COLLEGE OF ARTS AND SCIENCES

GENERAL EDUCATION AREA

1st Semesters, A.Y. 2021-2022

TEACHING-LEARNING MODULE

Course Code : Free Elect 1/Soc. Sci 1 General Psychology

Course Title : General Psychology
Module : 2 - Midterm
Professor : Maria Satthia Q. Luna
E-mail Address : satthialuna.stc@gmail.com

A. Course Description

The course gives a bird’s eye view of the nature and scope of psychology. It discusses the meaning
and perspective used in exploring behaviour. It illustrates the roles played by the nervous system, endocrine
system and genetic endowment in the control or regulation behaviour. It also discusses about personality, stress,
stress coping and mental disorder associated with stress. It presents some cases and examples within the Filipino
setting to which the students can easily relate for easier comprehension.

B. Course Outcomes (CMO): At the end of the course, the students should be able to:

1. Discussed the meaning of behaviour and the perspectives used in explaining the behaviour.
2. Illustrated the divisions of the human nervous system and integrated the roles played by the nervous
system, endocrine system, and genetic endowment in the control or regulation of behaviour.
3. Discussed the developmental changes in the physical, cognitive, social, and moral domains.
4. Elucidated practical applications of learning theories.
5. Explained and give the differences between motivation, emotions, and memory.
6. Explained what stress is and the different stressed induced disorder.

C. Course Requirements:

The course will focus on the understanding the human behavior. Behavior, as we know, is the subject
matter of psychology. However, knowing one’s behavior and the behavior of others is not only of utmost interest
to psychologists. People in walks of life will stop even for a minute to know something about the personality of
another as it is reflected in the person’s overt behavior. Nothing is more interesting to man than the intricacies
and complexities of human behavior, consciousness, human growth and development, social interactions,
emotional reactions, learning experiences, and adaptive mechanisms.

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 MOTIVATION AND EMOTION
Lesson Introduction:

Motivation is an important fuel in life that is developed through extrinsic rewards and intrinsic
satisfaction. It may be produced by instincts and impulses, drives, arousal, incentives, or more humanistic needs.
Hunger drive — a result of physiological needs — may be explained by both bodily causes as well as
psychological and social preferences. This acknowledges the complexity of the human mind in fostering
motivation which leads to the discussion of achievement, affiliation, and happiness.
 In a world without emotions, procreation will just take place for the sake of it. You may sometimes say
that these emotions, whether good or bad, will only complicate your life. But try to look back and reflect deeply;
the various emotional states you experience add spice to your life. (De Guzman, R et al. (2012))

DAY 1
LESSON NO. 2
LESSON TITLE Motivation and Emotion
DURATION/HOURS 3 1/2 Hours
Specific Learning During the students' learning engagements, they will be able to:
Outcomes: ● Evaluate understanding of one’s motivation by identifying their extrinsic and
intrinsic motivations.
● Define and explain the nature and complexities of motivation.
● Discuss and explain the different theories of emotion.
TEACHING LEARNING ACTIVITIES

Engaging Activity 1: Enumeration (15-20 minutes)

(LO 1: Evaluate understanding of one’s motivation by identifying their extrinsic and intrinsic motivations.)

Instruction: In the table provided below, enumerate 5 samples of extrinsic and intrinsic behaviors that drives your
motivation.

EXTRINSIC BEHAVIORS INTRINSIC BEHAVIORS

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

Engaging Activity 2: Analysis (20 minutes)

(LO 2: Define and explain the nature and complexities of emotion and motivation.)

Instruction: Recall an emotionally charged situation. How the emotions started and how it intensified. After writing
this experience, identify which part of it are feelings and which are emotions.

