This research is being carried out to compare and contrast Piaget’s and Festinger’s cognitive theories of motivation. This research will attempt to discuss the strengths and weaknesses of each theory and evaluate which is most helpful in application to the workplace and why?…
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It is evident from the study that Piaget and Festinger both discuss considerations for the cognitive theories of motivation with Piaget’s theories being based on cognitive development and Festinger’s theories based on cognitive dissonance. Piaget declares that equilibrium, assimilation, and accommodation support motivational concepts. He also believes that children have an innate desire to protect their sense of organization within their conception of their world. In order to maintain a child’s sense of equilibrium, he has to relate a new experience to what is already familiar to him. Their motivation to learn new things would be based on their desire to fit in their new environment. In mastering their new world, they would often learn a song by repeating it, or learn a story by repeatedly reading it. Among older children, they would often collect and organize everything they can touch and adolescents would often argue repeatedly with adults in order to master the environment which they cannot seem to control. The motivation in this case for individuals is to bring order to the chaos and to establish a semblance of control over their general environment. In a similar vein, Festinger’s theory of motivation is also based on the disequilibrium. In this case, where there is conflict of dissonance, people are often motivated to bring order in such dissonance and to resolve such conflicts. Festinger believes that with the right amount of disequilibrium, people would be motivated to implement changes in their life and in their behavior. (Huitt, 2011). Piaget has already experienced a well-trusted and reliable theory on motivation, one which has been used by teachers and other educators in their interactions with their students (Kail and Cavanaugh, 2012). Moreover, Piaget has also stimulated much research on cognitive motivation and development and these studies have all acknowledged that children actively seek to understand the world around them. And these changes have motivated cognitive development. Piaget is however vague in terms of the processes of change (Kail and Cavanaugh, 2012). His theory also does not make adjustments for differences among children. On the other hand, Festinger’s advantage in his theory is that it can consider two cognitions at one time (Benoit, n.d). It also acknowledges the fact that other cognitions or motivations can impact on a person’s actions, and these actions can be influenced by the proportion of dissonance and the importance of cognition (Benoit, n.d). This theory however has also its weaknesses. Jean (1999) discusses how Festinger’s theory is untestable. It also fails in its myriad complications in terms of its discussion on dissonance and motivation. In the workplace, I would find Piaget’s theory to be more applicable. It is more adaptable and simplified as compared to Festinger’s theory. Piaget’s emphasis on the maintenance of equilibrium can be used in order to create scenarios where people would instinctively seek to establish order and to protect their sense of organization. The adjustment to be made in this case would be on the worker and his desire to master new environments and to make new environments and experiences familiar to him through repetitions and hands-on experience. 2. Compare the three major components to motivation: the biological component, the learned component, and the cognitive component. Develop an example that illustrates motivation from each of these components. The biological element of motivation declares that human behavior is innate. Animals have been known to manifest instinctual behaviors and among humans, such instinctual behaviors have also been seen (Eibl-Eibesfeldt, 1989). Meyer-Lindenberg,
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Name: Instructor’s Name: Course: Date: 1. Compare and contrast Freud’s and Piaget’s development models. Are there important developments that seem to happen at about the same age, for each author? Explain how each model explains such events/stages. Can the models’ explanations be reconciled, or do they contradict each other?
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