Part One
Motivation is a process that alters the direction and strength of goal oriented behaviors while emotions are feelings or experiences shaped by a pattern of physiological, cognitive and behavioral responses to certain stimuli. Motivation and emotion are two key aspects in psychology and they are closely linked. Emotions are a result of situations in which motives and goals are fulfilled or threatened (Reeve, 2014) The two concepts are studied from different perspectives and the final goal is to comprehend their role in explaining human behavior. An emotion could be the thrill of a rollercoaster that invokes an unexpected screams or the embarrassment that follows a public mistake. Emotions play an adaptive role; individuals care for children because of the love they feel for them. Certain motivations are biological such as sex, food and water while others are primarily personal and social motivations that influence behavior (Reeve, 2014). Emotion is related to motivation in that human beings tend to perform actions that lead to satisfaction, happiness and other positive emotions to some level (Reeve, 2014). Therefore emotions are regarded as the reward or punishment for a certain motivated behavior. An employee working at a certain company works extra hard since the company has offered a raise for employees that display excellent behaviors. The hopes of a raise serve as motivation for the employee to do his job well. The employee’s behavior is influenced by the motivation to achieve and fear of embarrassment and failure as the emotion. The employee executed the tasks at work with the hope that it would lead to a sort of achievement and in this case a raise, a sense of achievement would means that he avoids the fear of failure. Fear of failure therefore motivated excellent performance for the employee.
Part Two
The common theories of emotion include the James-Lange theory, Cannon-Bard theory, Schachter-Singer theory and Schachter-Singer Two-Factor theory. The James-Lange theory was proposed by psychologists Carl Lange and William James. The two proposed that as individuals experience situations the nervous system establishes physical reactions to the events. Examples pof such reactions include trembling, upset stomach and increased heart rate; the reactions consequently result to emotions such as anger, sadness and fear. The cannon-Bard theory of emotion was proposed by Walter Cannon and Philip Bard. The theory suggests that human beings feel emotions and experience psychological reactions such as trembling, sweating simultaneously. The Schachter-Singer theory was developed by Jerome Singer and Stanley Schachter. The theory proposes that when an individual experiences a specific event it results in a physiological arousal and the individual tries to find a reason for the arousal and consequently label the emotion. For instance sitting in a dark room and suddenly hearing a breathing sound behind you the heart rate increases and trembling begins. On noticing the physical reactions an individual then realizes that being in a dark room alone could result in danger and a feeling of fear. The Schachter-Singer’s Two-Factor theory highlights the role of psychological arousal as the main factor in emotions. On the other hand the theory also suggest that physical arousals cannot be entirely responsible for emotional responses. The theory accounts for the cognitive aspects of emotional reactions. The cognitive appraisal theory suggested by Richard Lazarus suggests that thinking must happen first before experiencing emotion. In this theory the sequence of events first include a stimulus, then thought and finally the concurrent experience of emotion and physiological reaction. The most valid theory is the cognitive appraisal theory by Richard Lazarus which suggest that a stimulus leads to thought then the stimulus experience of a physiological response and emotion (Moors, 2014 p. 303)The theory defines the emotional process which is a complex state of feeling that eventually results in physical (example, fight and flight response) and psychological changes (trembling) that influence behavior. All the theories of emotion highlighted contain some valid arguments therefore none is less valid.
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Part Three
Thinking is the manipulation of mental images of information, intelligence is the ability to understand the world while creativity is the capacity to establish original ideas and solve issues in novel ways. In testing intelligence an intelligent quotient (IQ) is measured by an individual’s ability to use information attained historically. Thinking is closely linked to divergent thinking which is the capacity to create unusual yet right response to problems. This type of thinking differs with convergent thinking which produces response based on key knowledge and logic. The primary aspect of creativity is preference for clear, intricate thinking patterns. Creative individuals have a wide range of interests and more interested in abstract issues than less creative individuals. There are differences in how the brain processes information in creative individuals. Creativity and intelligence are however less linked, conventional intelligence tests ask set questions that have a specific answer. Creative individuals therefore find such intelligent tests to limit their divergent thinking. An individual’s creativity could illustrates thinking processes and level of intelligences (Karwowski et al. 2016 p. 105). Intelligent and creative individuals think a lot; creativity shows an individual’s capacity to think and focus and indirectly illustrate what they understand. Intelligence therefore plays a role in creative thinking but not directly. An individual’s IQ is primarily measured by the capacity to interpret information and give solutions despite the circumstances. The relationship between intelligence and creativity could be demonstrated by a student who thinks that since 2+2=4 then he/she could intelligently conclude that 4+4=8. Creative individuals often think a lot therefore one’s creativity illustrates thinking processes. Creative individuals often participate in divergent thinking which is the capacity to establish unusual yet correct responses to problems. Creative individuals often have high thinking processes than less creative individuals. Creativity is the process of being open and connecting new idea while thinking enables the individual to decide how practical the ideas are.
References
Karwowski, M., Dul, J., Gralewski, J., Jauk, E., Jankowska, D. M., Gajda, A., ... & Benedek, M. (2016). Is creativity without intelligence possible? A necessary condition analysis. Intelligence , 57 , 105-117.
Moors, A. (2014). Flavors of appraisal theories of emotion. Emotion Review , 6 (4), 303-307.
Reeve, J. (2014). Understanding motivation and emotion . John Wiley & Sons.
