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Experiment 4

This experiment aimed to illustrate the effects of success and failure on goal-setting behavior through a line-drawing task with two subjects. For the first subject, the experimenter reported worsening performance across trials, even when it did not change, lowering motivation. For the second subject, the experimenter falsely reported improving performance across trials, increasing motivation. Both subjects drew lines more accurately when given positive feedback about their performance. The discussion notes that motivation initiates and guides goal-oriented behavior, and that receiving motivation from others helps the student work harder to achieve goals.

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411 views2 pages

Experiment 4

This experiment aimed to illustrate the effects of success and failure on goal-setting behavior through a line-drawing task with two subjects. For the first subject, the experimenter reported worsening performance across trials, even when it did not change, lowering motivation. For the second subject, the experimenter falsely reported improving performance across trials, increasing motivation. Both subjects drew lines more accurately when given positive feedback about their performance. The discussion notes that motivation initiates and guides goal-oriented behavior, and that receiving motivation from others helps the student work harder to achieve goals.

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mlssmnn
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Name/s: Lucillo, Janine BSP 3

Meniano, Melissa Anne

Experiment 4

MOTIVATION: GOAL SETTING BEHAVIOR

Objective

To illustrate the cognitive type of motivation and so determine the effects of success and
failure in the performance of a given task.

Apparatus

Pencil, Legal size bond paper

Procedure

Use 2 naïve subjects. Blindfold Ss throughout the experiment. Perform 2 sets – 5 practice and 5
actual trials

For S1, E gives the following instructions: I will give you each a pencil. Please draw 5 lines,
start with one then draw the next ones below this. Make the lines as close to six inches as you
can.

Clarify the instructions again and if there are no question, give S the pencil and ask to draw the 5
lines.

After the first trial, E measures the 5 lines and informs S of the results of each line drawn.

The recorder measures the lines and computes the average length. Subtract each length from the
average to get the average deviation. Do not announce the result of this measurement. While the
recorder is measuring the first set of lines, the subject can continue the other four sets. Follow the
same procedure for the succeeding trials. Remember to announce only the result of the
measurement of lines but not the average deviation of each set.

After the five sets have been drawn and the last one measured, E inform S that those were practice
sets, and will now proceed to the actual sets.

For the actual set, the objective is to draw 5 lines and make the lengths of each as close as possible
with each other, without paying attention as to whether the length is 6 inches.

In actual trial 1, measure all 5 lines but do not announce the average deviation. Report on actual
trial 2 that the subject’s performance is below par. Continue through the 4 trials reporting that
performance was poorer than the previous. After 5 trials, request the subject to comment about the
nature and purpose of the experiment.

For S2, follow the same procedure as with S1 on practice sets. In actual trial sets 2 to 5, inform the
subject after each trial that performance is better than the previous.

Discussion

When the subject was informed about her performance, she was motivated to draw the line
much better. The other remaining trials had a better performance than the first trial. Given that she
has 5 trials, she already managed to draw the line better and faster. According to Kendra Cherry,
motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors.
Motivation is what causes you to act, whether it is getting a glass of water to reduce thirst or
reading a book to gain knowledge. As a psychology student, motivation is important for me. I
always have my goals set but sometimes I am discouraged if I can still finish or reach it. But having
those people who motivate me, I work harder and stronger. Motivation helps me to finish anything
or everything that was given to me. And I am thankful because my parents and friends are always
there to motivate me when I am feeling down or sad.

Picture/s

References

Cherry, K. (November 2019). Motivation: Psychological Factors That Guide Behavior. Verywell
Mind.

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