DEFINITION AND CHARACTERISTICS OF MOTIVATION

Motivation involves a process that "initiates, directs, and sustains behavior to satisfy physiological or
psychological needs" (Wood, et al., 2004, p. 256). A motive stimulus or energy that pushes us to act towards a
goal. This energy is fueled by our needs and desires in life, at any given situation. Our motives make us seek
satisfying entities In our environment to satisfy our needs. Needs may be physiological or psychological. These
two differ in more ways than one. Physiological needs are innate or inborn and are caused by deprivation. When
you satisfy physiological needs, motivation level goes down. When you feel full, your motivation to eat decreases
which helps you feel satisfied. Psychological motives, on the other hand, work the opposite way. Satisfaction of
these needs increases the motivation to seek further satisfaction. The degree of motivation is also important, it
dictates what extent he or she is willing to accomplish a goal. The degree of motivation may also explain why
some of you would graduate with honors while others may not. It may not only be because of difference in
abilities and interests but also the degree of motivation to work towards getting a medal at graduation.
Theories of Motivation
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We may have mastered the nature and degrees of motivation but it does not answer the pertinent question of
why we get motivated in the first place. This may be answered by looking into the different theories on motivation
based on its causes: instinct, drive, arousal, incentive or hierarchy of needs.

1. Instinct Theory
This theory suggests that motivation is inherited and passed down from generation to generation as instincts.
The purpose of this is for survival and procreation which we have acquired through evolution. Psychologists
assert that there is more to our motivation than just mere instincts. One evidence of this assertion is our
considerable complexity and difference from other life forms. Human behavior is more complex than other
animals. Moreover, it seemed unrealistic to list all our behaviors as instincts — especially when many human
behaviors are not seen in other species and/or products of learning.

2. Drive-Reduction Theory
Motivation may come from the need to reduce drive. Drive is the psychological tension and physical arousal as a
consequence of a need that motivates us to seek fulfillment of such need and in turn, reduce tension. Thus, this
theory asserts that motiva- tion is caused by our constant desire to reduce the tension that comes with drives.
We may be motivated by primary drives that maintain our bodily equilibrium or homeostasis such as food, water,
or sleep. When there is disturbance in homeostasis, we feel the need for food, water, or sleep. This in turn,
releases hunger, thirst, and sleepiness/ fatigue drives which motivate us to perform behaviors to alleviate these
drives specifically, eat, drink, and sleep. Drive-reduction theorists later developed the concept of secondary
(acquired) drives to explain behaviors like achievement, affiliation (social relationships), and power or control that
are more complex behaviors and are not directly related to basic biological needs (Henry Murray, 1938 as cited
in Pastorino & Doyle-Portillo, 2010). Secondary drives are learned and gained with experience that may differ in
intensity from one in- dividual to the next. However, the assertion of this theory that motivation is a means of
reducing drives makes more sense for primary drives that secondary drives.

3. Arousal Theory
Another theory on motivation claims that we perform best when we are at an optimum arousal level. Yerkes-
Dodson law explains that we must aim for moderate levels of arousal because only this can lead to our best work
(Ciccarelli & White, 2009). Moreover, high and low levels result to mediocre and disappointing performance. For
example, when are tasked to do an oral presentation/report in class, it is best when you are anxious enough to
push you to prepare for it. If you are too scared or too relaxed in your preparations, it would most likely lead to
poor reporting grades. As rational as this theory may sound, it still has its limitations. It cannot directly explain the
differences in the levels and sources of our arousal that mey be inconsistent with the theory’s predicted
performance.

4. Incentive Theory
Our behavior may be caused by incentives that we aim to acquire. Sometimes we are put to action because we
want to accomplish a goal with the promise of a reward. Instincts, drives, and arousal may motivate us but there
are other factors such as praise, money, and sense of accomplishment that may do so as well. Motivation may
come from external sources or from within. Extrinsic motivation is characterized by a person being motivated to
behave in a certain way because of a desirable outcome presented by the external environment (Ciccarelli &
White, 2009).  This is intrinsic motivation or motivation that pushes you to action because of an internal and
personal positive consequence. Many people say that intrinsic is better than extrinsic but this is only true to some
extent. It is better to be in full control of your actions by not depending on external rewards. the dominance ofa
type of motivation may not depend on age but on personal preferences and individual difference. However, the
form of each type of motivation may change as we get older.
5. Humanistic Theory: Maslow Hierarchy of Needs
Abraham Maslow acknowledged that needs can co-exist in a specific situation or period of time and some may
influence us more than other needs (Wood, et al., 2004). This humanistic theory on motivation acknowledges
both individual differences and complexities of the human experience. He said that lower needs have to be
satisfied first before we can even attempt to fulfill higher needs.

