Week 10-2 atleast one full page Provide an explanation of three ways in which ethics and motivation intersect and provide examples. Support your response with references to the literature and the APA Code of Ethics. Standard 8.02 of the APA Code of Ethics states that psychologists must inform research participants about 1) the purpose of the research, expected duration, and procedures; 2) their right to decline to participate and to withdraw from the research once participation has begun; 3) the foreseeable consequences of declining or withdrawing; 4) reasonably foreseeable factors that may be expected to influence their willingness to participate such as potential risks, discomfort, or adverse effects; 5) any prospective research benefits; 6) limits of confidentiality; 7) incentives for participation; and 8) whom to contact for questions about the research and research participants' rights (APA, 2010). Consider item number 7 from the above list, incentives for participation. Giving course credit to psychological research participants is ethical, but is it ethical to base students grades on whether they participate in the research? This is but one example of the relationship between ethics and motivation. As you begin this Discussion, think of other ways that ethics and motivation intersect, particularly in educational settings or other learning environments. Reference: American Psychological Association (APA). (2011). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx

Week 10-2 atleast one full page
Provide an explanation of three ways in which ethics and motivation intersect and provide examples. Support your response with references to the literature and the APA Code of Ethics.
Standard 8.02 of the APA Code of Ethics states that psychologists must inform research participants about 1) the purpose of the research, expected duration, and procedures; 2) their right to decline to participate and to withdraw from the research once participation has begun; 3) the foreseeable consequences of declining or withdrawing; 4) reasonably foreseeable factors that may be expected to influence their willingness to participate such as potential risks, discomfort, or adverse effects; 5) any prospective research benefits; 6) limits of confidentiality; 7) incentives for participation; and 8) whom to contact for questions about the research and research participants' rights (APA, 2010).

Consider item number 7 from the above list, incentives for participation. Giving course credit to psychological research participants is ethical, but is it ethical to base students grades on whether they participate in the research? This is but one example of the relationship between ethics and motivation. As you begin this Discussion, think of other ways that ethics and motivation intersect, particularly in educational settings or other learning environments.

Reference: American Psychological Association (APA). (2011). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx

Book Excerpt: McCombs, B. L., & Pope, J. E. (1994). Goal one: Understanding the nature of motivation. In B. L. McCombs, & J. E. Pope (Eds.), Motivating hard to reach students (pp. 925). Washington, DC: American Psychological Association.
Retrieved from the Walden Library using the PsycBOOKS database.
Article: American Psychological Association (APA). (2011). Ethical principles of psychologists and code of conduct.[Online guide]
Retrieved from http://www.apa.org/ethics/code/index.aspx
Article: Barron, K. E., & Hulleman, C. S. (2007). Is there a formula to help understand and improve student motivation? [Online article]
Retrieved from: http://teachpsych.org/Resources/Documents/ebooks/eit2006.pdf
Article: Forbes, D. L. (2011). Toward a unified model of human motivation. Review of General Psychology, 15(2), 8598.
Retrieved from the Walden Library using the PsycARTICLES database.
Article: George, M. (2010). Ethics and motivation in remedial mathematics education. Community College Review, 38(1), 8292.
Retrieved from the Walden Library using the Academic Search Complete database.
Article: Olive, E. (2010). Behavior management and behavioral change: How can we tell them apart? Reclaiming Children & Youth, 19(1), 36.
Retrieved from the Walden Library using the ERIC database.
Article: Sniehotta, F. F. (2009). Towards a theory of intentional behaviour change: Plans, planning, and self-regulation. British Journal of Health Psychology, 14(2),261273.
Retrieved from the Walden Library using the Academic Search Complete database.
Article: Turner, J. C., & Patrick, H. (2008). How does motivation develop and why does it change? Reframing motivation research. Educational Psychologist, 43(3), 119131.
Retrieved from the Walden Library using the Academic Search Complete database.
Article: Valdman, M. (2010). On the morality of Guinea-pig recruitment. Bioethics, 24(6), 287294.
Retrieved from the Walden Library using the Academic Search Complete database.
Article: Velicer, W. F., & Prochaska, J. O. (2008). Stage and non-stage theories of behavior and behavior change: a comment on Schwarzer. Applied Psychology: An International Review, 57(1), 7583.
Retrieved from the Walden Library using the Academic Search Complete database.