Lecture 26: Skills of EI-Self-Motivation

Skills of Emotional Intelligence: Self-Motivation

The lecture introduces self-motivation as a skill associated with emotional intelligence (EI), following earlier lessons on self-awareness and self-regulation.

Motivation and self-motivation

Motivation is a force that both energizes and directs behavior. Energy gives behavior strength, intensity, and persistence; direction gives it purpose and helps it move toward a goal.

Motivation can arise from needs, thoughts, emotions, or events in the environment. Self-motivation is an internal drive to begin, sustain, and direct effort toward a goal without relying heavily on external rewards or pressure.

The lecturer notes a theoretical disagreement about motivation’s place in EI:

• Daniel Goleman’s model treats motivation as a core component of EI.
• Mayer and Salovey’s approach treats EI and motivation as related but separate constructs.

Regardless of this distinction, the lecture presents self-motivation as important for understanding and supporting EI.

Intrinsic and extrinsic motivation

The lecture uses self-motivation largely interchangeably with intrinsic motivation. Intrinsic motivation means doing an activity because it is interesting, enjoyable, challenging, or satisfying in itself. Extrinsic motivation means doing an activity to obtain an outside outcome, such as money or a grade, or to avoid punishment.

For example, one student might enjoy solving mathematics problems, while another does the work mainly to avoid punishment or poor grades. Motivation can vary in both strength and type. Even externally motivated activities may feel personally meaningful when people understand their value.

The lecturer reports that intrinsic motivation is associated with greater engagement, sustained effort, achievement, positive self-esteem, and well-being. As children grow, school, family, and social responsibilities may require them to take on more tasks that are not inherently enjoyable. The lecture notes that research finds intrinsic motivation can decline across advancing school grades.

Dimensions of self-motivation in Goleman’s model

The lecture describes five related characteristics:

• Self-drive: Internal determination, personal agency, and readiness to start without relying heavily on external prompts.
• Passion: Deep interest and enthusiasm, often connected to personal values and enjoyment.
• Initiative: Taking proactive steps and starting tasks without waiting for instructions or ideal circumstances.
• Achievement orientation: Setting and pursuing challenging goals, striving for excellence, and seeking mastery and improvement.
• Results orientation: Setting clear goals, tracking progress, and taking action to achieve tangible outcomes.

Self-Determination Theory and basic psychological needs

Self-Determination Theory, associated in the lecture with Deci and Ryan, explains how the conditions surrounding an activity can support intrinsic motivation. It identifies three basic psychological needs:

• Autonomy: Feeling that one has choice and some control over one’s actions. Pressure or coercion can frustrate this need.
• Competence: Feeling capable and effective at achieving desired outcomes. Repeated failure or self-doubt can undermine it.
• Relatedness: Feeling connected to and supported by other people. Isolation and loneliness can frustrate it.

According to the lecture, satisfying these needs supports motivation, psychological growth, and well-being. Frustrating them can contribute to poorer experiences. For example, a job is more likely to feel motivating when a person has some decision-making freedom, feels capable in the role, and has supportive relationships with colleagues.

Ways to support these needs include:

• Relatedness: Show affection and concern, take time to understand and help others, and foster a supportive, less competitive environment.
• Competence: Offer appropriately challenging tasks, give timely and non-judgmental feedback, and help people cope with failure.
• Autonomy: Avoid unnecessary coercion, offer choices where possible, explain why tasks matter, allow people to express negative emotions, encourage initiative, and acknowledge their perspectives.

Practical self-motivation checks

The lecturer presents three questions associated with researcher Scott Geller. Answering “yes” to all three suggests that a person is more likely to feel self-motivated:

1. Can you do it? Do you have the ability, time, knowledge, and training needed? This relates to competence.
2. Will it work? Do you believe your actions can produce the desired outcome? This is described as response efficacy.
3. Is it worth it? Do you value the outcome enough to justify the effort, time, and costs?

The Four Cs for self-motivation

The lecture also identifies four factors that help people feel self-motivated:

• Consequences: Genuinely want the outcome, rather than acting only to avoid a negative consequence.
• Competence: Believe you can develop or use the ability needed to accomplish the task.
• Choice: Experience autonomy and some control over what you do and how you do it.
• Community: Feel supported, connected, and that you belong with other people.

These factors overlap with the autonomy, competence, and relatedness needs in Self-Determination Theory.

Speakers and sources featured

The course lecturer is identified in the video metadata as Prof. Dilwar Hussain of IIT Guwahati. The lecture mentions Daniel Goleman; Mayer and Salovey; Edward Deci and Richard Ryan and Self-Determination Theory; and Scott Geller.

The lecturer also refers generally to research on intrinsic motivation and its outcomes. No specific study or additional speaker is identified.