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 | English |
| 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 | 3 | 10 | 30 | |||
| Term Project | 1 | 30 | 30 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 40 | 40 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 167 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(167/30) | 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 | English |
| 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 | |