151
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Heslin PA, Keating LA. Stuck in the Muck? The Role of Mindsets in Self-Regulation When Stymied During the Job Search. JOURNAL OF EMPLOYMENT COUNSELING 2016. [DOI: 10.1002/joec.12040] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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152
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Lister JJ, Nower L, Wohl MJ. Gambling goals predict chasing behavior during slot machine play. Addict Behav 2016; 62:129-34. [PMID: 27347654 DOI: 10.1016/j.addbeh.2016.06.018] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2016] [Revised: 06/10/2016] [Accepted: 06/11/2016] [Indexed: 11/26/2022]
Abstract
AIMS The purpose of this study was to test the effect of gambling goals (i.e., gambling achievement-orientation) on chasing behavior (i.e., decision to chase, chasing spins) over and above known antecedents (e.g., problem gambling severity, winning money motivations, approach/avoidance motivation). METHODS Young adult gamblers (N=121) were provided $20 and invited to use those funds on a slot machine situated in an immersive virtual reality casino. Unbeknownst to participants, outcomes were manipulated such that a nominal amount of money was either won or lost (depending on experimental condition) after 30 spins. Before the 31st spin, participants were asked if they wished to continue play. If they agreed, all successive spin outcomes were a loss. This permitted an assessment of what factors influence a player's: (1) decision to chase and (2) the number of chasing spins played in the face of loss. RESULTS Almost all participants (n=95, 78.5%) screened positive for problem gambling symptoms. The majority of gamblers decided to chase (n=67, 55.4%). In bivariate analyses, higher gambling goal and problem gambling severity scores (but not approach/avoidance nor 'loss/win' condition) were positively related to both forms of chasing. Gamblers 'motivated to win money' were more likely to decide to chase. In multivariate analyses, higher gambling goals best accounted for both forms of chasing independent of known antecedents. CONCLUSIONS This study provides the first evidence that gambling goals can influence chasing. Implications for shaping responsible gambling approaches to be more consistent with motivations for play are discussed.
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153
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Myers CA, Wang C, Black JM, Bugescu N, Hoeft F. The matter of motivation: Striatal resting-state connectivity is dissociable between grit and growth mindset. Soc Cogn Affect Neurosci 2016; 11:1521-7. [PMID: 27217105 PMCID: PMC5040906 DOI: 10.1093/scan/nsw065] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2016] [Revised: 02/29/2016] [Accepted: 05/05/2016] [Indexed: 11/13/2022] Open
Abstract
The current study utilized resting-state functional magnetic resonance imaging (fMRI) to examine how two important non-cognitive skills, grit and growth mindset, are associated with cortico-striatal networks important for learning. Whole-brain seed-to-voxel connectivity was examined for dorsal and ventral striatal seeds. While both grit and growth mindset were associated with functional connectivity between ventral striatal and bilateral prefrontal networks thought to be important for cognitive-behavioral control. There were also clear dissociations between the neural correlates of the two constructs. Grit, the long-term perseverance towards a goal or set of goals, was associated with ventral striatal networks including connectivity to regions such as the medial prefrontal and rostral anterior cingulate cortices implicated in perseverance, delay and receipt of reward. Growth mindset, the belief that effort can improve talents, notably intelligence, was associated with both ventral and dorsal striatal connectivity with regions thought to be important for error-monitoring, such as dorsal anterior cingulate cortex. Our findings may help construct neurocognitive models of these non-cognitive skills and have critical implications for character education. Such education is a key component of social and emotional learning, ensuring that children can rise to challenges in the classroom and in life.
