Documentos de Académico
Documentos de Profesional
Documentos de Cultura
DA
UNIDADE
CURRICULAR
Ano Letivo:
Unidade Curricular
Curricular Unit
Curso
Ano
Horas de Contacto
Objetivos:
2015-2016
2.
Goals:
Competncias
Contedos
O que a motivao?
Caratersticas do comportamento motivado: ativao, vigor, persistncia,
direccionalidade, intencionalidade.
O que move o comportamento: construtos bsicos da rea da motivao
impulso, instintos, necessidades, motivos, reforos
Expresses da motivao: comportamento, fisiologia, auto-relato.
Os modelos/teorias da Psicologia da Motivao:
Conceo/teoria Psicanaltica de Freud
Teoria neo-behaviorista de Hull: teoria homeosttica, de reduo da
tenso ou do impulso
Perspetivas/teorias cognitivas:
- Teoria de Tolman e teoria de campo de Lewin
- Teorias da consistncia cognitiva: teoria de Heider e Festinger
- Teorias cognitivas que enfatizam aspetos sociais: Teoria cognitivosocial de Bandura aplicao na rea escolar/educacional; Teoria da
comparao social de Festinger; Teoria cognitiva e relacional de Nuttin
Teorias atribucionais e sua aplicao
- Rotter e o locus de controlo;
- Teoria atribucional do comportamento de realizao de Weiner
aplicao escolar/educacional e desportiva
Teoria expectativa-valor de Atkinson e sua aplicao no contexto
escolar/educacional
Motivao intrnseca e motivao extrnseca
- Definio;
- Relao entre motivao intrnseca e extrnseca: motivao intrnseca
e sua relao com as fontes extrnsecas de mobilizao comportamental
- Aplicao no contexto escolar/educacional
Modelos de motivao no contexto organizacional e clnico:
Perspetiva humanista/Hierarquia das necessidades de Maslow;
Teoria dos factores motivadores e higinicos de Herzberg
Teoria das necessidades de McClelland
Teoria da expectativa
Teoria de equidade
Teoria da tarefa enriquecida
Teoria da fixao dos objectivos
Teoria do reforo
A entrevista motivacional
Emoo, afetos e humor: definies e distines fundamentais;
Breve enquadramento histrico do estudo das emoes;
A neurobiologia das emoes: como que o crebro gera emoes;
Tipos de emoes
Funes das emoes
Contents:
What is motivation?
Characteristics of motivated behavior: intentionality, activation
persistence, directionality...
What moves behavior: basic constructs in the motivation area activation, impulse, instinct, necessities, motives
Motivation expressions: behavior, physiology, self-report.
The models/theories of Psychology of Motivation:
Freuds Psychoanalytic theory;
Neo-behaviorist theory of Hull: the homeostatic theory, of the reduction of
tension or of impulse.
Cognitive perspectives/theories:
Tolmans theory and Lewins field theory;
Cognitive consistency theories: Heider`s theory and Festingers theory
Cognitive theories that emphasize social aspects: Banduras socialcognitive theory application in the educational area; Festingers social
comparison theory; Nuttins cognitive and relational theory.
Attribution theories and its application:
Rotter and locus of control;
Weiners attribution theory of achievement behavior educational and
sports applications.
Atkinsons expectancy-value theory and its application in the educational
context.
Intrinsic and extrinsic motivation:
Definition;
Relation between intrinsic and extrinsic motivation: intrinsic motivation
and its relation with extrinsic sources of behavioral mobilization.
Application in educational context.
Models of motivation in the organizational and clinical context
Humanist perspective/Necessities hierarchy of Maslow
Herzbergs theory of motivating and hygienic factors
McClellands theory of necessities
Theory of expectation
Theory of equity
Job of enrichment theory
Fixation goals theory
Reinforcement theory
Motivational interview
Emotion, mood and affect: definitions and distinctions;
Historical synthesis of the study of emotions;
The neurobiology of emotions: how does the brain generates emotions;
Types of emotions.
The functions of emotions
Principal
no mnimo 2 das obras
devem constar da biblioteca
do ISMT
Secundria
Docente
Contacto
Horrio de
Atendimento
Assistncia s Aulas:
Brbara Monteiro
Basdmonteiro23@hotmail.com
Quinta-Feira das 14h00 as 15h00
NOTA: Com marcao prvia
Neste campo, o docente dever definir se considera ou no imprescindvel a presena dos alunos em aula, at um mximo de 70% de
presenas obrigatrias
N/A