NCERT Solutions Class 11 Psychology Chapter 9 Motivation and Emotion
NCERT Solutions Class 11 Psychology Chapter 9 Motivation and Emotion : National Council of Educational Research and Training (NCERT) Class 11 Psychology Chapter 9 Solutions – Motivation and Emotion.
Board |
NCERT |
Class |
11 |
Subject |
Psychology |
Chapter |
9 |
Chapter Name |
Motivation and Emotion |
Topic |
Exercise Solutions |
Review Questions
1.) Explain the concept of motivation.
The explanation of what “moves” behaviour is the fundamental goal of the motivation concept. The term “motivation” initially arose in the Latin word “movere,” which denotes a movement of action. We routinely give explanations for our behaviour in daily life. Motivation is one of the elements that influences behaviour. Motivating factors including incentives, drives instincts, needs, goals, all fall under the umbrella of motivation.
Psychologists presently use the concept of need to define the motivating elements of behaviour. A lack or absence of something causes a need. Necessity produces a driving circumstance. A desire-induced tension or arousal condition is known as a drive. It encourages behaviour. The urge is reduced and the organism stops working when one of the ad hoc acts yields the intended result. The organism gains equilibrium.
2.) What are the biological bases of hunger and thirst needs?
When hunger hits, all other needs are put on hold. As a result, individuals are motivated to buy and consume food. The intricate eating satiety system that regulates how much food we consume is influenced by a variety of body systems, including the hypothalamus, liver, and other organs, as well as external cues. Some physiologists believe that changes in the liver’s metabolic activities are what trigger hunger. The liver communicates with the hypothalamus, a part of the brain. The two hypothalamic regions involved in hunger are the lateral hypothalamus (LH) and the ventro-medial hypothalamus (VMH) (VMH). It is believed that the LH contains the excitatory area. While this region is active, animals eat. Animals cease feeding when it is destroyed, and they starve to death. The hypothalamus’s VMH, also known as the region that regulates hunger and curbs the desire to eat, is situated in the centre of the brain.
The body’s circumstances, including water loss from cells and a drop in blood volume, are the key motivators for drinking water. The inside of the cells lose water as biological fluids evaporate it. As a cell becomes dehydrated, osmoreceptor nerve cells in the anterior hypothalamus send out nerve signals. When thirst is controlled by water loss from the osmoreceptors, it is known as cellular -dehydration thirst. These nerve impulses serve as a signal for drinking. Some studies believe that the same mechanism that accounts for the intake of water also accounts for the cessation of the intake. Others have noted that the role of sensations brought on by water intake in the stomach must play a part in the decision to quit drinking water.
3.) How do the needs for achievement, affiliation, and power influence the behaviour of adolescents? Explain with examples.
Adolescents’ behaviour is influenced by their demands for success, belonging, and power as they mould the motivations that come from their interactions with the environment.
When people feel frightened, powerless, or pleased, their desire for connection is triggered. Teenagers, for instance, are subjected to a lot of peer pressure to fit in.
People are driven to success by activities that are demanding and hard, and they engage in social interaction to become popular. To accomplish their objective, they have a great demand for feedback on how they are doing. Young people want to feel successful, so they work hard in school to get excellent grades.
The capacity to exert control over others is referred to as the urge for power. A teenager who aspires to become a “head student” is driven to gain control over the other pupils and exert authority in the classroom.
Need for Affiliation
Affiliation is the desire to find other people and to be physically and emotionally connected to them. It entails social interaction incentive. People sense the need for attachment both when they are joyful and when they feel threatened or helpless. Individuals with high levels of this urge are driven to seek out other people’s company and to keep cordial ties with them.
Need for Power
The capacity to generate desired effects on another person’s behaviour and emotions is known as the need for power. Power motivation has a number of objectives, including influencing, controlling, persuading, leading, and charming others. But its main objective is to improve one’s own credibility in the minds of others.
Need for Achievement
Children generate achievement motivation during the early stages of their social development. Family, other mentors, and sociocultural factors are some of the places people learn it. Tasks that are somewhat demanding and difficult are typically preferred by those with strong accomplishment drive. In order to know how individuals perform and to modify themselves , they have a relatively strong demand for evaluations of their accomplishments.
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4.) What is the basic idea behind Maslow’s hierarchy of needs?Explain with suitable examples.
Abraham H. Maslow’s theory of motivation is the most commonly recognised of the several that exist. He attempted to depict how people behave by organising the many criteria in a hierarchy.His theory of motivation, sometimes known as the “Theory of Self-actualization,” is wildly popular because of its theoretical and applied importance.
Demands for respect needs for safety need for belonging Physical prerequisites The physiological or biological needs that are necessary for survival, such as hunger and thirst, are represented at the base of Maslow’s pyramidal theory. Unless these conditions are met, there is no need to be protected from possible harm. This refers to the demand for safety that exists in both physical and psychological nature. Then comes the want to discover others, to love them, and to be loved. After the fulfilment of these desires, the individual strives to establish esteem, or the need to feel deserving of respect. The next higher need in the hierarchy represents an individual’s desire for selfactualization, or the maximum realisation of their potential. A self-actualized person possesses qualities like self-awareness, social responsiveness, creativity, spontaneity, openness to novelty, and challenge acceptance. He or she also has a sense of humour and the capacity to develop strong relationships with others. Lower level (physiological) requirements take priority in the hierarchy as long as they remain unfulfilled. Due to the fact that most individuals are more focused on meeting their requirements on a lesser level, it must be mentioned that relatively few people achieve the maximum level.
5.) Does physiological arousal precede or follow an emotional experience? Explain.