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Affiliation(s)
- Chelsea A Myers
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave, San Francisco, CA 94143, USA
| | - Cheng Wang
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave, San Francisco, CA 94143, USA
| | - Jessica M Black
- School of Social Work, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA 02467, USA
| | - Nicolle Bugescu
- Nationwide Children's Hospital, 700 Children's Drive, Columbus, OH 43205, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave, San Francisco, CA 94143, USA Haskins Laboratories, Yale University, 300 George St, Suite 900, New Haven, CT 06511, USA Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi, Shinjuku-Ku, Tokyo 160-8582, Japan
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154
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Burgess DJ, Burke SE, Cunningham BA, Dovidio JF, Hardeman RR, Hou Y, Nelson DB, Perry SP, Phelan SM, Yeazel MW, van Ryn M. Medical students' learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES. BMC MEDICAL EDUCATION 2016; 16:254. [PMID: 27681538 PMCID: PMC5041316 DOI: 10.1186/s12909-016-0769-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2016] [Accepted: 09/17/2016] [Indexed: 05/12/2023]
Abstract
BACKGROUND There is a paucity of evidence on how to train medical students to provide equitable, high quality care to racial and ethnic minority patients. We test the hypothesis that medical schools' ability to foster a learning orientation toward interracial interactions (i.e., that students can improve their ability to successfully interact with people of another race and learn from their mistakes), will contribute to white medical students' readiness to care for racial minority patients. We then test the hypothesis that white medical students who perceive their medical school environment as supporting a learning orientation will benefit more from disparities training. METHODS Prospective observational study involving web-based questionnaires administered during first (2010) and last (2014) semesters of medical school to 2394 white medical students from a stratified, random sample of 49 U.S. medical schools. Analysis used data from students' last semester to build mixed effects hierarchical models in order to assess the effects of medical school interracial learning orientation, calculated at both the school and individual (student) level, on key dependent measures. RESULTS School differences in learning orientation explained part of the school difference in readiness to care for minority patients. However, individual differences in learning orientation accounted for individual differences in readiness, even after controlling for school-level learning orientation. Individual differences in learning orientation significantly moderated the effect of disparities training on white students' readiness to care for minority patients. Specifically, white medical students who perceived a high level of learning orientation in their medical schools regarding interracial interactions benefited more from training to address disparities. CONCLUSIONS Coursework aimed at reducing healthcare disparities and improving the care of racial minority patients was only effective when white medical students perceived their school as having a learning orientation toward interracial interactions. Results suggest that medical school faculty should present interracial encounters as opportunities to practice skills shown to reduce bias, and faculty and students should be encouraged to learn from one another about mistakes in interracial encounters. Future research should explore aspects of the medical school environment that contribute to an interracial learning orientation.
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Affiliation(s)
- Diana J. Burgess
- Center for Chronic Disease Outcomes Research (a VA HSR & D Center of Excellence), Veterans Affairs Medical Center, 1 Veterans Drive (152/2E), Minneapolis, MN USA
- Department of Medicine, University of Minnesota, Minneapolis, MN USA
| | - Sara E. Burke
- Department of Psychology, Yale University, New Haven, CT USA
| | - Brooke A. Cunningham
- Department of Family Medicine and Community Health, University of Minnesota, Twin Cities, Minneapolis, MN USA
| | - John F. Dovidio
- Department of Psychology, Yale University, New Haven, CT USA
| | - Rachel R. Hardeman
- Division of Health Services Research, Policy & Administration, School of Public Health, University of Minnesota, Twin Cities, Minneapolis, MN USA
| | - Yuefeng Hou
- 3M Health Information Systems Division, Salt Lake City, USA
| | - David B. Nelson
- Center for Chronic Disease Outcomes Research (a VA HSR & D Center of Excellence), Veterans Affairs Medical Center, 1 Veterans Drive (152/2E), Minneapolis, MN USA
- Department of Medicine, University of Minnesota, Minneapolis, MN USA
| | - Sylvia P. Perry
- Department of Psychology, Northwestern University, Evanston, IL USA
| | - Sean M. Phelan
- Division of Health Care Policy and Research, Department of Health Sciences Research, Mayo Clinic, Rochester, MN USA
| | - Mark W. Yeazel
- Department of Family Medicine and Community Health, University of Minnesota, Twin Cities, Minneapolis, MN USA
| | - Michelle van Ryn
- Division of Health Care Policy and Research, Department of Health Sciences Research, Mayo Clinic, Rochester, MN USA
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155
