Motivation in the context of Prospection

A skill is the learned or innateability to act with determined results and good execution often within a given amount of time, energy, or both.Skills can often be divided into domain-general and domain-specific skills. Some examples of general skills include time management, teamworkand leadership,and self-motivation.In contrast, domain-specific skills would be used only for a certain job, e.g. operating a sand blaster. Skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used.

A skill may be called an art when it represents a body of knowledge or branch of learning, as in the art of medicine or the art of war. Although the arts are also skills, there are many skills that form an art but have no connection to the fine arts.

In psychology, an attitude "is a summary evaluation of an object of thought. An attitude object can be anything a person discriminates or holds in mind". Attitudes include beliefs (cognition), emotional responses (affect) and behavioral tendencies (intentions, motivations). In the classical definition an attitude is persistent, while in more contemporary conceptualizations, attitudes may vary depending upon situations, context, or moods.

While different researchers have defined attitudes in various ways, and may use different terms for the same concepts or the same term for different concepts, two essential attitude functions emerge from empirical research. For individuals, attitudes are cognitive schema that provide a structure to organize complex or ambiguous information, guiding particular evaluations or behaviors. More abstractly, attitudes serve higher psychological needs: expressive or symbolic functions (affirming values), maintaining social identity, and regulating emotions. Attitudes influence behavior at individual, interpersonal, and societal levels. Attitudes are complex and are acquired through life experience and socialization. Key topics in the study of attitudes include attitude strength, attitude change, and attitude-behavior relationships. The decades-long interest in attitude research is due to the interest in pursuing individual and social goals, an example being the public health campaigns to reduce cigarette smoking.

Psychology is the scientific study of behavior and mind. Its subject matter includes the behavior of humans and nonhumans, both conscious and unconscious phenomena, and mental processes such as thoughts, feelings, and motives. Psychology is an academic discipline of immense scope, crossing the boundaries between the natural and social sciences. Biological psychologists seek an understanding of the emergent properties of brains, linking the discipline to neuroscience. As social scientists, psychologists aim to understand the behavior of individuals and groups.

A professional practitioner or researcher involved in the discipline is called a psychologist. Some psychologists can also be classified as behavioral or cognitive scientists. Some psychologists attempt to understand the role of mental functions in individual and social behavior. Others explore the physiological and neurobiological processes that underlie cognitive functions and behaviors.

Human intelligence is the intellectual capability of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness. Using their intelligence, humans are able to learn, form concepts, understand, and apply logic and reason. Human intelligence is also thought to encompass their capacities to recognize patterns, plan, innovate, solve problems, make decisions, retain information, and use language to communicate.

There are conflicting ideas about how intelligence should be conceptualized and measured. In psychometrics, human intelligence is commonly assessed by intelligence quotient (IQ) tests, although the validity of these tests is disputed. Several subcategories of intelligence, such as emotional intelligence and social intelligence, have been proposed, and there remains significant debate as to whether these represent distinct forms of intelligence.

An unobservable (also called impalpable) is an entity whose existence, nature, properties, qualities or relations are not directly observable by humans. In philosophy of science, typical examples of "unobservables" are the force of gravity, causation and beliefs or desires. The distinction between observable and unobservable plays a central role in Immanuel Kant's distinction between noumena and phenomena as well as in John Locke's distinction between primary and secondary qualities. There is considerable disagreement about which objects should be classified as unobservable, for example, whether bacteria studied using microscopes or positrons studied using cloud chambers count as unobservable. Different notions of unobservability have been formulated corresponding to different types of obstacles to their observation.

Persuasion or persuasion arts is an umbrella term for influence. Persuasion can influence a person's beliefs, attitudes, intentions, motivations, or behaviours.

