arise when students master techniques for independently acquiring knowledge, new ways to improve their educational work, and methods of self-education. The importance of all these emotions lies in the fact that they create an atmosphere of emotional comfort in the learning process. The presence of such an atmosphere is necessary for the successful implementation of the learning process.
The teacher should especially take care of creating or restoring a positive emotional climate if the student has a stressful situation of prolonged failure in learning, which has consolidated a negative attitude towards the teacher and/or school, creating a conflict with friends, anxiety and restlessness. It is impossible in teaching to cultivate such negative emotions as resentment, fear of troubles coming from the teacher (“f”, calling parents, etc.). These negative emotions support the student's strong motivation to avoid failure, resulting in the feeling that it is better to do nothing than to be a bad student who does not succeed. During the learning process, the teacher needs to take care of the predominance of positive emotions during learning.
The motivational sphere of schoolchildren undergoes various changes in the learning process. Mutual influences of motives and learning goals are constantly taking place - the student is experiencing the birth of new learning motives, which contribute to the emergence of new goals.
Thus, content side The proposed methodology for studying the educational motivation of schoolchildren reflects the essence of five well-founded components of motivation and the relationship between them: the presence of a personal meaning of learning, the severity of certain types of motives (cognitive and social, external and internal, the desire to achieve success and to avoid failure), goal setting, implementation dominant motives in behavior, emotional component.
MAIN AGE CHARACTERISTICS
WHEN DETERMINING LEARNING MOTIVATION
SCHOOLCHILDREN
Academic motivation manifests itself differently in different age groups of schoolchildren. To understand the specifics of motives among schoolchildren different ages, it is necessary to correlate them with the characteristics of each age as a whole.
It is customary to distinguish three periods: primary school age (7-10 years old, primary school students), middle school age, or adolescence (10-15 years old, students in grades 5-9), senior school age, or the age of early adolescence (15-17 years old, students in grades 10-11). Educational motivation will have its own characteristics for these ages. In order to trace the dynamics of the development of educational motivation, it is necessary to study it at the following “control” points of age: before entering the 1st grade, at the end of the 1st grade, at the end of the 3rd grade or during entry into the 5th grade, in 7th grade, at the end of 9th and at the end of 11th grade.
Junior school age
Let's start with an analysis of motivation by the time the child arrives at school. Objectively, this stage of development is characterized by the fact that the child is for the first time involved in a new socially significant activity, important not only for him, but also for those around him. It is known that by the end of preschool childhood, as a rule, a child develops a fairly strong motivation to study at school. It is expressed in the feeling of the need to attend school (wear a school uniform, backpack), engage in a new learning activity for him, and take a new position among others. Along with this, there is also objective readiness for school, a certain level mental development, as well as the knowledge and skills with which the child comes to school.
Let us now highlight the positive and negative aspects of primary schoolchildren’s learning motivation and its dynamics throughout this age. The child's general positive attitude towards school, the breadth of his interests, and curiosity are noted as favorable characteristics of motivation. The breadth of interests is also manifested in the needs of younger schoolchildren that are not always taken into account. creative games(especially heroic-romantic stories, stories from books and films). By playing these stories, the social interests of younger schoolchildren, their emotionality, and collective playful empathy are realized. Curiosity is a form of manifestation of high mental activity in younger schoolchildren. The spontaneity, openness, and gullibility of younger schoolchildren, their faith in the unquestioned authority of the teacher and their readiness to carry out any of his tasks are favorable conditions for the development at this age of broad social motives of duty, responsibility, and understanding of the need to learn.
The motivation of younger schoolchildren also has a number of negative characteristics that impede learning. Thus, the interests of younger schoolchildren are not effective enough, are unstable, that is, situational, quickly satisfied, and without the support of a teacher they can fade away and not be renewed (educational material and assignments often quickly bore the student and cause him fatigue). The motives of first-graders are poorly understood, which is manifested in the student’s inability to name what and why he likes in a particular academic subject; motives are weakly generalized, that is, they cover one or more educational subjects, combined according to their external signs; motives contain the student’s orientation more often towards knowledge as a result of learning, rather than towards methods of educational activity. Until the end of primary school, the student sometimes does not develop the will to overcome difficulties in academic work (this is often indirectly stimulated by the teachers themselves, since the grade primarily records the result, and not the desire to overcome difficulties). All these features determine a superficial, in some cases insufficient, interest in learning, sometimes called a “formal and careless attitude towards school.” If we trace the general dynamics of learning motives from 1st to 3rd grade, the following emerges. Initially, schoolchildren are predominantly interested in the external aspects of being at school (sitting at a desk, wearing a uniform, a briefcase, etc.). Then an interest arises in the first results of one’s educational work (the first letters and numbers written, the teacher’s first marks) and only after that - in the educational process, the content of learning, and even later - in the methods of acquiring knowledge.
Cognitive motives change as follows: younger schoolchildren move from interest in individual facts to interest in patterns and principles. In junior school age Motives for self-education also arise, but they are represented in the simplest form - interest in additional sources of knowledge, which manifests itself in the occasional reading of additional books.
Social motives develop from a general undifferentiated understanding of the social significance of learning, with which a child enters the 1st grade, to a deeper understanding of the reasons for the need to study, to an understanding of the meaning of learning “for oneself,” which makes social motives more effective and more often realized in behavior. Positional social motives at this age
represented by the child’s desire to receive mainly the teacher’s approval. The younger student's attitude towards the teacher is generally friendly and trusting, although he is upset by receiving bad grades. There is a desire to take a certain place in a group of peers, an orientation towards the opinions of comrades. Motives for collective work are widely present among younger schoolchildren, but so far in their most general and trivial manifestation. This is a qualitative picture of the motives for learning at primary school age. If we trace the quantitative dynamics, we have to admit that the positive attitude towards learning decreases somewhat towards the end of primary school.
Interest in learning activities, compared to other interests of students, systematically increases in grades 1-2 and noticeably decreases in grade 3 in both urban and rural schools. As the analysis showed, the decline in interest occurs more noticeably in those elementary school classes where the teacher’s focus on communicating ready-made knowledge and memorizing it was predominant, and where the student’s activity was of a reproducing, imitative nature. In other words, elementary school students show interest in those tasks where there is the possibility of initiative and independence. At this age, students prefer more difficult tasks.
There is some general decline in educational motivation towards the end of primary school, but in the opinion of A.K. Markova (2), should not disorient the teacher. The fact is that only the general positive attitude towards school fades away, and it fades naturally, since interest in learning is essentially satisfied. Being at school in itself loses its immediate emotional appeal for the child; he gets used to it. In grades 2-3, an understanding of the social significance of learning should be supported by an interest in the content itself educational process, to ways of acquiring knowledge. Where the teacher manages to do this, there is no decrease in learning motivation by the end of primary school.
The achievements of primary school children in goal setting are that many mental functions (memory, attention) become voluntary for them. The student masters the means of deliberate memorization, focusing attention, organizing his behavior as a whole, and subordinating his behavior to the teacher’s requirements. Goal setting in primary school age is characterized by the fact that the student is ready to accept the tasks set by the teacher (the ability of a junior school student to subordinate his behavior to the goals and objectives of the teacher increases from class to class, as evidenced by the implementation of the rules of conduct at school, responsibilities in the class, and the student’s diligence ); becomes able to determine the importance and sequence of goals both in the classroom and when independently organizing one’s time (subject to the home study regime); ready to independently outline a system of intermediate goals on the way to main goal, set by the teacher (for example, he can name the stages of solving a problem that he has independently determined), as well as determine the means of achieving these intermediate goals.