The James-Lange theory of emotion is one of the oldest physiological explanations of emotion. It was proposed by James (1884) and endorsed by Lange. According to the hypothesis, external cues cause physiological reactions in the viscera, or internal organs like the heart and lungs, which are then linked to muscular activity. As an illustration, being startled by an acute noise causes visceral and muscular activity, which is followed by emotional arousal. In other words, the James-Lange theory contends that your impression of physical changes in yourself, such as quick breathing, a racing heart, and sprinting legs after an incident, causes emotional arousal. This theory’s fundamental conclusion is that certain events or stimuli cause specific physiological changes, and an individual’s perception of these changes leads to the emotion being felt.
The hierarchy below can be used to express the theory:
In opposition to the James-Lange idea were Canon and Bard.
The cerebral cortex, skeletal muscles, and the sympathetic nervous system are all simultaneously sent information by the thalamus after it detects the emotion-provoking event, which is how the Cannon-Bard theory describes how the thalamus mediates the entire emotional process. After then, the cerebral cortex uses its past information to determine the sort of input it is receiving. This demonstrates the feeling’s subjective experience. The sympathetic nervous system and the muscles both work together to arouse the body and prepare the subject for action. The sympathetic and parasympathetic nerve systems are both components of the ANS. These two systems interact with one another in a cooperative manner. The body is prepared to handle a stressful situation through the sympathetic nervous system. By preventing falls in pulse rate, cardiac output, sugar levels, etc., it improves the interior environment of the person. In order to deal with the stressful circumstance, it causes a state of physiological arousal that primes the person for the fight-or-flight reaction. The parasympathetic nervous system activates as soon as the threat is gone, restoring equilibrium by soothing the body. It recovers energy, saves energy, and returns the person to normal. While they compete with one another, the sympathetic and parasympathetic nervous systems work together to complete the experience and expression of emotion.
The figure below shows the CANNON-BARD theory of emotion:
6.) Is it important to consciously interpret and label emotions in order to explain them? Discuss giving suitable examples.
According to Stanley Schachter and Jerome Singer’s two-factor theory, emotions are made up of a physical arousal and a cognitive representation. They thought we were aware of our current state of arousal before we felt emotion. They also thought that emotions had comparable physiological characteristics. For instance, whether you’re scared, angry, or excited, your heart starts to beat more quickly. You look to the outside world for a solution as a result of biological stimulation. They argue that an emotional experience necessitates a conscious interpretation of the arousal in light of this.
If someone makes fun of you after working out, the arousal from the effort may result in provocation. Epinephrine, a substance that causes intense arousal, was injected into volunteers in Schachter and Singer’s (1962) experiment to test this notion. Later, these participants were asked to watch how other people behaved, either in an exuberant way (such as by throwing papers at a trash can) or an enraged one (shouting or raging out of the room). The ecstatic and furious actions of others affected how the individuals’ own arousal was perceived cognitively, as was anticipated.
7.) How does culture influence the expression of emotions?
According to research, the most basic emotions are inborn rather than acquired. The majority of psychologists are of the opinion that emotions, and specifically body language, have a biological foundation. Youngsters who have never seen a smile or another person’s face, for example, or who have been blind since birth, still sulk or smirk in the same way as children with normal vision. Yet when we look at different cultures, we see that learning is important for emotions. This is due to two factors. First, cultural learning has a bigger influence on how emotions are expressed than what is really felt. For example, some cultures encourage free emotional expression, while others teach people to hide their emotions in public through role-modeling and reinforcement. The emotional triggers for cues also have a big influence on learning. Research suggests that modelling, classical conditioning, or avoidance conditioning are the ways in which persons who have severe phobias of objects like vehicles, elevators, and the like learnt to have these anxieties.
8.) Why is it important to manage negative emotions? Suggest ways to manage negative emotions.
We frequently encounter contradictory circumstances in daily life. An individual experiences a great deal of unpleasant emotions, such as fear, anxiety, disgust, etc., under demanding and stressful circumstances. If such unpleasant feelings are allowed to persist for a prolonged period of time, they are likely to have a detrimental impact on the person’s mental and physical health. Because of this, the majority of psychosocial interventions place a strong focus on emotion control as a crucial component of managing stress. The main goals of emotion management strategies are to lessen unpleasant feelings and increase pleasant ones.
Modern social functioning depends on the ability to effectively control emotions. You might find the following advice helpful in obtaining the desired emotional balance:
Increase your awareness of your own emotions and feelings to improve self-awareness. Examine the “how” and “why” of your emotions to try to understand them better.
Think critically on the situation: There is a theory that suggests appraisal of the event comes before emotion. Your nervous system system goes into overdrive and your stress response is increased if the situation is perceived as upsetting. There will be no worry if you do not find the event to be upsetting. As a result, it is up to you to choose between feeling joyful and calm or unhappy and nervous.
Check in with yourself: This entails evaluating your present situation, mental state, physical condition, and actual and imagined events on a regular or sporadic basis. You would feel more confident in yourself and more well-being and happiness if you received a favourable evaluation.
Self-model: Act as the role model for oneself. The best aspects of your prior performance should be repeatedly noted and used as motivation and inspiration for future success.
Consider interpreting the things in different ways and imagining the opposite side of the coin. This is an example of cognitive and perceptual reorganisation. Change the way you think to emphasise comforting and reassuring sensations and to exclude unfavourable ones.
Be imaginative: Discover and pursue a hobby or passion. Take part in anything that fascinates and amuses you.
Create and maintain positive connections by making wise choices while making friends. You will experience overall happiness when you are among pleasant and upbeat pals.
Show empathy by attempting to comprehend other people’s emotions. Make your connections important and meaningful. mutually seek and offer assistance.
Engage in community service By aiding others, you aid yourself. You may learn a lot about your own struggles by volunteering in the community, such as teaching an intellectually disabled youngster a skill.
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