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Gerich M, Trittel M, Schmitz B. Improving Prospective Teachers’ Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2016. [DOI: 10.1080/10474412.2016.1220862] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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156
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Smiley PA, Buttitta KV, Chung SY, Coffey JK, Wang BA, Borelli JL. Anger in response to challenge: children’s emotion socialization predicts approach versus avoidance. MOTIVATION AND EMOTION 2016. [DOI: 10.1007/s11031-016-9583-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
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157
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Smiley PA, Buttitta KV, Chung SY, Dubon VX, Chang LK. Mediation models of implicit theories and achievement goals predict planning and withdrawal after failure. MOTIVATION AND EMOTION 2016. [DOI: 10.1007/s11031-016-9575-5] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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158
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Shoshani A, Steinmetz S, Kanat-Maymon Y. Effects of the Maytiv positive psychology school program on early adolescents' well-being, engagement, and achievement. J Sch Psychol 2016; 57:73-92. [DOI: 10.1016/j.jsp.2016.05.003] [Citation(s) in RCA: 49] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2015] [Revised: 02/04/2016] [Accepted: 05/09/2016] [Indexed: 12/11/2022]
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159
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Gong Y, Chang S. The Relationships of Cross-Cultural Adjustment with Dispositional Learning Orientation and Goal Setting: A Longitudinal Analysis. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2016. [DOI: 10.1177/0022022106295438] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In this article, the authors posit that dispositional learning orientation and self-set goal level are two critical motivational antecedents to cross-cultural adjustment. They collected longitudinal field data from 117 sojourning international undergraduate students. Regression results indicate that self-set academic and socialinteraction goal levels are positively related to academic and social adjustment, respectively. A dispositional learning orientation is positively related to academic and social adjustment but the relationship is mediated by the self-set goal level. They discuss contributions to and implications for cross-cultural adjustment research.
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Affiliation(s)
| | - Song Chang
- Hong Kong University of Science and Technology
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160
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Abstract
Threatening stereotypes have been theorized as having negative consequences for domain identification among members of the stigmatized groups. The present research tested this disidentification hypothesis among college women ( N = 650) in academic majors that should be vulnerable (i.e., science and engineering) and immune (e.g., humanities and education) to these theorized effects. Results of structural equation modeling analyses were consistent with theoretical expectations, as stereotype threat was negatively and indirectly associated with the adoption of self- and task-approach achievement goals through its relationship with science identity for science and engineering majors but not women in nonstereotyped majors. For the latter group, stereotype threat bypassed science identity and was instead both directly and indirectly related to approach motivation. Implications for academic/career motivation, science identity, and career counseling intervention are discussed.
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Affiliation(s)
- Eric D. Deemer
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Chaihua Lin
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
| | - Cristina Soto
- Department of Educational Studies, Purdue University, West Lafayette, IN, USA
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161
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Cheng CY, Chang JN. Job embeddedness as a modulation. JOURNAL OF ORGANIZATIONAL CHANGE MANAGEMENT 2016. [DOI: 10.1108/jocm-10-2014-0184] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– Based on job embeddedness (JE) theory, the purpose of this paper is to explore the impact of goal orientation (GO) and JE on job stress for financial service salespersons in the indeterminate situation.
Design/methodology/approach
– Participants were 298 insurance salespersons employed at two major life insurance institutions in Taiwan: Nan Shan and Fubon – which were formerly the subsidiaries of two international financial groups, American International Group and International Netherland Group, respectively. The models were tested using the two-step structural equation procedure.
Findings
– Findings indicated that, compared with salespersons in the newly merged Fubon, those in Nan Shan, which was undergoing mergers and acquisitions, were found to be subject to higher job stress with lower JE. In the process of reducing stress, JE is an important mechanism. However, the modulating influence of embeddedness is dependent on salespersons’ GO. In situations of higher stress, learning-oriented salespersons (in Nan Shan) were unable to significantly reduce job stress until JE was introduced as a full mediator. However, in a lower stress context, performance-oriented salespersons (in Fubon) fully applied JE in order to relieve job stress.