The weakness of goal formation processes at this age is reflected in the inability of the schoolchild to subordinate himself to the goals of an adult sufficiently long time, which is expressed, for example, in a lack of attention in class. A student’s lack of ability to compare the goals he sets with his capabilities can lead to failure in educational activities and a decrease in learning motivation. The processes of goal formation of a younger schoolchild do not always correspond to the increasingly complex tasks of educational activities. Goal formation is formed unevenly and at unequal rates in educational and other types of activities. As a rule, in educational activities it is more perfect. The processes of goal formation are not sufficiently understood by schoolchildren if educational activities are built only in conditions of students’ subordination to the teacher’s goals. It is not without difficulty that a younger student masters cause-and-effect relationships and confuses causes and effects.
Difficulties in goal-setting processes among younger schoolchildren may lie in insufficient initiative in solving their own problems. They are able to go to the goal if indicated
ways to achieve it. Younger schoolchildren are helpless when they find themselves alone with difficulties and do not receive approval from an adult, they are impulsive, and are unable to organize themselves at the request of the teacher.
The weakness of goal formation processes and the inability to fulfill the teacher’s requirements are one of the reasons for a negative attitude towards learning and school at this age. It is important for the teacher to correlate his requirements with the real capabilities of each student individually, and also to consistently and systematically help students in their desire to subordinate their behavior to the necessary (in this case educational) goals. One should not neglect game situations in learning, in which the child’s ability to set a goal and realize it develops. Emotions associated with learning at primary school age have important motivational significance.
By the end of primary school age, students need to form, at least to a first approximation, an educational and cognitive motive - interest not only in new knowledge and even
not only to general patterns, namely to ways of obtaining new knowledge. Nurturing this motive is necessary to prepare the student for the transition to secondary school. The formation of new levels of motivation constitutes a significant reserve for cultivating a positive attitude towards learning at this age. The main content of motivation at this age is “learning to learn.” Primary school age is the beginning of the formation of learning motivation, on which its further fate throughout school age largely depends.
Middle school age
Middle school age is characterized by objective changes in the student’s living conditions: the number of academic subjects that the student needs to study increases; classes are taught by several teachers, who sometimes have different requirements for the educational activities of schoolchildren; school curriculum material becomes more complex; The types of extracurricular and extracurricular activities are expanding; the student is included in new social contacts both within the classroom and outside of school.
Let us highlight some characteristics of a teenager that contribute to the development of learning motivation and that hinder it. Favorable features of motivation at this age are: “the need for adulthood” - reluctance to consider oneself a child, the desire to take a new life position in relation to the world, to other people, to oneself; the teenager’s special sensitivity to learning the norms of adult behavior; general activity, willingness to engage in various activities together with adults and peers; the desire of a teenager, based on the opinion of another person (peer, teacher), to understand himself as an individual, to evaluate himself from the point of view of another person and his internal requirements, the need for self-expression and self-affirmation; the teenager’s desire for independence; an increase in the breadth and diversity of interests (broadening horizons), combined with the emergence of greater selectivity and differentiation; certainty and stability of interests; development in adolescents based on the above qualities of special abilities (musical, literary, technical, etc.). Psychologists note that at middle school age mental activity combined with increasing independence and clearly revealed in the breadth of interests. In children and adolescents, general mental activity noticeably outstrips the development of special interests and abilities.
The negative characteristics of educational motivation in a teenager are explained by a number of reasons. The immaturity of a teenager’s assessments of himself and other people leads to difficulties in relationships with them: the teenager does not take the teacher’s opinions and assessments on faith, and sometimes falls into negativism and conflicts with surrounding adults. The desire for adulthood and the reluctance to be known as a laggard among peers cause outward indifference to the teacher’s opinion and the grades he gives, sometimes bravado, despite
that a teenager really values the opinion of an adult. The teenager’s desire for independence causes him to have a negative attitude towards ready-made knowledge, simple and easy questions, reproductive types of educational activities, and towards the teacher’s methods of work carried over from primary school. Insufficient understanding of the connection between academic subjects studied at school and the possibility of using them in the future reduces a positive attitude towards learning. Selective interest in some academic subjects reduces interest in others due to the teenager’s inability to combine them and properly organize his academic work. Excessive breadth of interests can lead to superficiality and scatteredness; new extracurricular and extracurricular activities (reading additional literature, activities in clubs, sports, collecting, etc.) constitute serious competition for educational activities. The instability of interests is expressed in their change and alternation. The motives for a positive attitude towards learning are recognized by adolescents better than the motives for a negative attitude.
Let us trace the development of cognitive and social motives for learning in adolescence.
First of all, the teenager’s cognitive motives and interest in new knowledge are strengthened. Moreover, at this age, for most schoolchildren, interest in facts gives way to interest in patterns. Broad cognitive interests in adolescence, according to research by A.K. Markova, are typical for about a quarter of students. These interests arouse in adolescents a desire to solve search problems and often take the student beyond the limits of school curriculum. In the personality structure of a teenager, broad cognitive interest is a valuable education, but in the absence of the necessary pedagogical influence, it can become the basis for a teenager’s superficial attitude towards learning. Core cognitive interests are typical for 1/5-1/3 of each age group. When taking these data into account, it should be borne in mind that with the systematic formation of motivation, this picture may change; the number of core interests will increase, the number of amorphous ones will decrease, etc.
Note that adolescence is very favorable for the development of cognitive interests. The development of broad cognitive motives at this age is facilitated by many types of extracurricular and extracurricular hobbies (clubs, sections, etc.). Interest in ways of acquiring knowledge is also significantly strengthening. A reliable basis for these motives is the desire of schoolchildren to grow up. They are impressed by the analysis and discussion of methods of knowledge, ways of scientific research, which greatly enriches their ideas about methods of independently replenishing knowledge. At the same time, teenagers still have difficulty understanding this type of educational motives. The majority of schoolchildren in grades 5–8 believe that the most significant motive for them is the motive of mastering new knowledge, while the motive of mastering methods of acquiring knowledge is very rarely recognized as significant. In adolescence, the motives for self-education continue to develop. If in younger schoolchildren these motives are more often expressed in vague, vague tasks of their own development and are realized in the simplest ways - reading additional literature, visiting nearby libraries, then in a teenager the motives and methods of self-education rise to a higher level. The tasks of self-education become more specific, and often close goals (pass exams or tests, join a club) come to the fore without a clear connection with the long-term goals of choosing a profession and developing the individual as a whole. The ways to carry out self-education here are selective and fairly systematic reading of new sources, assimilation of new information and at the same time maximum use of the school curriculum material.
Interest in knowledge that goes beyond the school curriculum is very typical for teenagers. The development of cognitive motives at this age is generally determined by the teenager’s active desire for independent forms of educational work. This is manifested in the satisfaction with which the teenager completes independent learning tasks in the classroom, in his work with complex educational
material, in an effort to build their own cognitive activity outside the school curriculum, in various forms of self-education.
