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
Take a moment to consider your motivation for taking this course or, more broadly, why you are pursuing an education. Perhaps you are curious about different cultures and psychology, or perhaps you had to take this course as part of your degree program. Perhaps you need a degree to fulfill your career ambition or to have more opportunities in your current job or field. Maybe you come from a background where it is expected that you get a college degree or, by contrast, are propelled by the desire to be the first in your family to achieve that milestone. Consider how easy it is to imagine these different motivations, and likely how many other motivators there are. If individuals in one situation are motivated in such a variety of ways, think of the world of potential ways that motivation varies across cultures.
Similarly, cultures have a wide range of standards for experiencing emotions, the other major topic this week. Yet, by definition, emotion can run deep and create assumptions that our way of thinking or feeling is the “correct” way. That is also true of motivation. Despite ample evidence, demonstrated in the simple example of why you and your colleagues are in this course, people tend to view their own ideas about motivation and what motivates them as the most credible ones.
As with differences in views of time that you explored in Week 2, motivation and emotion can be highly charged issues between individuals and groups. To continue exploring cultural influences in our everyday world—and pushing ourselves toward greater cultural sensitivity and critical thinking—this week, we examine cross-cultural perspectives in motivation, behavior, and emotion.
Note: Watch for “Just in Time” links for the Learning Resources, Discussion, and/or Assignment this week. When you see a “Just in Time” link, hover to get helpful tips or other guidance for completing your best coursework.
Learning Objectives
Students will:
- Analyze motivation from a cultural perspective
- Differentiate the experience of emotion across cultures
- Apply concepts of cross-cultural psychology
- Demonstrate an understanding of cross-cultural perspectives on motivation, behavior, and emotion
Discussion: Motivation, Culture, and the Workforce
Have you ever considered what motivated you? Pause to consider that question as it is key to this Discussion. For example, are you driven by the need for security or by a sense of duty? Do you see recognition or self-actualization? Are you motivated to achieve my inner drives or by external sources like your family? We all have our unique set of motivations, but we don’t always consider the role of culture in shaping them. Our like experiences shape us in many ways, and you have most likely met a number of people with motivations similar to your own and many with very different motivations. When we are dealing with people from different cultural backgrounds there is an increased chance that our motivations will differ. Motivational theory can be applied in many settings, but in this Discussion let’s focus on achievement. This covers what you want to accomplish in work settings, school settings, and with your life in general. As you read this week’s resources, begin to reflect on times and situations when you have found yourself puzzled—or downright frustrated—by the attitudes, priorities, and behavior of other people. They could be co-workers, friends, family, strangers, or classmates. It is always easiest to simply observe what people choose to do, but it can be much more interesting to understand why they do it!
To prepare:
- Review the reading in Chapter 7 of the course text, focusing on the different motivational theories, behaviors, and applications. Also, review other Week 3 Learning Resources that can help you prepare for this Discussion, including those listed as Optional Resources.
- Based on the types of motivation discussed in the resources, consider the role of motivation in various cultures. One obvious application has to do with work/life balance and views of success or achievement. Two people from different cultures could both be highly motivated, and both driven to achieve success but have dramatically different ideas of what success is. Last week we saw that some cultures are driven to make use of their time to achieve, while others are more focused on relationships. Perhaps they have different motivations to match their different views of time!
- It may help you to think of people you have known, observed, or worked with, and consider how they might fit into the motivational styles in your readings. You are welcome to research cultures that interest you and seek information on their motivational styles.
Just like last week, our goal is to generate conversation. Motivation is a big topic that applies to virtually everything you do, so there are many directions to take this discussion! Post one question to the discussion and respond to at least two questions (or responses) posed by your peers.
By Day 3
Post your one question with background to the discussion board.
Put your question in the subject line of your post and put your supporting text in the message area of the post.
Discussion Tips:
- Questions published earlier in the week get more responses.
- Support your question with at least one reference (textbook or other scholarly, empirical resources) in the message body.
By Day 5
Respond to at least two peers’ main questions (or their response). Colleague replies do not need to be supported by a reference.
Submission and Grading Information
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. The 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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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