Research limitations/implications
– Managers endeavor to help salespersons effectively improve stability and reduce job stress by exploiting salespersons’ dispositions.
Originality/value
– The contribution of this study includes identifying the role of JE on the relationship between GO and job stress for the contingency of an indeterminate state.
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162
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El-Alayli A. Matching Achievement Contexts with Implicit Theories to Maximize Motivation After Failure: A Congruence Model. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2016; 32:1690-702. [PMID: 17122180 DOI: 10.1177/0146167206291946] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Previous research has shown that matching person variables with achievement contexts can produce the best motivational outcomes. The current study examines whether this is also true when matching entity and incremental beliefs with the appropriate motivational climate. Participants were led to believe that a personal attribute was fixed (entity belief) or malleable (incremental belief). After thinking that they failed a test that assessed the attribute, participants performed a second (related) task in a context that facilitated the pursuit of either performance or learning goals. Participants were expected to exhibit greater effort on the second task in the congruent conditions (entity belief plus performance goal climate and incremental belief plus learning goal climate) than in the incongruent conditions. These results were obtained, but only for participants who either valued competence on the attribute or had high achievement motivation. Results are discussed in terms of developing strategies for optimizing motivation in achievement settings.
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Affiliation(s)
- Amani El-Alayli
- Eastern Washington University, Psychology Department, Cheney 99004, USA.
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163
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Senko C, Harackiewicz JM. Achievement Goals, Task Performance, and Interest: Why Perceived Goal Difficulty Matters. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2016; 31:1739-53. [PMID: 16254093 DOI: 10.1177/0146167205281128] [Citation(s) in RCA: 44] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In field studies, mastery goals, which focus on developing skill, often predict task interest but not actual performance. Performance-approach goals, which focus on outperforming others, instead often predict strong performance but not interest. Two experiments tested the hypothesis that these distinct goal effects trace to goal difficulty perceptions. In each study, participants assigned to a performance-approach goal perceived their goal to be harder, and therefore felt more performance pressure, than those assigned to a mastery goal. Among participants low in dispositional achievement orientation, this experience translated into lower task interest when pursuing the performanceapproach goal. However, participants in both studies also performed the activity better when pursuing this goal instead of a standard mastery goal, although this was not mediated by selfreported goal difficulty perceptions. Finally, further demonstrating the role of goal difficulty, a mastery goal manipulated to appear more difficult than a standard mastery goal produced effects matching the performance-approach goal.
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164
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Schwinger M, Steinmayr R, Spinath B. Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2016. [DOI: 10.1016/j.cedpsych.2016.05.006] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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165
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Hackel TS, Jones MH, Carbonneau KJ, Mueller CE. Re-examining achievement goal instrumentation: Convergent validity of AGQ and PALS. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2016. [DOI: 10.1016/j.cedpsych.2016.04.005] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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166
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Chatzisarantis NL, Nilay Ada E, Bing Q, Papaioannou A, Prpa N, Hagger MS. Clarifying the link between mastery goals and social comparisons in classroom settings. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2016. [DOI: 10.1016/j.cedpsych.2016.04.009] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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167
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Crouzevialle M, Butera F. The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement. SWISS JOURNAL OF PSYCHOLOGY 2016. [DOI: 10.1024/1421-0185/a000176] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.
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Affiliation(s)
| | - Fabrizio Butera
- Institute of Psychology, University of Lausanne, Switzerland
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168
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Korn RM, Elliot AJ. The 2 × 2 Standpoints Model of Achievement Goals. Front Psychol 2016; 7:742. [PMID: 27242641 PMCID: PMC4871878 DOI: 10.3389/fpsyg.2016.00742] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2016] [Accepted: 05/05/2016] [Indexed: 11/13/2022] Open
Abstract
In the present research, we proposed and tested a 2 × 2 standpoints model of achievement goals grounded in the development-demonstration and approach-avoidance distinctions. Three empirical studies are presented. Study 1 provided evidence supporting the structure and psychometric properties of a newly developed measure of the goals of the 2 × 2 standpoints model. Study 2 documented the predictive utility of these goal constructs for intrinsic motivation: development-approach and development-avoidance goals were positive predictors, and demonstration-avoidance goals were a negative predictor of intrinsic motivation. Study 3 documented the predictive utility of these goal constructs for performance attainment: Demonstration-approach goals were a positive predictor and demonstration-avoidance goals were a negative predictor of exam performance. The conceptual and empirical contributions of the present research were discussed within the broader context of existing achievement goal theory and research.
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Affiliation(s)
- Rachel M Korn
- Clinical and Social Sciences in Psychology, University of Rochester Rochester, NY, USA
| | - Andrew J Elliot
- Clinical and Social Sciences in Psychology, University of Rochester Rochester, NY, USA
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169
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Froehlich L, Martiny SE, Deaux K, Goetz T, Mok SY. Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2016; 55:564-87. [PMID: 27117190 DOI: 10.1111/bjso.12144] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2014] [Revised: 04/04/2016] [Indexed: 11/28/2022]
Abstract
This research explores implicit theory of intelligence (TOI) as a moderator of stereotype activation effects on test performance for members of negatively stereotyped and of favourably stereotyped groups. In Germany, Turkish-origin migrants are stereotyped as low in verbal ability. We predicted that on a test diagnostic of verbal intelligence, endorsement of an entity TOI predicts stereotype threat effects for Turkish-origin students and stereotype lift effects for German students. This effect could account for some of the performance gap between immigrants and host society members after stereotype activation. Study 1 (N = 107) established structural equivalence of implicit theories across the ethnic groups. In two experimental studies (Study 2: N = 182, Study 3: N = 190), we tested the moderating effect of TOI in a 2 (stereotype activation: diagnostic vs. non-diagnostic test) × 2 (ethnicity: German vs. Turkish migration background) experimental design. The results showed that when the test was described as diagnostic of verbal intelligence, higher entity theory endorsement predicted stereotype threat effects for Turkish-origin students (Study 2 and Study 3) and stereotype lift effects for German students (Study 3). The results are discussed in terms of practical implications for educational settings and theoretical implications for processes underlying stereotype activation effects.
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Affiliation(s)
| | | | | | - Thomas Goetz
- University of Konstanz, Germany.,Thurgau University of Teacher Education, Kreuzlingen, Switzerland
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170
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Does Mindset Intervention Predict Students' Daily Experience in Classrooms? A Comparison of Seventh and Ninth Graders' Trajectories. J Youth Adolesc 2016; 46:582-602. [PMID: 27106713 DOI: 10.1007/s10964-016-0489-z] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2016] [Accepted: 04/18/2016] [Indexed: 10/21/2022]
Abstract
One's beliefs about whether ability is fixed or malleable-also known as fixed or growth mindset-can impact academic outcomes. This quasi-experimental study investigated effects of a six-week classroom intervention targeting growth mindset on students' daily quality of experience in science classrooms. Seventh grade (N = 370) and 9th grade (N = 356) students (50 % female, 61 % Hispanic) were randomly assigned by classroom to either a mindset intervention condition or content writing task condition. Students provided self-reports on multiple aspects of their daily classroom experience 11 times across the school year. Hierarchical linear growth models indicate that 7th and 9th grade students who were not exposed to the mindset intervention showed declines in perceived control skill, interest, and learning. In contrast, 9th graders in the mindset intervention reported increased control and interest, and maintained constant levels in skill and learning. Similar effects were not observed among 7th graders. The results are discussed in terms of implications for future research and optimal developmental periods for mindset intervention.