Let us characterize the social motives of learning in adolescence. They are becoming more and more improved, as in the course of educational and social work, adolescents’ ideas about moral values and the ideals of society, which influence the student’s understanding of the meaning of learning, are enriched. These motives are especially strengthened in cases where the teacher shows schoolchildren the possibility of using the results of their studies in future professional activities, in communication, and self-education.
Fundamental qualitative changes in adolescence take place in the so-called positional motives of learning. Their development is determined by the teenager’s desire to take a new position (the position of an adult) in relationships with others - adults and peers, the desire to understand another person and to be understood, to evaluate himself from the point of view of another person. The motive that is adequate to educational activity is the motive of seeking contacts and cooperation with other people, the motive of mastering ways to establish this cooperation in educational work. A teenager in all types of activities, 8 including educational ones, poses the question: “Am I really not like everyone else, or even worse - like everyone else?” This determines the student’s interest in all forms of group and collective work, where his social needs for friendship, communication and interaction with another person, self-expression and self-affirmation through relationships with other people can be realized.
To realize these interests, various forms of mutual and self-presentation, types of mutual and self-control of schoolchildren are effective, when a teacher can help a teenager realize and evaluate individual aspects of his educational activities and his own personality as a whole. A teenager is impressed by such forms of educational work where the teacher and schoolchildren jointly search for new knowledge and new ways to obtain it. At the same time, compared to younger schoolchildren, adolescents sometimes develop very critical views of the teacher. They are very sensitive to the injustice of the teacher, rallying into groups during a conflict with the teacher.
The teenager correlates, not always consciously, his own motivation and the motivation of his peers with the models and ideals accepted in our society, A.N. Leontiev noted that in adolescence, the task of comparing motives becomes relevant, schoolchildren solving problems to find meaning: “What is most important for me?”, “What is most important for someone else?”, “What is most important for me?” , what is less important (studies, sports, music, etc.)?”, “Why am I doing it this way and not otherwise?” A teenager’s awareness of subordination and the comparative importance of his motives means that at this age a conscious system, a hierarchy of motives, takes shape. By the end of adolescence it may
stable dominance of any motive can be observed. A teenager, as a rule, realizes that he is driven by several motives and can name them. The dynamics of learning motives in adolescence lie in their greater selectivity, localization, and also in their ever-increasing connection with practical activities.
Pedagogical work on the formation of cognitive interests in adolescence may consist in the fact that the teacher seeks to deepen the knowledge of students and concretize them, and with schoolchildren who have expressed core interests, the teacher works primarily on a comprehensive expansion of their horizons, on ensuring the broad and harmonious development of these children. If you reveal to schoolchildren the generality of a particular way of working (for example, a mathematical or linguistic problem), then the students will have a desire to use this method in new situations. If schoolchildren are systematically introduced into situations of collective educational work, then the effectiveness of their newly emerged educational-cognitive motive increases, since independent
The processes of goal formation in middle school age are largely associated with developing the ability to voluntarily organize one’s educational work, focus attention, and intentionally remember. If primary school students need to rest in the middle of a lesson or switch to another type of work, then teenagers are able to maintain their attention throughout the entire lesson, are able to distribute attention between several types of academic work, and often prefer a fast pace of work. These features determine the persistence of adolescents in achieving goals and overcoming obstacles.
Goal setting in middle school age is characterized by the following: a teenager, unlike a primary school student, not only subordinates his behavior to the goal set by the teacher, but can also set goals independently, that is, plan his work. Independent goal setting extends not only to academic work, but also to extracurricular activities. If a younger student usually sets his own goals only as intermediate in relation to the teacher’s goals, then a teenager is able to outline for himself an independent hierarchy of goals, determine the sequence of their achievement, and enjoy planning large blocks of his educational activities. The teenager already knows how to set flexible goals that change depending on conditions, which is necessary when learning based on problem solving. Many students develop the habit of following their goal for a long time and subordinating their behavior to this. Teenagers show persistence in achieving goals and overcoming difficulties along the way. The development of core selective interests makes the behavior of adolescents in general purposeful. By the end of adolescence, the ability to set long-term goals related to the future develops.
The weakness of goal formation processes in adolescents is manifested in the following. Their ability to achieve goals manifests itself unevenly in different academic subjects and in different types of activities. A teenager often reveals an inability to connect the goals and motives of his educational activities with the goals and motives of upcoming activities, mainly labor activity. The teenager’s activity in setting goals is ahead of the ability to implement and achieve them, which is often the cause of difficult situations and reflects the teenager’s desire to set “adult” goals, but at the same time reveals an inability to control himself when implementing them. Developmental work with teenagers in this case consists of developing the missing goal-setting techniques in them. At the same time, an important educational task is to provide the teenager with the opportunity to independently test his strengths and abilities, that is, set several goals for himself and carry out
their wide testing. The student must convince himself of the inconsistency of certain goals for himself and learn to choose goals (including his future profession) reasonably and confidently. This will help older teenagers overcome infantilism when choosing their life path. For the development of goal-setting processes, the involvement of the student, along with learning, in other types of activities (socio-political, socially useful, sports, etc.) is also of great importance. This teaches a teenager to distribute attention between several goals, determine a reasonable sequence for their implementation, and therefore plan and value their time, and use it optimally.
The emotional life of a teenager is associated with the growth of his self-awareness and at the same time with the instability of his self-esteem. The process of a teenager comparing his capabilities with the capabilities of other schoolchildren and with his potential aspirations, the inability at times to adequately evaluate them causes categoricalness in his assessments, swings in his emotions, sharp fluctuations and changes in mood from hypertrophied conceit, self-confidence, increased criticism, maximalism in assessing another person to self-deprecation, admiration for another person.
To diagnose learning motivation in middle school age, we developed two methods: one for 7th grade students, the other for 9th grade students. The methods were tested, after which some adjustments were made to the wording of the questionnaires and the method of processing them.
Senior school age
Senior school age is characterized by the following objective changes in the life of a student: the proximity of completion of secondary education and the need to choose a profession; objective evidence of growing up - receiving a passport, at 18 years of age - civil majority and obtaining Civil Rights; the position of the eleventh graders themselves at school as seniors; acquaintance with new forms of training (seminars, tests, etc.) and, in connection with this, the complication of educational activities; deployment of mature self-education activities.
The development of motivation to learn at this age is facilitated by a number of characteristics of a high school student: the need for self-determination in life and the orientation of plans to the future, comprehension of the present from this perspective; the presence of social motives of duty, responsibility to society; the tendency for the student to understand his worldview as an alloy of social and cognitive motives and value orientations; awareness of oneself as an integral personality, one’s capabilities in choosing a profession, one’s position in life; well-formed goal setting - a transition from supposed long-term goals to real ones, readiness to make decisions concerning not only oneself, but also others; increased interest to all forms of self-education; stability of interests, relative independence from the opinions of others.
Motivation for learning in high school age is hampered by: sustained interest in some academic subjects to the detriment of mastering others; dissatisfaction with the monotony of the forms of educational activities, the lack of creative and problem-search forms of educational activity, a negative attitude towards forms of strict control on the part of the teacher; preservation of situational motives for choosing a life path (for example, by analogy with a friend); insufficient stability of social motives of debt when faced with obstacles.
