Introduction

Research methods week 4

EQ week 5
How to cop up stress lecture 12
Motivation and kinds week 12
IQ importance and attributes
Types of personality lecture 6
Disorder own project
Memory lecture 7
Positive psychology lecture 11
• Researchis the systematic investigation into and study of
materials and sources in order to establish facts and reach
new conclusions.

• Researchis the careful consideration of study regarding a particular

concern or problem using scientific methods.

• According to the American sociologist Earl Robert Babbie, “research

is a systematic inquiry to describe, explain, predict, and control the
observed phenomenon. It involves inductive and deductive methods.”
Quantitative Qualitative

Quantitative +Qualitative
= MIXED METHOD
APPROACH
The Effect of Time in Psychology Research

• There are two types of time dimensions that can be used in designing a research study:
• Cross-sectional research takes place at a single point in time.
 All tests, measures, or variables are administered to participants on one occasion.
 This type of research seeks to gather data on present conditions instead of looking at the effects of a variable over a
period of time.

• Longitudinal research is a study that takes place over a period of time.

 Data is first collected at the beginning of the study, and may then be gathered repeatedly throughout the length of
the study.
 Some longitudinal studies may occur over a short period of time, such as a few days, while others may take place
over a period of months, years, or even decades.
 The effects of aging are often investigated using longitudinal research.
RESEARCH METHODS IN PSYCHOLOGY
• Psychologists use a range of ways to carry out scientific investigations these are known as research methods. We
look at four research methods:
• Experiment
• Descriptive: Self-report/Observation
• Correlation

Experimental Correlational Descriptive

• Experimental –
• Can manipulate one variable and keep everything else the same.
• Allocate participants into groups.
• If the groups behave differently then you know it’s the thing you have manipulated
(IV) that caused the different result (DV), as everything else was kept the same.

• Independent variable Dependent variable

Descriptive
• Self-Report – Description
• Can ask people how they think and behave.
• Can conduct interviews or fill in questionnaires.
• Psychologists collect the data and make conclusions about how people think and
behave.
•  
Observation – Description
• Can watch how they behave.
• Focus on their observable behaviour.
• Gather data and make conclusions based only on what you can observe.
• 3. Relational or Correlational Research
• A study that investigates the connection between two or more variables is considered relational
research. The variables that are compared are generally already present in the group or population. For
example, a study that looks at the proportion of males and females that would purchase either a
classical CD or a jazz CD would be studying the relationship between gender and music preference.
POSITIVE CORELATION