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171
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Daumiller M, Grassinger R, Dickhäuser O, Dresel M. Structure and Relationships of University Instructors' Achievement Goals. Front Psychol 2016; 7:375. [PMID: 27047411 PMCID: PMC4803730 DOI: 10.3389/fpsyg.2016.00375] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2015] [Accepted: 03/02/2016] [Indexed: 11/22/2022] Open
Abstract
The present study examines the achievement goals of university instructors, particularly the structure of such goals, and their relationship to biographic characteristics, other aspects of instructors’ motivation, and teaching quality. Two hundred and fifty-one university instructors (184 without Ph.D., 97 with Ph.D., thereof 51 full professors; 146 males, 92 females) answered a questionnaire measuring achievement goals, self-efficacy, and enthusiasm in altogether 392 courses. Teaching quality was assessed using reports from 9,241 students who were attending these courses. Confirmatory factor analyses revealed mastery, performance approach, performance avoidance, work avoidance, and relational goals as being distinguishable from each other. Distinct relationships were found between different instructors’ achievement goals, and gender, age, and career status as well as self-efficacy and enthusiasm. Hierarchical linear models suggested positive associations of instructors’ mastery goals with teaching quality, while negative associations were indicated for performance avoidance goals and work avoidance goals in relation to teaching quality. Exploratory analyses conducted due to a quite large correlation between performance approach and performance avoidance goals indicated that for university instructors, differentiating performance goals into appearance and normative components might also be adequate. All in all, the study highlights the auspiciousness of the theoretical concept of university instructors’ achievement goals and contributes to making it comprehensively accessible.
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Affiliation(s)
- Martin Daumiller
- Department of Psychology, University of Augsburg Augsburg, Germany
| | | | - Oliver Dickhäuser
- Department of Educational Psychology, University of Mannheim Mannheim, Germany
| | - Markus Dresel
- Department of Psychology, University of Augsburg Augsburg, Germany
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172
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Weidinger AF, Spinath B, Steinmayr R. Why does intrinsic motivation decline following negative feedback? The mediating role of ability self-concept and its moderation by goal orientations. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.01.003] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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173
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Brummelman E, Crocker J, Bushman BJ. The Praise Paradox: When and Why Praise Backfires in Children With Low Self-Esteem. CHILD DEVELOPMENT PERSPECTIVES 2016. [DOI: 10.1111/cdep.12171] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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174
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Hall NC, Sampasivam L, Muis KR, Ranellucci J. Achievement goals and emotions: The mediational roles of perceived progress, control, and value. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2016; 86:313-30. [PMID: 26917420 DOI: 10.1111/bjep.12108] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2014] [Revised: 11/23/2015] [Indexed: 11/27/2022]
Affiliation(s)
| | | | | | - John Ranellucci
- McGill University; Montreal Quebec Canada
- Michigan State University; East Lansing Michigan USA
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175
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Wormington SV, Linnenbrink-Garcia L. A New Look at Multiple Goal Pursuit: the Promise of a Person-Centered Approach. EDUCATIONAL PSYCHOLOGY REVIEW 2016. [DOI: 10.1007/s10648-016-9358-2] [Citation(s) in RCA: 57] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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176
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Wright CD, Eddy SL, Wenderoth MP, Abshire E, Blankenbiller M, Brownell SE. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses. CBE LIFE SCIENCES EDUCATION 2016; 15:15/2/ar23. [PMID: 27252299 PMCID: PMC4909345 DOI: 10.1187/cbe.15-12-0246] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2015] [Accepted: 02/16/2016] [Indexed: 05/08/2023]
Abstract
Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students.
