Extended cognitive motivational model

from Wikipedia, the free encyclopedia

The Extended Cognitive Motivation Model according to Heckhausen and Rheinberg consists of four basic building blocks that can be used to investigate when a person will act in order to achieve a certain goal:

  • the perceived situation
  • a possible act
  • the result of this act
  • the consequences that result from the action with a certain probability

Action theory representation

The situation-result-expectation is the assumption of a certain person how the result will turn out, if they do not intervene in a certain situation. The action-result expectation is the assumption of the probability with which your own actions will lead to the desired result. What is special about Heckhausen's theory is the fourth component. Because not only the result is important, but also the belief in whether the result also has relevant consequences (the result-consequence expectation ). As an example, let's take a student who is about to take an important math exam in a week's time. He knows that he will write a bad grade if he does not study for this exam ( situation-result-expectation ). If he studies for half an hour every day, he thinks he can get a good grade ( action-result-expectation ). The good grade will mean that he will definitely make it through the school year ( result-follow-up expectation ).

Propositional version

The propositional version of the Extended Cognitive Motivation Model provides a catalog of questions from which one can deduce whether the student will act.

  1. Does the result seem to me already determined by the situation? No, because I am able to learn the knowledge necessary to pass the exam.
  2. Can I influence the result through my own actions? Yes, because I still have a week to study.
  3. Are the possible consequences of the outcome important enough to me? Yes, because if I write a good grade, I will definitely be promoted.
  4. Does the result also have the desired consequences? Yes, the transfer!

Since all of the conditions are met, the student will act to achieve the desired grade. If the answer to the first question were yes or no to questions two, three, or four , the student is unlikely to act.

literature

  • Falko Rheinberg: Motivation (= Outline of Psychology. Vol. 6 = Kohlhammer Urban Pocket Books 555). 5th, revised and expanded edition. Kohlhammer, Stuttgart 2004, ISBN 3-17-018464-4 .
  • Heinz Heckhausen , Falko Rheinberg: Motivation to learn in class, considered again. In: Educational Science. Vol. 8, No. 1, 1980, ISSN  0340-4099 , pp. 7-47.