Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
MOTIVATION and EMOTIONS | - | Fall Semester | 3+0 | 3 | 6 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA |
Name of Lecturer(s) | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA |
Assistant(s) | |
Aim | This course examines the very basic processes in psychology - motivation and emotion. The aim of this course is to introduce the biological, behavioral and cognitive aspects in motivation and emotion theories to students from a historical perspective and to discuss the practices of the theories in everyday life. The course specifically deals with feelings and feelings processing processes as a means of motivation. |
Course Content | This course contains; Introduction, Concepts of Motivation,Physiological Mechanisms in Motivation: Genetic Approaches,Physiological Mechanisms in Motivation: Arousal Processes,Physiological Mechanisms in Motivation: Regulation Processes,Behavioral Approaches to Motivation: Classical Conditioning,Behavioral Approaches to Motivation: Operant Conditioning,Behavioral Approaches to Motivation: Reinforcement,Cognitive Approaches to Motivation: Expectation-Value Approach,Cognitive Approaches to Motivation: Cognitive Consistency and Social Motivation,Cognitive Approaches to Motivation: Attribution Approaches,Cognitive Approaches to Motivation: Social Control,Emotion and Motivation-1,Emotion and Motivation-2,Current Issues in Motivation and Emotion. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Define the basic concepts of motivation and emotion, and distinguish between the concepts. | 14, 23 | A |
2. Summarize the historical development of motivational and emotional studies. | 9 | A |
3. Recognize the basic issues about the physiological and biological mechanisms involved in motivation. | 14, 9 | A |
4. Discuss behavioral theories in motivation. | 19, 9 | A |
5. Define basic concepts and issues related to cognitive mechanics in motivation. | 19, 9 | A |
6. Recognize the general mechanisms of emotional and emotional processing of motivated behavior. | 37, 9 | A |
Teaching Methods: | 14: Self Study Method, 19: Brainstorming Technique, 23: Concept Map Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Introduction, Concepts of Motivation | Petri & Govern (2013), Ch.1 |
2 | Physiological Mechanisms in Motivation: Genetic Approaches | Petri & Govern (2013), Ch.1-2 |
3 | Physiological Mechanisms in Motivation: Arousal Processes | Petri & Govern (2013), Ch.3 |
4 | Physiological Mechanisms in Motivation: Regulation Processes | Petri & Govern (2013), Ch.4 |
5 | Behavioral Approaches to Motivation: Classical Conditioning | Petri & Govern (2013), Ch.5 |
6 | Behavioral Approaches to Motivation: Operant Conditioning | Petri & Govern (2013), Ch.5 |
7 | Behavioral Approaches to Motivation: Reinforcement | Petri & Govern (2013), Ch.6 |
8 | Cognitive Approaches to Motivation: Expectation-Value Approach | Petri & Govern (2013), Ch.8 |
9 | Cognitive Approaches to Motivation: Cognitive Consistency and Social Motivation | Petri & Govern (2013), Ch.9 |
10 | Cognitive Approaches to Motivation: Attribution Approaches | Petri & Govern (2013), Ch.10 |
11 | Cognitive Approaches to Motivation: Social Control | Petri & Govern (2013), Ch.11 |
12 | Emotion and Motivation-1 | Petri & Govern (2013), Ch.12 |
13 | Emotion and Motivation-2 | Petri & Govern (2013), Ch.12 |
14 | Current Issues in Motivation and Emotion | Petri & Govern (2013), Ch.13 |
Resources |
Petri, H.L. & Govern, J. M. (2013). Motivation: theory, research, and applications. Australia ; Belmont, CA : Wadsworth/Thomson. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 14 | 3 | 42 | |||
Guided Problem Solving | 0 | 0 | 0 | |||
Resolution of Homework Problems and Submission as a Report | 14 | 1 | 14 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 2 | 15 | 30 | |||
Midterm Exam | 1 | 35 | 35 | |||
General Exam | 1 | 45 | 45 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 166 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(166/30) | 6 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
MOTIVATION and EMOTIONS | - | Fall Semester | 3+0 | 3 | 6 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA |
Name of Lecturer(s) | Assist.Prof. Dalga Derya TEOMAN ÇETİNKAYA |
Assistant(s) | |
Aim | This course examines the very basic processes in psychology - motivation and emotion. The aim of this course is to introduce the biological, behavioral and cognitive aspects in motivation and emotion theories to students from a historical perspective and to discuss the practices of the theories in everyday life. The course specifically deals with feelings and feelings processing processes as a means of motivation. |
Course Content | This course contains; Introduction, Concepts of Motivation,Physiological Mechanisms in Motivation: Genetic Approaches,Physiological Mechanisms in Motivation: Arousal Processes,Physiological Mechanisms in Motivation: Regulation Processes,Behavioral Approaches to Motivation: Classical Conditioning,Behavioral Approaches to Motivation: Operant Conditioning,Behavioral Approaches to Motivation: Reinforcement,Cognitive Approaches to Motivation: Expectation-Value Approach,Cognitive Approaches to Motivation: Cognitive Consistency and Social Motivation,Cognitive Approaches to Motivation: Attribution Approaches,Cognitive Approaches to Motivation: Social Control,Emotion and Motivation-1,Emotion and Motivation-2,Current Issues in Motivation and Emotion. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Define the basic concepts of motivation and emotion, and distinguish between the concepts. | 14, 23 | A |
2. Summarize the historical development of motivational and emotional studies. | 9 | A |
3. Recognize the basic issues about the physiological and biological mechanisms involved in motivation. | 14, 9 | A |
4. Discuss behavioral theories in motivation. | 19, 9 | A |
5. Define basic concepts and issues related to cognitive mechanics in motivation. | 19, 9 | A |
6. Recognize the general mechanisms of emotional and emotional processing of motivated behavior. | 37, 9 | A |
Teaching Methods: | 14: Self Study Method, 19: Brainstorming Technique, 23: Concept Map Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Introduction, Concepts of Motivation | Petri & Govern (2013), Ch.1 |
2 | Physiological Mechanisms in Motivation: Genetic Approaches | Petri & Govern (2013), Ch.1-2 |
3 | Physiological Mechanisms in Motivation: Arousal Processes | Petri & Govern (2013), Ch.3 |
4 | Physiological Mechanisms in Motivation: Regulation Processes | Petri & Govern (2013), Ch.4 |
5 | Behavioral Approaches to Motivation: Classical Conditioning | Petri & Govern (2013), Ch.5 |
6 | Behavioral Approaches to Motivation: Operant Conditioning | Petri & Govern (2013), Ch.5 |
7 | Behavioral Approaches to Motivation: Reinforcement | Petri & Govern (2013), Ch.6 |
8 | Cognitive Approaches to Motivation: Expectation-Value Approach | Petri & Govern (2013), Ch.8 |
9 | Cognitive Approaches to Motivation: Cognitive Consistency and Social Motivation | Petri & Govern (2013), Ch.9 |
10 | Cognitive Approaches to Motivation: Attribution Approaches | Petri & Govern (2013), Ch.10 |
11 | Cognitive Approaches to Motivation: Social Control | Petri & Govern (2013), Ch.11 |
12 | Emotion and Motivation-1 | Petri & Govern (2013), Ch.12 |
13 | Emotion and Motivation-2 | Petri & Govern (2013), Ch.12 |
14 | Current Issues in Motivation and Emotion | Petri & Govern (2013), Ch.13 |
Resources |
Petri, H.L. & Govern, J. M. (2013). Motivation: theory, research, and applications. Australia ; Belmont, CA : Wadsworth/Thomson. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |