With contributions by leading European, North American and Asian scholars, this volume offers a comprehensive anthology of conceptual and empirical papers describing the latest developments in L2 ...motivation research that involves the reframing of motivation in the context of contemporary notions of self and identity.
Recent attendance studies in sport management have focused on both constraints and motivation (e.g., Kim & Trail, 2010). While findings show that constraints and motivation are correlated with game ...attendance, it remains unclear why some individuals are able to overcome constraints while others are not. To test the above premise, two studies were conducted to extend our understanding of game attendance constraints. The objectives of the two studies were to examine (a) how strength of motivation moderates the relationship between attendance constraints, and attendance intentions and (b) investigate the role of negotiation as a mediator between constraints and attendance intentions. Findings suggest that sport consumers negotiate individual constraint factors differently based on their strength of motivation. These results provide support for the Balance Proposition (Jackson, Crawford, & Godbey, 1993) by extending the theory in a spectator sport context.
On the basis of self-determination theory (
Ryan & Deci, 2000
), the authors examined whether 2 different types of introjected motivation-an avoidant type aimed at avoiding low self-worth and an ...approach type aimed at attaining high self-worth-are both associated with a less positive pattern of correlates relative to identified motivation-acting because one identifies with the value of the action. Two studies focusing on the academic and sports domains (
N
= 1,222) showed that children and adolescents differentiated between the 2 types of introjected motivation. Although introjected avoidance motivation was associated with a more negative pattern of affective and performance correlates than was introjected approach motivation, identified motivation was associated with a much more positive pattern of correlates than both types of introjected motivation. Furthermore, being high on introjected approach motivation did not yield any benefits even when combined with high identified motivation. Results suggest that past findings portraying introjected motivation as being less desirable than identified motivation cannot be ascribed to the avoidance component of introjected motivation. Findings are consistent with the view that even an approach-oriented introjected motivation has very limited benefits when compared with identified motivation.
Although intrinsic motivation is often viewed as preferable to more extrinsic forms of motivation, there is evidence that the adaptiveness of these motivational states depends on the nature of the ...task being completed (e.g., Cerasoli et al., 2014). Specifically, research suggests task-motivation fit such that intrinsic motivation tends to benefit performance on open-ended tasks (tasks that involve qualitative performance assessment; e.g., creative writing) and extrinsic motivation benefits performance on closed-ended tasks (tasks that involve quantitative performance assessment; e.g., multiple choice). We examined people's metamotivational beliefs about intrinsic and extrinsic motivation in the context of this task-motivation fit. Across 11 studies (seven primary, four supplemental; N = 3,544), participants provided beliefs about the utility of different types of motivation-regulation strategies: strategies that enhance one's interest and enjoyment in a task versus strategies that focus on the value associated with task outcomes (self-relevance strategies and reward strategies). Across all studies, participants recognized that the adaptiveness of these strategies depends on the nature of the task being completed. Consistent with an understanding of normative task-motivation fit, participants generally reported that interest-enhancing strategies were more useful for open-ended tasks and that reward strategies were more useful for closed-ended tasks; however, in some studies, participants reported that reward strategies were equally useful across task types (Studies 2, 3, and 5). More normatively accurate beliefs were associated with more normatively accurate consequential behavioral choices (Study 6) and better task performance (Study 7). We discuss the implications of these results for theories of motivation and self-regulation.
Knowledge hiding prevents colleagues from generating creative ideas, but it may also have negative consequences for the creativity of a knowledge hider. Drawing on social exchange theory, we propose ...that when employees hide knowledge, they trigger a reciprocal distrust loop in which coworkers are unwilling to share knowledge with them. We further suggest that these effects are contingent on motivational climate, in such a way that the negative effects of an individual's hiding knowledge on his/her own creativity are enhanced in a performance climate and attenuated in a mastery climate. A field study of 240 employees nested in 34 groups revealed a negative relationship between knowledge hiding and knowledge hiders' creativity as well as a moderating role of a mastery climate. Study 2 replicated these findings in an experimental study of 132 undergraduate students, testing a reciprocal distrust loop and comparing it with an alternative intrapsychic explanatory process based on situational regulatory focus. Implications for practice and future research are discussed.
Students' beliefs that success in science depends on exceptional talent negatively impact their motivation to learn. For example, such beliefs have been shown to be a major factor steering students ...away from taking science and math courses in high school and college. In the present study, we tested a novel story-based instruction that models how scientists achieve through failures and struggles. We designed this instruction to challenge this belief, thereby improving science learning in classroom settings. A demographically diverse group of 402 9th and 10th grade students read 1 of 3 types of stories about eminent scientists that described how the scientists (a) struggled intellectually (e.g., made mistakes in investigating scientific problems, and overcame the mistakes through effort), (b) struggled in their personal life (e.g., suffered family poverty and lack of parental support but overcame it), or (c) made great discoveries (a control condition, similar to the instructional material that appears in many science textbooks, that did not describe any struggles). Results showed that participation in either of the struggle story conditions improved science learning postintervention, relative to that of students in the control condition. Additionally, the effect of our intervention was more pronounced for low-performing students. Moreover, far more students in either of the struggle story conditions felt connected to the stories and scientists than did students in the control condition. The use of struggle stories provides a promising and implementable instructional approach that can improve student motivation and academic performance in science and perhaps other subjects as well.