Let us trace the development of cognitive motives in high school age. All researchers note a significant selectivity of cognitive motives at this age, and this selectivity is dictated not only by disinterested interest in an academic subject, as in adolescents, but also by the choice of profession. Selective cognitive interests are the basis for further development
all special abilities. Interest in knowledge becomes deeper, affecting not only patterns academic subject, but also the basics of science. Interest in methods of acquiring knowledge is improved as interest in methods of theoretical and creative thinking. High school students enjoy participating in school scientific societies and in research work in class. At the same time, they are also attracted to ways to increase the productivity (effectiveness) of cognitive activity, as evidenced by their interest in manuals on culture and the rational organization of mental work. Probably, at this age we can talk about the manifestation of the unity of the procedural and effective aspects of learning. Motives and methods of self-educational activity are intensively developing.
In the process of goal setting among high school students, distant goals related to life prospects, choice of profession, and self-education dominate. These motives and goals lead to the development of fundamentally new ways of self-educational activity. There is a desire to analyze the individual style of one’s educational activities, to determine the strengths and weaknesses their academic work, the desire to understand and express their individuality during training.
It is noteworthy that at high school age all cognitive motives become meaningful, the acquisition of knowledge becomes a matter of vital importance for the student, therefore high school students show significant interest in understanding the meaning of the acquired knowledge and in ways of obtaining it to realize their life plans.
Social motives in high school age also develop in several directions. Thus, the role of broad social motives of duty and responsibility to society is increasing. But not all schoolchildren have developed these motives, which is manifested in elements of immaturity, dependency, consumerism towards society, reluctance and inability to contribute to social practice. Social positional motives that develop in relationships with others also change. Relationships with peers continue to play a significant role for students; rejection of a high school student in the class group causes dissatisfaction, anxiety, and negative emotions. Student-teacher relationships in high school are stabilizing. The upcoming graduation from school and exams strengthen the business orientation of schoolchildren in relationships with teachers. At the same time, schoolchildren’s desire for respectful forms of control on the part of the teacher is increasing. In a number of cases, high school students’ demands and criticism of their teachers increase. At this age, the educational role of the teacher’s personality is greater than ever. The claims to independence of older schoolchildren differ from the same claims of adolescents. Teens o
The relationship between emotions and motivation
2. Emotions as motivation. Points for and against"
The participation of emotions in controlling human behavior and activity was discussed by thinkers of Ancient Greece. For example, Aristotle, considering the causes of knowledge, came to the conclusion that its motivator is a feeling of surprise: “For both now and before, wonder prompts people to philosophize, and at first they are surprised at what directly caused bewilderment, and then, little by little, moving further, they wondered about more significant things, such as the changing positions of the moon, sun and stars, as well as the origin of the universe.”
The role of the emotion of surprise in management cognitive activity also considered by R. Descartes. In general, he considered the meaning of emotions in a broader aspect.
Thus, he noted the role of “passion” in memorization: “No matter how many times an unknown object appears in our field of vision, we do not store it in our memory at all, unless the idea of it is strengthened in our brain by some kind of passion.” Descartes, and then Spinoza, created the doctrine of affects as motivators of human activity. “...The main effect of all human passions is that they motivate and tune a person’s soul to desire what these passions prepare his body for.”
The Dutch philosopher B. Spinoza in the middle of the 17th century also considered affects to be the main motivating force of behavior, to which he attributed primarily attraction. He wrote: “The desire that arises as a result of displeasure or pleasure, hatred or love, the greater the intensity of these affects.” Spinoza also noted the dual nature of emotions, which can either facilitate or limit the body's ability to act.
Later 3. Freud equated affects with psychic energy as a source of motivation.
A slightly different aspect of the role of emotions (feelings) in controlling behavior was noted by N. Ya. Grot (1879-1880) and G. Munsterberg (1997).
Groth developed a four-tier classification of mental activity, in which he placed feeling and emotions in second place as a consequence of sensations and ideas and as one of the stages in controlling the vital activity of the body. “Feelings,” he writes, “as a product of a subjective assessment of sensations, obviously answer the question: what is the significance in the economy of the whole organism of this something that occurs in some of our organs and is discovered by us with the assistance of sensation? The answer to this question is the feelings of pleasure and pain. From here we can already assert with complete certainty that feelings serve as a product of the assessment of internal relations.”
G. Münsterberg, noting the motivating and reinforcing (energetic) role of emotions, wrote: “... An emotion should direct the entire organism to action of one specific kind. Just as attention gives the concentration of the idea against all interfering, competing ideas, in the same way emotion gives the concentration of the reaction and delays all other possible activities. ...Emotion is an organic wave that passes through the entire central nervous system, suppressing and eliminating everything that is not related to the source of emotional arousal." It is easy to see that, in essence, we are talking about the participation of emotions in the creation of a dominant focus that directs the behavior of humans and animals.
It should be noted that in the history of the study of emotions there was another period when emotions were considered, as L. S. Vygotsky noted, “as side effects, not participating in any way real life person as a simple awareness of peripheral changes." Thus, W. McDougall defined emotions as the affective aspect of instinct, and G. Spencer and T. Ribot declared human emotional states to be relics of his animal past. J.-P. Sartre believes that emotions lead to a “degradation of consciousness.” The opposite point of view was also expressed, that under the pressure of progressive intellect emotions are degrading (T. Ribot).
This position of a number of English and French scientists was rejected. The participation of emotions in the control of human behavior and activity has been recognized by most psychologists, which is reflected in the “motivational” theory of emotions, which advocates the functional unity of emotional and motivational processes. Of the domestic scientists, Petrazhitsky adhered to this position at the beginning of the 20th century. In the second half of the 20th century, this theory finally took shape and became widespread among Western psychologists (Leeper; Arnold, Gasson; Jung; Bindra; Tomkins).
It is also recognized by domestic scientists, and often even too categorically. Thus, S. L. Rubinstein (1946) wrote that emotions are a subjective form of existence of motivation (needs): “Acting as a manifestation of a need, as a specific mental form its existence, emotion expresses the active side of the need. Emerging in the activity of an individual, emotions or needs, experienced in the form of emotions, are at the same time incentives for activity.” G. X. Shingarov writes the same thing: “...Emotions can be considered as a specific psychological form of the existence of needs.” V.K. Vilyunas, speaking about biological motivation, proves the closeness of the concepts of “motivation” and “emotions” and almost identifies them. Following S. L. Rubinstein, he defines emotions as a subjective form of the existence of motivation. In practice, the identification of emotional and motivational phenomena occurs in G. M. Breslav when he writes about “emotional decentration,” meaning by it the ability to imagine the desires of another person. The Psychology Dictionary states that “emotions are a subjective form of expression of needs” that precede activities to satisfy them, motivating and directing them. The position of V.V. Boyko is close to this, who believes that “emotions are genetic programs of behavior that have energetic properties - the ability to reproduce, transform, dynamics, intensity, stimulating influence.” Emotions as primary driving force-- the motivational system underlying the structuralization of instinctive drives is considered by G. Lowald and O. Kernberg. Of course, one cannot deny the connection between emotions and needs and motivation, but one cannot identify them and link them with inextricable ties. Firstly, the subjective form of biological needs is the emotional tone of sensations, not emotions. Secondly, not every motivational process is accompanied by the emergence of emotion (in stereotypical situations).
Feelings are also associated with needs and motives. Thus, R. S. Nemov believes that the quantity and quality of human needs, in general, corresponds to the number and variety of emotional experiences and feelings, and the higher the need in its social and moral significance, the more exalted the corresponding feeling. It turns out that a specific emotion or any of the feelings is “attached” to each need.
