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Transition state theory explains the dynamics of reactions. The theory is based on the idea that there is an equilibrium between the activated complex and reactant molecules. The theory incorporates concepts from collision theory, which states that for a reaction to occur, reacting molecules must collide with a minimum energy and correct ...
This theory was developed simultaneously in 1935 by Henry Eyring, then at Princeton University, and by Meredith Gwynne Evans and Michael Polanyi of the University of Manchester. [3] [4] [5] TST is also referred to as "activated-complex theory", "absolute-rate theory", and "theory of absolute reaction rates". [6]
The equation follows from the transition state theory, also known as activated-complex theory. If one assumes a constant enthalpy of activation and constant entropy of activation, the Eyring equation is similar to the empirical Arrhenius equation , despite the Arrhenius equation being empirical and the Eyring equation based on statistical ...
A common distinction among theories of motivation is between content theories and process theories. Content theories attempt to identify and describe the internal factors that motivate people, such as different types of needs, drives, and desires. They examine which goals motivate people.
The reward system (the mesocorticolimbic circuit) is a group of neural structures responsible for incentive salience (i.e., "wanting"; desire or craving for a reward and motivation), associative learning (primarily positive reinforcement and classical conditioning), and positively-valenced emotions, particularly ones involving pleasure as a core component (e.g., joy, euphoria and ecstasy).
Maslow proposed his hierarchy of needs in his 1943 paper "A Theory of Human Motivation" in the journal Psychological Review. [1] The theory is a classification system intended to reflect the universal needs of society as its base, then proceeding to more acquired emotions. [18]
According to motivational intensity theory, high approach motivational intensity will narrow attention and conversely, low motivational intensity will broaden attention. [1] This theory is at odds with a more traditional explanation of the effects of affect on cognitive scope , which suggest that positive affect broadens attention and negative ...
Dörnyei's theory of motivation is the idea that motivation is developed in a unique and dynamic way that is necessary to gain success in areas where prolonged learning is required. [3] The process-oriented model of motivation seeks to explain Dörnyei's theory through student motivation by focusing on (a) motivational maintenance and volition ...