The early reading gap among diverse subgroups of students in schools has made teachers conscious of how students’ culture affects their perceptions of reading and the literacy materials now being ...used in classrooms. The reported racial and gender gap among elementary literacy readers leaves African American boys on the fringes of literacy growth and development. Therefore, teachers are responsible for implementing strategies to build an emergent and early literacy classroom that motivates all boys of color to enjoy reading at an early age while shining a positive spotlight on all student backgrounds. Adopting a culturally responsive approach to literacy, increasing student responsibility in the literacy selection process, and supplying culturally relevant texts that positively influence student self-perception will foster motivation for male students of color who are marginalized during the literacy-learning process.
Flow Hönig, K
Zeitschrift für Herz-, Thorax- und Gefässchirurgie,
02/2017, Letnik:
31, Številka:
1
Journal Article
HintergrundFlow steht für die positive Erfahrung eines mühelosen, faszinierten, selbstvergessenen Aufgehens in einer Tätigkeit, die aus sich selbst heraus motivierend ist. Die hohe selektive ...Aufmerksamkeit geht dabei oft mit einer verzerrten Zeitwahrnehmung einher.FragestellungVoraussetzungen sowie Kernmerkmale des Flow-Erlebens, Methoden der Flow-Messung, positive und negative Konsequenzen, theoretische Überlegungen und empirische Befunde zu neurokognitiven Korrelaten.Material und MethodenAuswertung von Literaturübersichten, Diskussion von qualitativen und quantitativen Grundlagenarbeiten, experimentelle Untersuchung.ErgebnisseFlow setzt eine Balance zwischen Aufgabenanforderung und Fähigkeiten voraus. Im Fall der Passung fühlt sich der Betreffende kognitiv effizient, motiviert und glücklich. Flow ist gekennzeichnet durch 6 Kernmerkmale, kann in nahezu jeder Tätigkeit erfahren werden und erweist sich sehr robust in Bezug auf Alter, Geschlecht und kulturelle Unterschiede. Aktivitäten mit klaren Zielen und unmittelbaren Rückmeldungen begünstigen Flow. Für die Messung stehen je nach Fragestellung unterschiedliche Methoden zur Verfügung. Flow zeitigt positive affektive, kognitive, motivationale und leistungsbezogene Effekte; unter Umständen können auch unerwünschte Konsequenzen auftreten. Die Hirnforschung beginnt, das neuronale Substrat offenzulegen.SchlussfolgerungenFlow ist ein in vielerlei Hinsicht förderlicher Zustand, der auch – eingedenk möglicher Gefahrenpotenziale – mittel- und langfristig die Entwicklung zu fördern und das allgemeine Wohlbefinden zu steigern vermag.
We replicated and extended prior research investigating a theoretically guided intervention based on expectancy-value theory designed to enhance student learning outcomes (e.g., Hulleman & ...Harackiewicz, 2009). First, we replicated prior work by demonstrating that the utility value intervention, which manipulated whether students made connections between the course material and their lives, increased both interest and performance of low-performing students in a college general education course. Second, we extended prior research by both measuring and manipulating one possible pathway of intervention effects: the frequency with which students make connections between the material and their lives. In Study 1, we measured connection frequency and found that making more connections was positively related to expecting to do well in the course, valuing the course material, and continuing interest. In Study 2, we manipulated connection frequency by developing an enhanced utility value intervention designed to increase the frequency with which students made connections. The results indicated that students randomly assigned to either utility value intervention, compared with the control condition, subsequently became more confident that they could learn the material, which led to increased course performance. The utility value interventions were particularly effective for the lowest-performing students. Compared with those in the control condition who showed a steady decline in performance across the semester, low-performing male students randomly assigned to the utility value conditions increased their performance across the semester. The difference between the utility value and control conditions for low-performing male students was strongest on the final exam (d = .76).
•Intrinsic motivation (IM), creative self-efficacy (CSE), prosocial motivation (PM).•IM, CSE, and PM have unique contributions to creativity.•The effects of IM and CSE on creativity depend on ...national culture.•IM, CSE, and PM link distinct contextual and personal factors to creativity.
Drawing on the componential theory of creativity, social cognitive theory, and prosocial motivation theory, we examined intrinsic motivation, creative self-efficacy, and prosocial motivation as distinct motivational mechanisms underlying creativity. Results from a meta-analysis of 191 independent samples (N=51,659) documented in the relevant literature revealed that intrinsic motivation, creative self-efficacy, and prosocial motivation each had unique explanatory power in predicting creativity, and that the three motivational mechanisms functioned differently as mediators between contextual and personal factors and creativity. The relationships of intrinsic motivation and creative self-efficacy with creativity also were found to be contingent upon sample characteristics and methodological factors (i.e., national culture, creativity measure, intrinsic motivation and creative self-efficacy measures, and publication status). Our findings highlight the need to develop a more fine-grained theory of motivation and creativity. Implications for theoretical extensions and future research are discussed.
PDF