Many psychologists have paid attention to the connection between motivation and emotions. Giving a general overview of their works, V. K. Vilyunas notes that the solution to this issue is largely determined by what the authors include in the class of emotional phenomena, whether it includes specific experiences of a motivating nature - drives, desires, aspirations, etc. Viliunas points to the existence of a motivational theory of emotions, which was started by B. Spinoza. In accordance with one of the positions under consideration, desires are a type of emotion, and emotions perform a function that motivates behavior. Viliunas believes that this position was formed because it is difficult for a person to recognize the true reasons for his behavior, while the emotions that accompany the process of motivation are clearly experienced and it is by them that a person is actually guided in life. This position of a unified interpretation of emotional and motivational processes was decisive until the end of the 19th and beginning of the 20th centuries, but has not lost its supporters to this day (Leeper; Duffy; Arnold, Gasson; Jung; Bindra; Tomkins).
Indeed, it is sometimes quite difficult to identify the emotional in a motive. Therefore, different authors consider the same phenomenon as a manifestation of will, as motivation, or as emotion. This happened, for example, with the study of the influence of the competitive motive (personal and team) on the success of human activity. For Yu. Yu. Palaim, the competitive motive is willpower, and for A. V. Ilyin it is an emotional state. And they are both right. The competitive motive enhances a person’s emotional experiences, and the latter enhance the energy of the motive and volitional effort.
Other psychologists, following N. Groth and W. Wundt, separate motivating experiences from emotional ones. As a result, motivation and emotions are considered by modern classical psychology as two independent problems, the connections between which, as V. K. Viliunas believes, are comparable, for example, with the connections between perception and attention or memory and thinking. R. Lazarus criticized theories that interpret emotion as motivation, motivator or motivation (drive). He believes that these theories have a number of common shortcomings.
Emotions are not considered as real-life phenomena with their own qualitative specificity. The adaptive consequences of emotions are examined, and they themselves are treated as a rapidly disappearing intermediate motivational variable.
The preceding causes and conditions for the emergence of emotions are not explored. This drawback stems from the first, since the underestimation of emotions as independent reactions makes it unnecessary to find out the reasons for their occurrence.
These theories include a limited range of emotions - anxiety, fear, and less often - anger. At the same time, including other negative emotions, not to mention positive ones, causes great difficulties.
In the theories criticized, emotions are isolated from the adaptive forms of behavior that follow and are stimulated by them. Lazarus considers this behavior to be a fundamental component of a holistic emotional event.
Theories that consider emotion as motivation are, according to R. Lazarus, not “predictive”, but descriptive. Emotion and behavioral response are interconnected in these theories randomly, depending on a particular history of learning and reinforcement of the individual, and since this history is not under the control of the researcher, it becomes impossible to predict various forms of behavior.
M. Arnold, summing up the discussion of the issue of the motivating function of emotions in foreign psychological literature, writes that “the relationship between emotions and motivation, depicted in theoretical literature, remains completely unclear. Although it has been argued time and time again that emotions motivate, hardly anyone has come forward to explain unequivocally how exactly this happens.” V.K. Viliunas considers this accusation of psychologists to be unable to provide such an explanation unfair. At the same time, he refers to the statement of S. L. Rubinstein that emotions are a subjective form of the existence of needs. “This means,” writes Viliunas, “that motivation is revealed to the subject in the form of emotional phenomena that signal to him about the need-based significance of objects and encourage him to direct activity towards them. Emotions and motivational processes are not identified: being a subjective form of the existence of motivation, emotional experiences represent only the final, effective form of its existence, which does not reflect all those processes that prepare and determine the appearance of emotional assessments and motivations.” VC. Viliunas also attributes to emotions the function of organizing non-stereotypical goal-directed behavior. According to the author, emotion has the ability to coordinate and combine a number of individual sensitivity processes into a purposeful behavioral act. Witt paid close attention to the concept of “emotional regulation,” especially in relation to the regulation of speech and thought processes. She considers emotional regulation on two levels - conscious and unconscious. The first is the result of the manifestation of a person’s stable emotional attitude towards objects and reflects the individual characteristics of the subject’s own control over the external expression of this attitude and its fluctuations, caused by both previously experienced and current ones. emotional states. The unconscious plan of emotional regulation, determined by the primary bias of a person and his current emotional states, receives direct expression in the emotional coloring of the process and results of activity.
As K. Izard rightly notes, the emotional system rarely functions independently of other systems. Some emotions or sets of emotions almost always manifest themselves in interaction with the perceptual, cognitive and motor systems. And the effective functioning of the individual depends on how balanced and integrated the activities of various systems are.
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UDC 159.942
Pyryev E.A.
Orenburg State Pedagogical University E-mail: [email protected]
EMOTIONAL AND MEANING-FORMING MOTIVES
The article identifies the motivational characteristics of emotions. It is proved that human behavior is determined not only by conscious necessity, but also by unconscious processes. A comparison has been made of the motivational capabilities of perceived meaning-forming motives in the concept of A.N. Leontiev and unconscious motives in the concept of L.I. Bozovic. A comparative analysis of the two approaches allows us, from our point of view, to identify the place of emotions in a person’s motivation. The article also proves the possibility of using the term “emotional motivation”.
Key words: emotions, motivation, emotional actions, motivation, needs, emotional motives.
Introduction. In psychology, the questions of “motivation” and “motivation” are considered the most developed, but controversial in terms of research. Thus, motivation competes with abilities in determining the effectiveness of human activity. However, if science pays attention to the unconscious processes and emotions that determine human behavior, then new promising ways of studying motivation will open up.
Needs are traditionally recognized as the main motive. Also, interests, drives and emotions perform a motivational or incentive function. Along with the fact that a motivational function is assigned to emotions in the scientific literature, research work on this topic has been reduced to a minimum. It seems that the reason for this is methodological in nature. It is known that today the concept of “conscious reflection of reality” dominates in psychology. This concept excludes the unconscious as a regulator and driver of human behavior. However, emotions in this capacity primarily belong to the unconscious. In addition, there is a view of emotions as a changeable, temporary, impulsive, situational phenomenon, etc. Of course, with such characteristics, it is difficult for emotions to compete with needs or other drivers of human behavior.
Issues of motive and motivation are considered confusing in the terminological sense, so we will designate a vision of the terms that does not conflict with the official position of science. So, a motive is a tension that, as a stimulant, leads a person’s behavior to activity towards objects, things and
phenomena. Achieving a goal (or object) is the main task of the motive, since it is discharged (tension is relieved). In turn, motivation is a system of incentives (or motives) for human activity.
Formulation of the problem. In this work, the goal is to identify the motivational characteristics of emotions. To do this, a comparison will be made of the motivational capabilities of unconscious motives in the concept of L.I. Bozhovich and conscious meaning-forming motives in the concept of A.N. Leontyeva, . A comparative analysis of the two approaches will allow us, from our point of view, to identify the place of emotions in a person’s motivation. It is also proposed to separate emotions into a separate motivational category.
Good reason comparative analysis two approaches to motivation is the position of A.N. Leontiev, where he denies emotions in motivating human activity. Emotion, from his point of view, is a reflection of the meaning of an object for a person, but is not a motive. By arguing on this issue, we argue in favor of the existence of motivational emotions. Further we will use the term “emotional motive” - if we are talking about a specific emotion as a stimulant of human behavior and “emotional motivation” - if several emotions are considered as a stimulant.