Persuasion is studied in many disciplines. Rhetoric studies modes of persuasion in speech and writing and is often taught as a classical subject. Psychology looks at persuasion through the lens of individual behaviour and neuroscience studies the brain activity associated with this behaviour. History and political science are interested in the role of propaganda in shaping historical events. In business, persuasion is aimed at influencing a person's (or group's) attitude or behaviour towards some event, idea, object, or another person (s) by using written, spoken, or visual methods to convey information, feelings, or reasoning, or a combination thereof. Persuasion is also often used to pursue personal gain, such as election campaigning, giving a sales pitch, or in trial advocacy. Persuasion can also be interpreted as using personal or positional resources to change people.

Play is a range of intrinsically motivated activities done for recreation. Play is commonly associated with children and juvenile-level activities, but may be engaged in at any life stage, and among other higher-functioning animals as well, most notably mammals and birds.

Play is often interpreted as frivolous; yet the player can be intently focused on their objective, particularly when play is structured and goal-oriented, as in a game. Accordingly, play can range from relaxed, free-spirited, spontaneous, and frivolous to planned or even compulsive. Play is not just a pastime activity; it has the potential to serve as an important tool in numerous aspects of daily life for adolescents, adults, and cognitively advanced non-human species (such as primates). Not only does play promote and aid in physical development (such as hand-eye coordination), but it also aids in cognitive development and social skills, and can even act as a stepping stone into the world of integration, which can be a very stressful process. Play is something that most children partake in, but the way play is executed is different between cultures, and the way that children engage with play varies.

Attitude change is when a person or group changes their views, values, or beliefs about a particular topic, issue, or object. This can happen as a result of new information, experiences, or influence from others. Attitudes are associated beliefs and behaviors towards some object. They are not stable, and because of the communication and behavior of other people, are subject to change by social influences, as well as by the individual's motivation to maintain cognitive consistency when cognitive dissonance occurs—when two attitudes or attitude and behavior conflict. Attitudes and attitude objects are functions of affective and cognitive components. It has been suggested that the inter-structural composition of an associative network can be altered by the activation of a single node. Thus, by activating an affective or emotional node, attitude change may be possible, though affective and cognitive components tend to be intertwined.

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. It is also informed by neuroscience. Educational psychology in turn informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education, classroom management, and student motivation. Educational psychology both draws from and contributes to cognitive science and the learning theory. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.

Experimental psychology is the work done by those who apply experimental methods to psychological study and the underlying processes. Experimental psychologists employ human participants and animal subjects to study a great many topics, including (among others) sensation, perception, memory, cognition, learning, motivation, emotion; developmental processes, social psychology, and the neural substrates of all of these.

Behaviorism is a systematic approach to understanding the behavior of humans and other animals. It assumes that behavior is either a reflex elicited by the pairing of certain antecedent stimuli in the environment, or a consequence of that individual's history, including especially reinforcement and punishment contingencies, together with the individual's current motivational state and controlling stimuli. Although behaviorists generally accept the important role of heredity in determining behavior, deriving from Skinner's two levels of selection (phylogeny and ontogeny), they focus primarily on environmental events. The cognitive revolution of the late 20th century largely replaced behaviorism as an explanatory theory with cognitive psychology, which unlike behaviorism views internal mental states as explanations for observable behavior.

Behaviorism emerged in the early 1900s as a reaction to depth psychology and other traditional forms of psychology, which often had difficulty making predictions that could be tested experimentally. It was derived from earlier research in the late nineteenth century, such as when Edward Thorndike pioneered the law of effect, a procedure that involved the use of consequences to strengthen or weaken behavior.

A choice is the range of different things from which a being can choose. The arrival at a choice may incorporate motivators and models.

Freedom of choice is generally cherished, whereas a severely limited or artificially restricted choice can lead to discomfort with choosing, and possibly an unsatisfactory outcome. In contrast, a choice with excessively numerous options may lead to confusion, reduced satisfaction, regret of the alternatives not taken, and indifference in an unstructured existence;and the illusion that choosing an object or a course, necessarily leads to the control of that object or course, can cause psychological problems.

Volition, also known as will or conation, is the cognitive process by which an individual decides on and commits to a particular course of action. It is defined as purposive striving and is one of the primary human psychological functions. Others include affect (feeling or emotion), motivation (goals and expectations), and cognition (thinking). Volitional processes can be applied consciously or they can be automatized as habits over time.

