The psychology of motivation in social change and advocacy
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
The psychology of motivation in social change and advocacy
Introduction:
Social change and advocacy efforts are driven by individuals and groups who are motivated to make a positive impact on society. This essay explores the psychology of motivation in social change and advocacy, delving into the intrinsic and extrinsic factors that drive individuals to engage in collective action for social justice and change.
Intrinsic Motivation:
Intrinsic motivation refers to engaging in an activity or behavior for its inherent satisfaction and personal fulfillment. In the context of social change and advocacy, intrinsic motivation plays a crucial role. People who are intrinsically motivated to promote social justice and change are driven by their values, beliefs, and a sense of purpose. They have a deep desire to make a difference and are passionate about addressing social issues that resonate with their core values.
Factors that foster intrinsic motivation in social change and advocacy include a strong sense of empathy, a belief in the inherent worth and dignity of all individuals, and a commitment to social justice. Intrinsic motivation can sustain individuals through challenges and setbacks, as their passion and personal investment drive their continued engagement.
Extrinsic Motivation:
Extrinsic motivation refers to engaging in an activity or behavior to obtain external rewards or avoid negative consequences. While intrinsic motivation is often seen as more powerful and sustainable, extrinsic motivation also plays a role in social change and advocacy efforts. External factors such as recognition, social approval, or tangible rewards can influence individuals’ engagement and commitment to these causes.
Extrinsic motivators can include receiving recognition or praise for one’s efforts, gaining social status or acceptance within a community, or obtaining tangible rewards such as grants or funding. While these external factors can provide initial incentives for involvement, sustaining long-term engagement requires a balance between extrinsic and intrinsic motivation.
Social Identity and Motivation:
Social identity theory suggests that individuals’ motivation to engage in social change and advocacy can be influenced by their identification with particular social groups. When individuals perceive a threat or injustice against their group, their motivation to take action increases. This group-based motivation can be fueled by a sense of collective identity, shared values, and a desire to protect and promote the well-being of the group.
The Role of Self-Efficacy:
Self-efficacy, the belief in one’s ability to accomplish tasks and achieve desired outcomes, plays a crucial role in motivating individuals in social change and advocacy. Individuals with higher self-efficacy are more likely to believe that their actions can make a difference and are more motivated to engage in collective action. Building self-efficacy through skill development, knowledge acquisition, and experiences of success can enhance individuals’ motivation and commitment to social change.
Creating Motivational Environments:
To foster motivation in social change and advocacy, it is essential to create environments that support and nurture individuals’ intrinsic motivation. This can involve providing opportunities for skill-building, facilitating connections and collaborations with like-minded individuals, and recognizing and celebrating the contributions of advocates. Additionally, promoting a sense of agency, autonomy, and ownership in the change process empowers individuals and enhances their motivation.
Conclusion:
The psychology of motivation in social change and advocacy is a complex and multifaceted topic. Understanding the interplay between intrinsic and extrinsic motivation, social identity, self-efficacy, and the creation of motivational environments is crucial for effectively mobilizing individuals and groups towards meaningful social change. By recognizing and nurturing individuals’ motivations, we can create a more engaged and empowered citizenry committed to advancing social justice and creating a better world.
The psychology of motivation in social change and advocacy
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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