Theoretical understanding of motivation issues. It is important to start considering the problem of motivation from the scientific position of A.N. Leontyev. A motive is what a person strives for, what fills his life with content, what is a semantic guideline for him. In ka-
Such a reference point can be conscious, socially approved and personally significant objects, ideas, and phenomena. This is the motive of A.N. Leontyev called it “meaning-forming” or “true motive”.
Another point of view on the motive belongs to the school of L.I. Bozhovich: a motive is a source of activity that directs a person’s behavior towards mastering an object, phenomenon, or situation. Such a source can be needs, drives, interests, intentions, desires. These motives may or may not be realized by a person.
The difference between the two concepts is that according to Leontiev, the motive is discovered in the process of incentive actions through conscious intellectual efforts, while for Bozhovich, the motive is given initially, for example, in need. Accordingly, human behavior turns towards objects that meet the need.
Emotions as a motive can be viewed through the prism of the two concepts presented. For example, the vision of emotional motive in relation to the theory of L.I. Bozovic looks like this. Experiencing emotions of joy, sadness, anger... creates tension, which is realized in actions directed towards an object with which the emotion has a long-term empirical connection. When addressed to an object, depending on its modality, emotion determines actions aimed at strengthening, destroying, improving... connections with the object (phenomenon). The implementation of actions directed towards the object leads to the discharge (extinguishing) of emotion. A feature of this scheme is the detection of opposite emotions at the end of actions, i.e. with their completion. In this sense, emotion as a motive tends to its opposite. Accordingly, the extinction of motivational emotion occurs not only in actions directed towards the object, but also in the emergence of new emotions.
Idea about the motive of A.N. Leontiev includes the presence of meaning-forming questions: “Why am I living?”, “What do I want in this situation,” “Why am I taking actions?” If we consider emotions as a motive, the answer may be: “I perform actions to achieve peace,” “... to achieve joy.”
ty", "... to experience pleasure." Accordingly, the semantic motive of a person’s actions is the desire to experience the emotions of “peace”, “joy”, “love”, “pleasure”. Achieving the desired emotions leads to a release of tension. In this motivational scheme there is no emotional source, but there is a prediction of the experience of emotions that orient and direct human behavior.
The difference between the two concepts can be illustrated by the example of R. Zimbardo, who quotes the story of an American intelligence sergeant in Vietnam: “First you hit to get angry, then you hit because you’re already angry.” Accordingly, in the motivational concept of A.N. Leontiev, a person performs actions to achieve the “experience of rage,” and in the concept of L.I. Bozovic, a person commits actions “because he is angry.”
Before considering in detail the motivational function of emotions using the example of the “semantic” motive of A.N. Leontiev, let us recall the main provisions of his theory. So, the key content of the concept are the categories “need”, “goal” and “motive”. Activity begins with a need, which performs an incentive function. Tension is created, which manifests itself in unconscious search forms of behavior. Need triggers the intellectual process of searching for an object. With its detection, human behavior becomes purposeful. However, the appearance in the psyche of a goal or an image of the final result does not indicate the presence of a motive. A.N. Leontyev believed that motives, unlike goals, must only be realized by the subject: “the discovery of a motive constitutes a special task—the task of recognizing the motive.” The process of realizing a motive turns into a search for the meaning of life or personal meaning, which is hidden deep in the psyche. As a result of mental analysis, the “true motive” is “obtained” from the depths of the psyche, for example, obligation (I must), achievement (I want success), power (I want to control people), patriotism (I want success for the country), etc. With discovery motive, human behavior becomes selective and directed. The phenomena found in this way correspond to the personal meaning of a person, i.e. are important to him.
The solution of the problem. It must be said that human life and practice are completely inconsistent with the ideas of the concept of “meaning-forming motives.” A few people are focused on socially significant motives of honor, duty and patriotism. Most people live “here and now” and do not plan their actions for many years in advance. On the other hand, to perform many actions and deeds it is not at all necessary to turn to large-scale socially oriented personal meaning. Behind the actions of most people, personal and narrowly selfish momentary motives appear - “I want peace, love and pleasure.”
In his actions, a person is often guided by immediate goals. But even in his long-term plans, emotional motives are visible, which are semantic in nature. For example, a person avoids conflict to achieve intrapersonal comfort, and not to create a favorable climate in the work team; the student studies because it gives him pleasure, and not because he wants to become a “major specialist”; an employee works overtime because the manager likes it, on whom the employee’s future and the feeling of peace he experiences, etc. depend.
Thus, a person strives for emotions. Behind its promising, socially oriented, far-reaching, meaning-forming motives are hidden egoistic emotions: the desire for comfort, pleasure, peace, sometimes for anger, rage, in rare cases for sadness and suffering. Similar motivation was studied by B.I. Dodonov experimentally proved the human desire for such emotions.
In the concept of meaning-forming motives, the source of activity is biological needs - hunger, thirst, reproduction. They create tension, which ultimately leads to the emergence and awareness of a semantic motive. A similar diagram can be presented using the example of emotions. Thus, by analogy with biological needs, science knows biologically determined emotions. The authoritative researcher of emotions K. Izard calls innate emotions “basic”, and G. Breslav - “basal”, French
The 19th century Zusian researcher T. Ribot called them “primary” or “pre-conscious sensitivity.” According to K. Izard, there are three to seven basic emotions. He, in particular, identifies seven of them: fear, joy, surprise, anger, resentment, disgust, contempt. The peculiarity of these emotions is their similarity to needs in terms of content and energy. We published an article on this topic, which reveals in detail the similarities and differences in the motivating capabilities of needs and emotions, so we will not dwell on this specifically.
So, emotions of different modalities create tension, which manifests itself in indicative actions, then the thought process is activated, aimed at searching for semantic emotions, that is, emotions that are important and necessary for a person to live. In the process of intellectual search, emotions hidden by social norms are discovered. As a rule, they are the opposite of basic emotions. For example, if activity begins with negative emotions (sadness, suffering), then positive emotions of joy and pleasure are found to be “meaningful”. On the contrary, negative emotions as a motive correspond to the positive emotions with which the activity began. Thus, the experience of the negative emotion of sadness always tends to its opposite, i.e., the experience of pleasure, and the experience of joy tends to the experience of sadness or suffering.
It should be noted that the transition of positive emotions to negative ones can be considered a “failure of the motivational program.” It is known that a person is focused on positive emotions, and when he experiences negative ones, he instinctively moves away from them.
It should be emphasized that this article does not deny the presence of socially oriented motives, but behind every true conscious motive there is an emotional motive. Its specificity is that it is hidden deep in the psyche, so the reason for many actions is not realized by a person, and if it is realized and he discovers the emotional content, he refuses it. People “do not agree” to recognize narrowly personal, selfish emotions behind their actions. A person's desire to re-
life, pleasure, peace and comfort are covered up by so-called “true motives” that are socially approved. S. Freud repeatedly spoke out on this matter, noting that in the human psyche there is a constant conflict between the principle of pleasure and the principle of reality, i.e. social norms.