NATURE AND CONCEPT OF EMOTION

Emotions can be considered to be more complex than feelings. Feeling is an elementary state, a very basic
human experience such as feeling hot or cold. On the other hand, when you say emotions, it already involves a
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more complex experience like love and anger. According to Sadock & Sadock (2003), emotion is a complex
feeling state with psychic, somatic, and behavioral components. You may say that all emotions must involve
some form of feelings; as such, you cannot experience an emotion without first experiencing the feeling.
However, not all your feelings turn into emotions; they may just simply remain just as feelings. Emotion is your
state of mind as it interacts with biochemical and environmental factors. As such when you are in a state of
emotion you are in a complex psychophysiological experience that involves physiological arousal, expressive
behaviors, and conscious understanding.

Cognitive Component
In every aspect of your emotion, cognition or thinking is involved. Based on how you evaluate it, any situation can
arouse in you a state of pleasure or distress. You employ cognitive appraisals in situations where in you will give
interpretations and meanings to the sensory stimuli you experience. There are some cognitive appraisals that
seem to involve little or more than automatic interpretation of sensory input because it becomes a habit. 
Physiological Component 
Whenever our feelings are awakened, the first things you notice are the bodily changes that accompany it. This
makes you more aware of the emotional state you are in for instance, when someone you admire approaches
you and talks with you, your heart starts to beat fast, your hands shake, and probably your body trembles. There
are many parts of your body that are involved in emotional arousal, mostly involving the brain regions and the
autonomic nervous system.

Behavioral Component
Your emotions direct your behavior; their goal is to initiate expressive displays and physiological responses—to
the environment around you. Negative or positive emotions can be triggered depending on the interpretation of
what is happening to your "self." After your interpretation of the situation, different objective and subjective
behavioral responses occur. They disrupt thinking, organize, push, and sustain behavior and social relations.
Although temporary, emotions as the base help you communicate your internal state and intentions to others.

Examples of Components of Emotion

Emotion Cognitive Physiological Behavioral

Fear Thoughts of impending Arousal of the Tendency to avoid the
danger sympathetic nervous situation
system
Depression Thoughts of Arousal of the para Tendency to be inactive
hopelessness, sympathetic nervous and possible self-
helplessness, system destructiveness
worthlessness

Functions of Emotions
Emotions send important social signals about how you feel; they help you adapt and survive in your environment
and they also arouse and motivate most of your behaviors (Plotnik, 2005).

Social Signals
Facial expressions that accompany your emotions may send social signals about how you feel, as well as
provide others around you the social signal about what you are going to do.  facial expressions provide
reasonably good information about our emotional state.

Survival, Attention and Memory

Emotions signal you to evaluate a situation. Emotions also affect your attention and memory. When you feel
angry towards someone in a particular situation, your attention is focused on getting out of that situation. You
remember situations that are emotionally charged, as such there is an increased memory and recall the situation.

Qualities of Emotions

According to Plotnik (2005) your emotions have four qualities:

1. Emotions are felt and expressed by stereotypic facial expressions, unlike most psychological states. For
example, your fearful expressions are accompanied by distinctive physiological responses.

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2. Emotions are less controllable and may not respond to reason. For example, advising someone to calm down
may have little effect. As a matter of fact, some people may even need to attend anger management programs to
help them gain some rational self-control over their hot tempers.
3. Emotions have an influence on many of your cognitive processes, such as making decisions, developing
personal relationships, and selecting goals. This could be explained by the neuroanatomy of emotions, stating
that you essentially have two brains: an older primitive/animal brain, called the limbic system, which regulates
emotions, and a newer developed forebrain, which influences but does not completely control the limbic system.
4. Some emotions are hard-wired in the brain, making it more an innate response. is the reason why babies do
not have to learn how to cry to gain attention or express basic needs. When you were a baby, you did not learn
how to smile to show happiness and form social bonds with your parents or caretakers, it all came out naturally
for you.

THEORIES OF EMOTION

James-Lange Theory
The James-Lange theory of emotion states that when you experience an event, this will cause physical arousal
followed by your interpretation of this arousal. It is said that only after your interpretation of the arousal you can
experience emotion.

