COURSE INTRODUCTION AND APPLICATION INFORMATION


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Course Name
Motivation
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
PSY 423
Fall/Spring
3
0
3
6
Prerequisites
None
Course Language
English
Course Type
Elective
Course Level
First Cycle
Course Coordinator -
Course Lecturer(s)
Assistant(s) -
Course Objectives This course aims to examine work motivation which is one of the most important topics in our daily lives. The study of work motivation aims to explain why employees engage in behaviors and the extent they persist them. A substantial amount of scientific research has revealed that there are numerous and varied influences and these influences range from cognitive to emotional and social. The purpose of this course is to introduce students the work motivation theories through historical lens and discuss the application of these theories.This course also aims to introduce students an affective and motivational state of work related well-being namely work engagement. The second part of the course focuses on definition, antecedents and ouctomes of work engagement and aims to explain why engaged workers are important for the work force.
Learning Outcomes The students who succeeded in this course;
  • Will able to explain theories and research on motivation through historical lens.
  • Will learn goal setting theory and social cognitive theory that emphasize conscious goals in explaining motivation
  • Will be able to explain differences between intrinsic and extrinsic definitions of motivation
  • Will be able to explain the concept of work engagement
  • Will be able to explain why some employees are more engaged than the others
  • Will learn the impact of engaged workers for organizations
  • Will have knowledge on the applicability of motivation theories into practice.
  • Will learn strategies for making changes in your own behavior.
Course Content What drives you to want to learn about psychology? Why did you choose your career? Why do some employees work more than the others? What are the drives behind employees’ motivation? Do they work more because they will earn money, or because they just have an internal drive to work harder? Why do some employees have more energy than others? Are engaged workers more productive than the others?These are the basic questions that will be focused in this course.

 



Course Category

Core Courses
Major Area Courses
X
Supportive Courses
Media and Managment Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week Subjects Related Preparation
1 History of Motivation Research I Latham, G. P. (2012). Work Motivation: History, Theory, and Practice. Washington DC: SAGE
2 History of Motivation Research I Latham, G. P. (2012). Work Motivation: History, Theory, and Practice. Washington DC: SAGE
3 20th century controversies on Motivation Latham, G. P. (2012). Work Motivation: History, Theory, and Practice. Washington DC: SAGE
4 Examining the present on Motivation Latham, G. P. (2012). Work Motivation: History, Theory, and Practice. Washington DC: SAGE
5 Examining the present on Motivation Latham, G. P. (2012). Work Motivation: History, Theory, and Practice. Washington DC: SAGE
6 Work engagement: Introduction. Defining and measuring work engagement Bakker, A,. & Leiter, M. ( 2010). Work engagement: Handbook of Essential Theory and Research. New York: Psychology Press.
7 The concept of state work engagement. Differences between work engagement and workaholism Bakker, A,. & Leiter, M. ( 2010). Work engagement: Handbook of Essential Theory and Research. New York: Psychology Press.
8 1st midterm
9 Feeling energetic at work Bakker, A,. & Leiter, M. ( 2010). Work engagement: Handbook of Essential Theory and Research. New York: Psychology Press.
10 A meta-analysis of work engagement Bakker, A,. & Leiter, M. ( 2010). Work engagement: Handbook of Essential Theory and Research. New York: Psychology Press.
11 Sustaining poistive work life Bakker, A,. & Leiter, M. ( 2010). Work engagement: Handbook of Essential Theory and Research. New York: Psychology Press.
12 2nd midterm
13 Building Engagement Bakker, A,. & Leiter, M. ( 2010). Work engagement: Handbook of Essential Theory and Research. New York: Psychology Press.
14 Future Directions in Motivation and Work engagement Research Bakker, A,. & Leiter, M. ( 2010). Work engagement: Handbook of Essential Theory and Research. New York: Psychology Press.
15 Review of the term
16 Final
Course Textbooks Book chapters outlined above, recent articles holding current scientific enquiries in organizational psychology, and .ppt presentations.
References European journal of work and organizational psychology, Journal of organizational behavior, Journal of applied psychology

 

EVALUATION SYSTEM

Semester Requirements Number Percentage
Participation
1
5
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Homework / Assignments
5
25
Presentation / Jury
Project
Seminar / Workshop
1
15
Portfolios
Midterms / Oral Exams
1
25
Final / Oral Exam
1
30
Total

Contribution of Semester Work to Final Grade
8
55
Contribution of Final Work to Final Grade
1
45
Total

ECTS / WORKLOAD TABLE

Activities Number Duration (Hours) Workload
Course Hours
Including exam week: 16 x total hours
16
3
48
Laboratory / Application Hours
Including exam week: 16 x total hours
16
Study Hours Out of Class
16
2
Field Work
Quizzes / Studio Critiques
Homework / Assignments
5
5
Presentation / Jury
1
Project
Seminar / Workshop
1
Portfolios
Midterms / Oral Exams
1
15
Final / Oral Exam
1
30
    Total
150

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
Program Qualifications / Outcomes
* Level of Contribution
1
2
3
4
5
1 To be able to assess psychological concepts and perspectives, interpret and evaluate data using scientific methods X
2 To be able to develop a curiosity and interest towards the mind and its phenomena, to possess a sense of critical and scientific reflexion and ability to analyze new information. X
3 Ability to make use of theoretical and applied knowledge in local and global levels. X
4 To have a basic knowledge of other disciplines that can contribute to psychology and to be able to make use of this knowledge X
5 To possess and value societal, scientific and ethical principles in collecting, interpreting and publishing psychological data X
6 To have knowledge of how psychology is positioned as a scientific discipline from a historical perspective, and to know with what methods it views behavioural and mental processes X
7 To be able to distinguish between the emphases of fundamental theories and perspectives of psychology (behavioural, biological, cognitive, evolutionary, social, developmental, humanistic, psychodynamic and sociocultural) and compare and express their differences and similarities, contributions and limitations X
8 The competence to share psychological knowledge based and qualitative and quantitative data with experts and lay people, using effective communication skills X
9 To have the awareness of interpersonal and societal problems and phenomena and adopt this awareness in psychological problems and researches. X
10 Competence to make use of applied and theoretical psychological knowledge to make contributions to industrial development and provide solutions to problems X
11 To possess essential knowledge of techniques and instrumentation for psychological measurement and evaluation X

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest