PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation

Student Name

Capella University

PSYC FPX 3770 Psychology of Human Motivation and Performance

Prof. Name

Date

Emotional Influences on Motivation

Motivation, the driving force behind action, can be swayed by a myriad of factors, both positively and negatively. Life experiences, whether uplifting or detrimental, play a pivotal role in shaping motivation, steering individuals towards desired goals or away from aversive stimuli. For example, substances such as drugs and experiences like sex trigger the release of neurotransmitters such as dopamine, inducing feelings of pleasure and euphoria. These outcomes condition individuals to seek further exposure to stimuli associated with positive feelings. Moreover, perceived outcomes, even if not yet realized, wield significant influence over motivation. Emotions, intricately entwined with motivation, add another layer of complexity to this dynamic, rendering it challenging to precisely delineate the impact of a specific emotion on motivation (Deckers, 2018).

Interplay of Emotions and Motivation

Emotions stem from perceived or experienced outcomes and often coexist or clash with one another. Positive emotions, such as feelings of contentment and security, can bolster motivation, propelling individuals to confront arduous tasks in pursuit of rewards or relaxation. Conversely, the effect of negative emotions on motivation is multifaceted. While stimuli signaling threat can bolster motivation by alerting individuals to potential dangers, emotions like apprehension and distress can stifle motivation and diminish overall well-being. Prolonged experiences of anxiety and fear have been associated with adverse health outcomes and a reduction in positive social interactions (Deckers, 2018).

Depression’s Impact on Motivation

Depression, characterized by persistent feelings of melancholy and disinterest in life, manifests uniquely in each individual but consistently dampens motivation (Hysenbegasi, Hass & Rowland, 2005). Melancholy, a prevalent emotion linked with depression, may serve as a cry for assistance but often results in diminished motivation and involvement in life’s affairs. Individuals grappling with depression may find it challenging to carry out daily tasks such as personal grooming, household chores, and financial management. In educational settings, depression can profoundly affect performance due to its impact on cognitive abilities and task prioritization (Deckers, 2018).

Research suggests that depression can skew individuals’ perceptions of themselves and their experiences, leading to biases such as the “self-positivity bias” (Takano et al., 2016). This bias involves attributing positive events to external factors while internalizing negative ones. Studies indicate that individuals with depression exhibit a reduced inclination towards positive self-relevant information, underscoring the cognitive distortions associated with the condition (Takano et al., 2016).

Current Research Insights

A 2016 study delved into the self-positivity bias among individuals grappling with depression, uncovering a diminished preference for positive self-relevant information within this cohort (Takano et al., 2016). Another study from 2005 investigated depression’s impact on academic productivity, revealing a negative correlation between depression and GPA among university students (Hysenbegasi, Hass & Rowland, 2005). Treatment for depressive symptoms was linked with mitigated academic decline, underscoring the significance of mental health interventions in fostering academic success (Hysenbegasi, Hass & Rowland, 2005).

PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation

Conclusion

Depression presents formidable obstacles, particularly in academic environments where motivation and determination are paramount for success. Grasping the intricate interplay between depression, motivation, and academic achievement is imperative for crafting effective intervention strategies. Provision of accessible mental health support and counseling services on campuses can mitigate depression’s impact on student well-being and academic performance (Deckers, 2018; Hysenbegasi, Hass & Rowland, 2005; Takano et al., 2016).

References

Deckers, L. (2018). Motivation: Biological, psychological, and environmental. ProQuest Ebook Central.

Hysenbegasi, A., Hass, S. L., & Rowland, C. R. (2005). The impact of depression on the academic productivity of university students. Journal of Mental Health Policy and Economics, 8(3), 145.

PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation

Takano, K., Iijima, Y., Sakamoto, S., Raes, F., & Tanno, Y. (2016). Is self-positive information more appealing than money? Individual differences in positivity bias according to depressive symptoms. Cognition and Emotion, 30(8), 1402-1414.