Most modern conceptions of volition address it as a process of conscious action control which becomes automatized (e.g. see Heckhausen and Kuhl; Gollwitzer; Boekaerts and Corno).

Nihilism is a family of philosophical views arguing that life is meaningless, that moral values are baseless, or that knowledge is impossible. Thus, such views reject the basis of certain ideas. Nihilistic views span several branches of philosophy, including ethics, value theory, epistemology, and metaphysics. Nihilism is also described as a broad cultural phenomenon or historical movement that pervades modernity in the Western world.

Existential nihilism asserts that life is inherently meaningless and lacks a higher purpose. By suggesting that all individual and societal achievements are ultimately pointless, it can lead to indifference, lack of motivation, and existential crises. In response, some philosophers propose detachment from worldly concerns, while others seek to discover or create values. Moral nihilism, a related view, denies the objective existence of morality, arguing that moral evaluations and practices rest on misguided assumptions without any foundation in external reality.

Romance or romantic love is a feeling of strong attraction towards another person, the mental state of being "in love" focused towards forming a relationship (or pair bond), the courtship behaviors undertaken by an individual to express those feelings and resultant emotions, and the practice of initiating relationships based on passionate feelings over more practical or ordinary concerns. Romantic love is considered to be a motivation or drive, which is distinct from (but related to) the concept of attachment.

Collins Dictionary defines romantic love as "an intensity and idealization of a love relationship, in which the other is imbued with extraordinary virtue, beauty, etc., so that the relationship overrides all other considerations, including material ones." The concept of romantic love also came to represent the idea of individualistic choice in marriage and sexual partners, although it's rarely realized fully and can be a source of both gratification and disappointment in relationships. The terms "romance" and "romantic love" are used with multiple definitions, which can be contradictory at times.

Desires are states of mind that are expressed by terms like "wanting", "wishing", "longing" or "craving". A great variety of features is commonly associated with desires. They are seen as propositional attitudes towards conceivable states of affairs. They aim to change the world by representing how the world should be, unlike beliefs, which aim to represent how the world actually is. Desires are closely related to agency: they motivate the agent to realize them. For this to be possible, a desire has to be combined with a belief about which action would realize it. Desires present their objects in a favorable light, as something that appears to be good. Their fulfillment is normally experienced as pleasurable in contrast to the negative experience of failing to do so. Conscious desires are usually accompanied by some form of emotional response. While many researchers roughly agree on these general features, there is significant disagreement about how to define desires, i.e. which of these features are essential and which ones are merely accidental. Action-based theories define desires as structures that incline us toward actions. Pleasure-based theories focus on the tendency of desires to cause pleasure when fulfilled. Value-based theories identify desires with attitudes toward values, like judging or having an appearance that something is good.

Desires can be grouped into various types according to a few basic distinctions. Intrinsic desires concern what the subject wants for its own sake while instrumental desires are about what the subject wants for the sake of something else. Occurrent desires are either conscious or otherwise causally active, in contrast to standing desires, which exist somewhere in the back of one's mind. Propositional desires are directed at possible states of affairs while object-desires are directly about objects. Various authors distinguish between higher desires associated with spiritual or religious goals and lower desires, which are concerned with bodily or sensory pleasures. Desires play a role in many different fields. There is disagreement whether desires should be understood as practical reasons or whether we can have practical reasons without having a desire to follow them. According to fitting-attitude theories of value, an object is valuable if it is fitting to desire this object or if we ought to desire it. Desire-satisfaction theories of well-being state that a person's well-being is determined by whether that person's desires are satisfied.

Religious behaviours are behaviours motivated by religious beliefs. Religious actions are also called 'ritual' and religious avoidances are called taboos or ritual prohibitions.

Religious beliefs can inform ordinary aspects of life including eating, clothing and marriage, as well as deliberately religious acts such as worship, prayer, sacrifices etc. As there are over 4,000 religions in the world, there is a wide variety of behaviour.