Consciousness, unlike the unconscious, predominantly has socialized programs, according to which it reveals “true motives” in the psyche. These socialized programs not only search for motives, but also remake them, adapting them to social expectations. Therefore, people engage in prostitution because they need to help their sick parents; they study because they want to gain professional knowledge, and work to ensure the well-being of the country and people. However, the true motives should be recognized as emotions that are located deep in the unconscious. The discovery of these latent emotions allows us to recognize that the reason for prostitution is the subject's satisfaction of hedonic needs; they organize “excuses” from the army because they leave out of fear; the fear of being left without work forces a person to agree to overtime; a person works intensively so that career advancement allows him to experience emotions associated with control over people.
So, the experience of emotion creates tension, which is realized in indicative behavior. The thought process of finding the real motive is activated. The desired emotion is revealed as such a motive. A person realizes that his main goal is to experience peace, balance, tranquility, comfort, and pleasure. To detect these emotions, a person performs a lot of actions, strains his strength, and spends energy. This often happens. For example, a workaholic makes a lot of effort with only one goal - to have fun. In turn, achieving emotion turns into organizing complex, often intricate actions. Along the way, a person solves a lot of problems: improves work, himself, and the environment. That is, emotions, considered through the prism of meaning-forming motives, “work”, they are effective and can benefit a person and his environment.
wife It is true that it is difficult to see “benefit” in a person’s actions when the meaning of life is “revenge” and “hatred”. But even in this case, the activity is positive. For example, if the emotional motive of hatred towards a person is woven into the context production activities, this often leads to increased productivity on both sides.
Disadvantages of motivation using the example of “semantic” emotions. First of all, in the motivational scheme involving significant emotions there is no substantive content. A person strives to experience emotions and at the same time masters objective world. In this scheme, activity is aimed not at transforming an object, but at achieving emotion.
Emotional motives are socially prohibited, which forces people to repress them into the unconscious. Therefore, when voicing true motives, a person will always give priority to socially significant motives, which contradicts reality, but does not contradict social expectations.
A “ban” on emotional motives changes the real picture of the incentive scheme. The following situation can be observed: the motive is socially approved, and the actions correspond to the emotional motive. For example, in words a student studies to become a professional, but in reality he does not like studying, so he skips classes, opens textbooks “every once in a while,” and does not work at lectures and seminars.
The emotional motive socially humiliates a person. Activity deployed with the aim of obtaining, for example, hedonistic emotions, of course, humiliates a person and deprives him of socially significant large-scale guidelines. A person is humbled by the realization that his motives are narrowly personal and selfish. However, the social situation is changing and today people agree to explain their activity by emotions.
There is some one-sidedness in the pursuit of positive emotions and ignoring negative ones. For example, there are very few people who can say that “anger” or “sadness” has become the meaning of their life. Also, only a few see “the meaning of life in hatred, revenge...”. However, it is quite possible to observe when behavior is deployed “to obtain results.”
achieve”, as well as “for the sake of pleasure, peace, comfort, love.”
We adhere to the motivational scheme of L.I. Bozovic, but as a motive we consider emotions, with which human activity begins. The motivational scheme in this case has next view. Emotions of different modalities create tension and organize certain actions towards the objects (phenomena) with which they are associated. Such actions are often automated in nature and unfold according to a certain pattern, which is determined by the modality of the experienced emotion.
Under the influence of emotions, human activity occurs at different levels, in particular, at the neurophysiological, physiological, psychological and behavioral levels. At the neurophysiological level, one can observe the activation of nervous processes and the creation of a dominant focus of excitation in them: at the physiological level, under the influence of emotions, changes in heart rate, breathing and muscle tonic occur; the psychological level is reflected in specific experiences, as well as in changes in perception and thinking; at the level of behavior, actions take place directed towards an object with which a person has an empirical connection.
Emotions are associated with all the diversity of aspects of human life - with things, objects, work, study and people. A person worries about these aspects of life certain emotions, which are fixed and stored in the psyche for many years. This connection exists in the form of affective images. The accidental or intentional appearance of an image of an object (phenomenon) in the psyche initiates the appearance of an emotion associated with it. The experience of anger, joy, and sadness associated with studying will act as the reason for the student’s educational activity. Emotion creates tension and organizes incentive schemes for learning. Some emotions work to break connections with study, others to strengthen connections, others to improve, others to move away from real connections and form new ones, etc. Read more about this topic in our work “Assessing the motivational capabilities of emotions.”
Incentive patterns of emotions are realized in actions or behavior. Behavior may be conscious and intellectual, or it may be
unconscious and spontaneous. The emotional motive is visible in direct actions. However, the problem of the emotional motive is in isolating direct actions that are under the constant conscious and intellectual control of a person.
The immediacy, variability and impermanence of emotions is a false impression. Hatred, anger, sadness or joy towards an object lasts for years. Also, over the years, the “binding” of emotion to an object occurs. For example, an emotional attitude towards studying at school is formed over several years. This process ends with the end secondary school. Of course, there are individual characteristics, both in the speed of connecting and breaking emotions with an object.
A feature of emotional motivation is the unconscious nature of the motivation. A person is not aware of the motivating emotions, actions, or the object towards which the emotions are directed. Of course, if desired, all these motivational elements can be realized, but as soon as they become an act of consciousness, they are subject to change. The introduction of cognitive elements into the experience leads to both a change in emotion and the actions corresponding to them. This outcome is explained by social norms and prohibitions that exist regarding certain emotions. Thus, it is tacitly prohibited to experience negative emotions of anger, rage and indignation in relation to socially significant objects: people, work, study... It is also not acceptable to openly experience sadness and suffering. Also, experiencing positive emotions at work - joy and pleasure - is also unofficially discouraged. In any case, such standards exist for excessively experienced emotions.
It is known that emotion is very closely related to cognitive processes. Emotional regulation involves attention, perception and thinking. In particular, emotions direct cognitive processes to objects with which a person has a long-term experiential connection. In this sense, emotion is a filter that allows information that only emotions need to reach the level of consciousness. A feature of the emotional regulation of cognitive processes is the unconscious nature of the influence.
Emotions, which are the source of human behavior, belong to the phenomena of personal motivation. Unlike external situational motivation, motivation based on emotions is quite stable, long-lasting, and goes through a long process of formation. Therefore, the affective image formed in the human psyche can be represented in the form of phenomena known to psychological science. For example, this mental phenomenon can be represented as an unconscious “attitude” developed in the scientific school of D.N. Uznadze, “disposition” - G. All-port, “emotional focus” - in the works of Yu.B. Gippenreiter. It is assumed that the affective image is a ready-made motivational attitude. When stimulated by a figurative product, such an attitude is activated and begins to induce human behavior. For example, emotions associated with learning begin to motivate a person's behavior as soon as he finds himself in a learning situation.
Thus, the concept of emotional motivation can be recognized as working if it is carried out (i.e. operates) at an unconscious level. With increasing awareness of motivation, some emotions that are under social or personal control are subject to change, which distorts the motivational picture.
A feature of the motivational scheme involving emotions is the unconscious desire for opposite emotions. In this sense, emotion tends to its opposite. If a person experiences anger from studying, then he strives for peace, pleasure and comfort. A person experiences anger from studying and unconsciously deploys internal (intellectual) and external (behavioral) actions with a focus on the subject of the connection in order to transform it. Upon completion of a person’s intellectual and behavioral actions, the motivational emotion is extinguished to the opposite (or another).