James-Lange Theory

Cannon-Bard Theory
This theory proposes that when you experience an event you experience physiological arousal and emotion at
the same time. This particular theory is not concerned with your thoughts or overt behavior.

Cannon-Bard Theory

Schachter-Singer Theory
This theory argues that an event causes physiological arousal first. You must then identify a reason for this
arousal and then you will be able to experience and label the emotion.

Schachter-Singer Theory

Lazarus Theory
Lazarus Theory argues that in experiencing a particular event, a thought process must come first before there
can be an emotional or physiological arousal. In other words, you think your situation before you can actually
experience an emotion

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 Lazarus Theory

Facial Feedback Theory

The facial feedback theory, states that emotion is the experience of changes in your facial muscles. In other
words, when you smile, you then experience pleasure, or happiness. When you frown, you then experience
sadness. According to this theory, it is the changes in your facial muscles that cue your brain and provide the
basis of your emotions.

Facial Feedback Theory

Formative Activity 1: LET US INVESTIGATE

(LO 3: Discuss and explain the different theories of emotion.)

Instruction: Answer the questions below.

1. Which among the theories of emotion do you find comprehensive?

2. Which among the theories of emotion do you find least comprehensive?

SYNTHESIS:

Motivation is an important fuel in life that is developed through extrinsic rewards and intrinsic satisfaction. It may
be produced by instincts and impulses, drives, arousal, incentives, or more humanistic needs. Hunger drive — a
result of physiological needs — may be explained by both bodily causes as well as psychological and social
preferences. This acknowledges the complexity of the human mind in fostering motivation which leads to the
discussion of achievement, affiliation, and happiness.

In a world without emotions, procreation will just take place for the sake of it. You may sometimes say that these
emotions, whether good or bad, will only complicate your life. But try to look back and reflect deeply; the various
emotional states you experience add spice to your life.

ASSESSMENTS TEST I- All competencies/outcomes (EA1 Enumeration, EA2 Case Analysis, FA1
Identification) are graded and are recorded as major assessments.

TEST II– Examine each statement. Write “True” if the statement is correct, and write
“False” If the statement is incorrect.

1. Motivation involves a process that "initiates, directs, and sustains behavior to satisfy
physiological or psychological needs"
2. The degree of motivation may also explain why some of you would graduate with
honors while others may not.
3. Emotions signal you to evaluate a situation. Emotions also affect your attention and
memory.
4. Your emotions direct your behavior; their goal is to initiate expressive displays and
physiological responses
5. Emotions can be considered to be more complex than feelings. Feeling is an
elementary state, a very basic human experience
6. Drive is the psychological tension and physical arousal as a consequence of a need
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 that motivates us to seek fulfillment of such need and in turn, reduce tension.
7. Our behavior may be caused by incentives that we aim to acquire. Sometimes we
are put to action because we want to accomplish a goal with the promise of a reward.
8. Extrinsic motivation is characterized by a person being motivated to behave in a
certain way because of a desirable outcome presented by the external environment
9. Emotions are less controllable and may not respond to reason.
10. Emotions send important social signals about how you feel.

TEST III-ANALYZE AND EVALUATE

Instruction: Write a 1 paragraph essay on the following questions:

1. What do you think is more complex? Emotions or Feelings? Why? Why not?
2. What do you think would happen if our needs are not met?

Criteria Score Total

Creativity Ideas were Ideas were Ideas were dull
written written fairly and incoherent(3)
creatively(10) creative(5)
Clarity of Ideas were Ideas were Ideas were not
Content expressed in expressed in clearly expressed
a clearly (10) a pretty (3)
clear
manner(5)
Organizatio Ideas were Ideas were Ideas seemed to
n organized expressed be a collection of
and were but could unrelated
easy to have been sentences and
understand organized are difficult to
(10) better (5) understand (3)

RESOURCES:
De Guzman, R et al. (2012) General Psychology: A Bird’s Eye View. University of
Santo Tomas Publishing House. Metro Manila.

Prepared by: Reviewed by: Verified and validated by: Approved by:

MARIA SATTHIA Q. LUNA

Instructor/s Program Chair Dean, College of Vice President for Academic Services

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