This might be a good time for you to review the general advisory in this section found in chapter one. Each chapter of Connect operates on the premise that your study time is limited. After all, even students are allowed to have a life right? So, let’s cut to the chase.

The four-drive theory is something you should spend time learning. Don’t get confused between needs and drive. Drives give rise to needs, and drives are innate, meaning you are born with them. Expect to be quizzed on the meaning, or at least the names, of the various drives. Fortunately, the names of drives are descriptive. The same applies for the theory of learned needs.

Expectancy theory and equity theory are, in my view, the most important and useful motivation theories in this chapter. The most confusing aspects of expectancy theory for many students are the E-to-P and P-to-O expectancies. These involve nothing more than probabilities of something coming to fruition. Suppose your goal (outcome) is passing and accumulating three credits that contribute to graduating, would you take a course, which wasn’t required in your program, if you knew your chances of passing were nil? No? Why not? In that question and near-certain answer, you have all the elements necessary for understanding expectancy theory.

Equity theory is another useful tool for predicting how people are likely to behave in situations they perceive to be inequitable. The key here is the notion of perception. It doesn’t matter if the situation is fair. The equity evaluation is based on the evaluator’s perceptions. This makes all the difference. Another point to watch out for is the outcome/input ratio. Even if the sums are different (outcomes or inputs) between two people, it could still be equitable as long as the ratios are equal – remember that. If, however, a person experiences feeling of inequity there are seven possible actions they are likely to engage in to correct the situation. Granted some are more likely than others.

The contingencies and schedules of reinforcement, in the behaviour modification section are quite problematic for students (note that I didn’t say difficult). This whole section seems to have been tailor-made for designing frustrating multiple choice questions. Remember (memorize) the following: Reinforcement of any kind is meant to encourage a desired behaviour - even when it’s negative. Extinction and punishment are used to stop unwanted behaviour. As for schedules, create your own examples for each, and remember the difference between variable and continuous ratio schedules.