TAKE INTEREST IN GOOD ACADEMIC

STUDIES RESULTS

REGULAR WALK, EXERCISE BEING FIT AND HEALTHY

AND BALANCED DIET
NEGATIVE CORELATION

LOWER
WATCHING TV
ACADEMIC
WHOLE NIGHT
GRADES

EATING FEELING
UNHEALTHY UNHEALTHY
FOOD OR SICK
What is emotional intelligence or EQ?
• Emotional intelligence (otherwise known as emotional quotient or EQ) is the ability to understand, use,
and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize
with others, overcome challenges and defuse conflict. Emotional intelligence helps you build stronger
relationships, succeed at school and work, and achieve your career and personal goals. It can also help
you to connect with your feelings, turn intention into action, and make informed decisions about what
matters most to you.
Emotional intelligence is commonly defined by four attributes:
1.Self-management – You're able to control impulsive feelings and behaviors,
manage your emotions in healthy ways, take initiative, follow through on
commitments, and adapt to changing circumstances.
2.Self-awareness – You recognize your own emotions and how they affect your
thoughts and behavior. You know your strengths and weaknesses, and have self-
confidence.
3.Social awareness – You have empathy. You can understand the emotions, needs,
and concerns of other people, pick up on emotional cues, feel comfortable socially,
and recognize the power dynamics in a group or organization.
4.Relationship management – You know how to develop and maintain good
relationships, communicate clearly, inspire and influence others, work well in a
team, and manage conflict.
• The personality is a set of appearances, mental, physical, emotional,
and social characteristics that an individual possesses in a way that
differs from those around him so that he is distinguished from others.
• Personalitycan be defined as a set of personal characteristics, thoughts
and emotions, in addition to social behaviors and attitudes that mix
with each other in a certain consistency.
• Personalityis a combination of an individual's responses, habits, goals,
and orientations, his self-understanding, and the criteria for his
evaluation of them.
• Sensory memory
 The initial, momentary storage of information, lasting only
an instant.
• short-term memory
 Memory that holds information for 15 to 25 seconds.
• long-term memory
Memory that stores information on a relatively permanent
basis, although it may be difficult to retrieve.
 DEFINITION
• Positive psychology is a form of psychology that fill positive influences in a person’s
life and helps people identify happiness in every moment. 
• Positive Psychology is based on the belief that happiness can be achieved from both
emotional and mental factors and is divided into three components:
• Positive emotion, Engagement and Meaning
• Positive psycho-therapy gives experience of a great sense of happiness and liberation
from their present circumstances and helps to focus on positive feelings and emotions
they experience in the present after the treatment.
• positive psychology is very effective in reducing symptoms of depression and It can
benefit people with depression and anxiety.
POSITIVE PSYCHOLOGY IN
EDUCATION
• The use of positive psychology within education is called
'Positive Education'  
• positive education is very effective for successful academic
performance, student's wellbeing and the reduction of mental
health issues
• The purpose of educational psychology is to help students find
their self-esteem, self-confidence and the meaningful life.
•  Positive Psychology bring happiness, when students are happy,
they solve the problems efficiently, use critical thinking and
reasoning, and they are more focused .
THE PERMA MODEL
How to use positive psychology in education?

• Seven ways to Build Positive learning in classroom

• Make Learning Relevant.
• Create a Classroom Code of Conduct.
• Teach Positive Actions.
• Instill Intrinsic Motivation.
• Reinforce Positive Behaviors.
• Engage Positive Role Models.
• Always Be Positive
POSITIVE PSYCHOLOGY IN BUSINESS

• One particular benefit of positive psychology in the workplace is that it boosts individual and
organizational performance and satisfaction.
•  The more satisfied employees are more productive, innovative and better problem solvers
• Positive psychology can increase happiness, team building, and create a positive and peaceful
working environment in the work place
• Positive psychology business focuses on talent and fulfillment rather than barriers and negative
emotions.
Categorizing Stressors
• Cataclysmic events
• Strong stressors that occur suddenly and typically affect many people at once (e.g., natural
disasters).
• personal stressors
• Major life events, such as the death of a family member/breakup/divorce/ termination from
job/failing in board exam/ college admissions, that have immediate negative consequences
that generally fade with time.
• posttraumatic stress disorder (PTSD)
• A phenomenon in which victims of major catastrophes or strong personal stressors feel
long-lasting effects that may include re-experiencing the event in vivid flashbacks or dreams
• background stressors (“daily hassles”)
• Everyday annoyances, such as being stuck in traffic, that cause minor irritations and may have
long-term ill effects if they continue or are compounded by other stressful events
Coping with Stress
• learned helplessness
• A state in which people conclude that unpleasant or aversive stimuli cannot be controlled— a
view of the world that becomes so ingrained that they cease trying to remedy the aversive
circumstances even if they actually can exert some inflence on the situation.
• Hardiness
• A personality characteristic that is associated with a lower rate of stress-related illness and
consists of three components: commitment, challenge, and control.
• Social support
• A mutual network of caring, interested others.
Effective Coping Strategies
• Turn a threat into a challenge
• Make a threatening situation less threatening
• Change your goals
• Take physical action
• Prepare for stress before it happens
Motivation
• The factors that direct and energize the behavior of humans and other
organisms.