Preliminary results on the theory of emotional motivation:
Emotions are a source of activity, as they create tension that determines a person’s internal and external activity;
Emotional determination unfolds at the neurophysiological, psychophysiological and behavioral levels;
Emotion is connected with the objective world by long-term and strong ties and represents an affective image;
Emotion is activated automatically as soon as a person finds himself in a situation with which a long-term empirical connection has been established;
Emotions, depending on the modality, organize certain actions in relation to the phenomena with which they are associated;
Emotions, being a source of activity, unfold their actions unconsciously, i.e. unintentionally;
Awareness of the motivational activity emanating from emotions can lead to a stop or change in motivational patterns;
Emotion is one of the stimulants of human activity, so there may be a discrepancy between conscious and unconscious actions.
Awareness of emotional motives leads to abandonment of them, since most of such motives are under social prohibition;
The extinguishing of emotions occurs in the process of implementing actions that end with the appearance of opposite emotions, i.e. emotion unconsciously strives for its opposite;
Emotional motivation can be formed. At various stages of the formation of a person’s emotional attitude to a phenomenon, one can intervene in this process, changing it and improving it.
Working definition A person's motivation based on his emotions will be as follows. Emotional motive is emotional stress a certain modality, transformed into unconscious motivating actions of a person towards objects, things, phenomena with which a person has a long-term empirical connection. The modality of an emotion determines its direction, so some are focused on strengthening the connection with the subject, others on its improvement, others on its destruction, etc. The deployment of actions towards the subject gradually leads to the extinguishing of the motivational emotion.
Bibliography:
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2. Breslav, G. Psychology of emotions / G. Breslav. - M.: Meaning. Publishing house "Academy", 2004. - 544 p.
3. Vilyunas, V.K. Basic problems of the psychology of emotions / V.K. Viliunas // Psychology of emotions. - St. Petersburg: Peter, 2007. -S. 8-42.
4. Gippenreitr, Yu.B. Introduction to general psychology / Yu.B. Hippenreitr. - M.: Moscow State University Publishing House, 1988. - 320 p.
5. Dodonov, B.I. Emotion as a value / B.I. Dodonov. - M.: Politizdat, 1978. - 272 p.
6. Izard, K.E. Psychology of emotions / K.E. Izard. - St. Petersburg: Peter, 2002. - 464 p.
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Motives for making purchases can be divided into rational, emotional (irrational), mixed (the choice is made partly rationally, and partly under the influence of emotions and moods).A rational motive forces the buyer to objectively evaluate:
. what he needs to satisfy the need;
. the quantity of goods that he needs to buy immediately;
. the amount of finance that he can allocate for the purchase;
. the selection criteria that he will establish depending on the degree of importance;
. the people with whom he will consult;
. sources of product information;
. a more rational place to buy;
. benefits, all functional and aesthetic characteristics of the product.
The buyer’s subconscious “reasoning”: “It makes sense to go to the store that is closer and where the goods are cheaper. And it is unwise to do the opposite. I'm going to the "right" place, which means I'm man of sense" A person asserts himself and frees himself from some of his complexes.
An emotional (irrational) motive can influence as follows.
Option 1. The thing, in principle, is not needed as such, but a person buys it either because of the act of purchase itself (a gift to himself or loved ones), or under the influence of the situation.
Option 2. The thing is basically needed, but the person chooses the place of purchase, model, price, design under the influence of emotions. This means choosing according to personal or subjective criteria (pride, love, status, pleasure, etc.).
Most psychologists are inclined to believe that man is a very irrational animal, overwhelmingly living by emotions. Therefore even Substantial part his seemingly rational motives are controlled by the emotional subconscious.
A statement of the impossibility of subordinating one’s actions only to reason is that all over the world it is believed that people are led astray from the right path by some higher and powerful forces called Satan, demons, shaitan, evil spirits etc.
Mixed motives are the most common. The fact is that if a person lives according to the genetic code, then the freedom to choose a “rational” course of action is very limited. Our mind, in general, is not given the ability to know what is reasonable and what is not, because it is not known final goal BKP.
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The desired response from the communicator's point of view from the recipient of the advertising message is possible only if the motive used in the message coincides with the needs of the recipient and arouses a certain interest in him. Motive - internal psychological condition, driving personality. It is based on a goal, the achievement of which is associated with the satisfaction of certain needs and requirements. The following groups of motives are used in the advertising message:
1) Rational motives:
The profit motive is essentially an economic motive. Widely used in sales promotion advertising, retail advertising, banking advertising, etc.
The motive of reliability and guarantees. It is used in banking and insurance, advertising of household appliances (“Indesit” will last a long time”), and cars.
The motive of conveniences and additional benefits. Involves the promise of facilitating certain work, additional amenities at home and at work, obtaining significant advantages when carrying out certain transformations, etc. Examples are advertisements for a Gillette razor with a triple movable blade, a Reach toothbrush with a variable configuration, etc.
2) Emotional motives:
The motive of freedom. Its use in advertising is determined by a person’s desire for independence. Therefore, this motif is used very widely, for example: advertising of feminine hygiene products (freedom of movement), contact lenses (freedom of looking at the world), lamps (freedom of seeing), cars (freedom of movement), etc.
Motive of fear. The motive should be used with great caution, since instead of a positive reaction, it can also cause rejection of advertising. Can be used in advertising anti-theft products (“What, they stole it? They should have put “Clifford”!”); in the fight against smoking, drug use, alcoholism, AIDS; in advertising tax service(“Pay your taxes and sleep well!”), in social advertising, etc.
The motive of significance and self-realization. A very popular motif in advertising. Can be used to advertise a wide variety of goods/services/organizations, for example in banking advertising (“For established clients only”), in advertising of prestigious car models; in an advertisement for perfume and cosmetic products L"Oreal (“L"Oreal. After all, I deserve it!”), in an advertisement for a fur store (“You deserve a new fur coat.”
Motive of likeness. It exploits a person’s desire to be like their idols. This applies, first of all, to children and teenagers, to young people with undeveloped taste or people with low self-esteem (for example, Dima Bilan as a personalized mediator of the Gloria Jeans brand of jeans)
Opening motive. The motive exploits consumers’ inherent curiosity and desire for novelty, for example “Try the new Dirol”, “Feel the difference”, etc.
The motive of pride and patriotism. As a significant argument for advertising impact, the motive puts forward an appeal to the historical memory of consumers, the desire for national unity, pride in historical roots (for example, cigarettes “Peter the Great”, “Russia is a generous soul”, etc.).
Motive of love. It is used very widely in advertising gifts, toys, baby care products, children's products, souvenirs, food, clothing, etc.
The motive of sexual attractiveness. Currently, it is often used in domestic advertising, but not always appropriate. As a result, in a number of situations, the inappropriate use of this motive leads to the formation of “vampire advertising.”
Motif of joy and humor. Examples include Rondo mint tablets (“Our coach is Super-Bison!”), Tolstyak beer (“Where have you been? I drank beer...”), etc.
3) Moral and social motives.
These motives appeal to a sense of justice and decency - solving pressing social problems - such as protecting environment, law enforcement, etc.:
The motive of justice. Can be used in advertising of charities, pension funds, social events, etc. (for example, “Chernobyl Foundation. They saved us in ’86, let’s help them now!”).
Environmental protection motive. Intercombank videos about the endangered Ussuri tiger and Siberian crane.
The motive of decency. Can be used in advertising of charities, pension funds, social events, etc. (for example, “Call your parents”).