Motivation is the desire to act in service of a goal. It's the crucial element in
setting and attaining our objectives. Motivation is one of the driving forces
behind human behavior. It fuels competition and sparks social connection. Its
absence can lead to mental illnesses such as depression.
Types Of Motivation:
• Positive Motivation
• Negative motivation
• Intrinsic Motivation
• Extrinsic motivation
Positive Motivation
• It’s a reward-based encouragement method.
• Positive motivation is the type of motivation where a person is rewarded for
accomplishing a specific task or changing a particular behavior. In the case of positive
motivation, you are motivated by a reward that lies in the immediate or distant future.
People usually don’t find any difficulty in doing things that result in immediate rewards.
However, when it comes to rewards obtained by pursuing long-term goals, we find
attaining them a Herculean task. It is the expectation of that reward and visualizing
yourself when the reward motivates you.
Negative Motivation
• When the fear of punishment for failure is the thrust, you strive for negative
motivation.
• Negative motivation describes the unpleasantness or consequences someone
experiences when they fail to complete a task correctly or cannot achieve their goals
the way they wanted to. It is the motivational technique in which not the proud feeling
after appreciation by the spectators motivates you. It is the fear of criticism by them
that motivates you to rehearse well for a stage appearance.
• Theories of motivation
Intrinsic vs. extrinsic
• A common distinction made in the literature is between extrinsic and intrinsic
forms of motivation.
• Intrinsic motivation is the act of doing an activity purely for the joy of doing it, and
it is frankly very rare in school and work contexts. Extrinsic motivation, or the use
of external rewards or punishments to encourage student work completion, is
generally painted in education as the enemy of good instruction. This is true to a
certain extent because, as learning is comparable to exploration, the use of
rewards or punishments tends to outline a boundary around how much a student
should explore.
Why Is Motivation Important In Education?

• In education, motivation helps children and young people to focus their attention on

a key goal or outcome. In doing so, they are unfazed by possible distractions, and are
therefore able to maintain their attention during longer periods of time. Students who are
motivated display goal-orientated behaviours.
• Achievement Goal Theory

• Achievement Goal Theory argues that all motivation can be linked to one’s orientation towards a goal.
According to this theory, there are two forms of goal: performance goals and mastery goals.
Performance goals are based on satisfying one’s ego by appearing smart in front of one’s peers or on
achieving a sense of superiority. Mastery goals are, as they sound, motivated by a desire to fully master a
skill or concept. Students with mastery goals will finish a project when they are proud of it rather than
when it meets the minimum requirements. Even after they turn in the assignment to be assessed, they
may continue to reflect on it and make refinements. Mastery goals largely align with intrinsic motivation
in the former theory.
• expectancy Value Theory

• Goal orientation has a strong impact on persistence through a rigorous task, as described in
Expectancy Value Theory. According to this model, expectations and values influence
performance and task choice directly. There are two main components to this theory. First, a
student’s effort, the level of challenge they choose and ultimately their performance will
follow their expectation of success or failure. Second, the extent to which a student values
learning a skill or concept directly impacts their effort and mastery of that skill or concept.
Expectations and values themselves are influenced by beliefs about one’s competence
(otherwise known as self-efficacy) and by beliefs about the difficulty of the task. If the
student remembers doing well or feeling satisfied when completing a similar task in the
past, they are more likely to push themselves to work hard on the current task. However, if
the student remembers that the activity was too difficult to be completed and they became
frustrated, or not difficult enough and they became bored, they are unlikely to engage with it.
• Flow Theory

• Flow is described as a psychological state in which an individual is purely intrinsically motivated

and in which their sense of time is muted. Students experience flow during mastery-oriented
tasks. This state is accompanied by a lessening of self-conscious thoughts and feelings. While
there are many different psychological states that a student can experience throughout the
learning process, such as wonder, confusion, worry and helplessness, flow is the most effective
state of learning. Not only do students learn a great deal while experiencing flow because their
learning is internally motivated, but they will continue without constant teacher prodding.