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Affiliation(s)
| | - Sarah L Eddy
- Texas Institute for Discovery Education in Science, University of Texas at Austin, Austin, TX 78705
| | | | | | | | - Sara E Brownell
- School of Life Sciences, Arizona State University, Tempe, AZ 85287
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177
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Shim SS, Rubenstein LD, Drapeau CW. When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.12.016] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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178
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Helpful or unhelpful? Self-affirmation on challenge-confronting tendencies for students who fear being laughed at. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.11.023] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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179
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Motivating the academic mind: High-level construal of academic goals enhances goal meaningfulness, motivation, and self-concordance. MOTIVATION AND EMOTION 2015. [DOI: 10.1007/s11031-015-9522-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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180
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Keating LA, Heslin PA. The potential role of mindsets in unleashing employee engagement. HUMAN RESOURCE MANAGEMENT REVIEW 2015. [DOI: 10.1016/j.hrmr.2015.01.008] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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181
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Gernigon C, Vallacher RR, Nowak A, Conroy DE. Rethinking Approach and Avoidance in Achievement Contexts: The Perspective of Dynamical Systems. REVIEW OF GENERAL PSYCHOLOGY 2015. [DOI: 10.1037/gpr0000055] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
An integrative model of approach and avoidance goals in achievement contexts is proposed based on the concepts and principles of nonlinear dynamical systems. These goals are conceptualized as self-organizing systems in which information relevant to competence expectancies and perceptions of benefit and threat for the self is integrated with respect to either a single coherent state ( static integration) or 2 conflicting coherent states ( dynamic integration). Mathematical equations depict the emergence of approach and avoidance attractor dynamics from the proposed integration process. The model specifies the conditions under which states of goal involvement will display patterns of resistance (stability), oscillation between approach and avoidance (instability), or reversal (nonlinear change). As a result, this model of approach and avoidance goals equips previous dynamical models of self-regulation with greater social–cognitive substance. It also provides a parsimonious account of achievement motivation and resolves lingering inconsistencies and uncertainties in the achievement goal literature. Moreover, the dynamical systems approach, on which the model is based, provides a heuristic framework for generating new predictions regarding the ebb and flow of approach and avoidance in achievement contexts.
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Affiliation(s)
| | | | - Andrzej Nowak
- Department of Psychology, University of Social Sciences and Humanities, Warsaw
| | - David E. Conroy
- Department of Kinesiology, The Pennsylvania State University, and Department of Preventive Medicine, Northwestern University
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182
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Appelgren A, Bengtsson SL, Söderqvist S. Incremental View on Intelligence and High Intrinsic Motivation Increase Working Memory Training Compliance. APPLIED COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1002/acp.3184] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Alva Appelgren
- Department of Clinical Neuroscience; Karolinska Institutet; Stockholm Sweden
| | - Sara L. Bengtsson
- Department of Clinical Neuroscience; Karolinska Institutet; Stockholm Sweden
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183
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Lin YC. Are you a protean talent? The influence of protean career attitude, learning-goal orientation and perceived internal and external employability. CAREER DEVELOPMENT INTERNATIONAL 2015. [DOI: 10.1108/cdi-04-2015-0056] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– The purpose of this paper is to investigate the relationship between protean career attitude and perceived internal and external employability, along with the mediating effect of learning-goal orientation.
Design/methodology/approach
– Data were collected by distributing paper-based questionnaires to 527 workers in private banking sectors in Taiwan. Hierarchical regression analysis was used to examine the results of the relationships.
Findings
– The results supported the idea that protean career attitude is a significant antecedent of perceived internal and external employability. Protean talents with a higher degree of protean attitude toward value-driven career orientation and self-directed career management have an external employability that is greater than their internal employability. Learning-goal orientation fully mediated the effect of protean career attitude on perceived internal employability, but only partially mediated external employability.
Practical implications
– The findings can help human resource managers gain a better understanding of the use of an appropriate strategy to influence an employee’s perceived internal and external employability, which can increase the motivation and improve employer-employee relationships that contribute to organizational success and performance. Employees should recognize the increased importance of continuous learning with goal-setting in order to deal with changes at work.
Originality/value
– This paper empirically establishes the association between protean career attitude and perceived internal and external employability. The protean career concept may provide organizations with a valuable perspective in the evolution of careers. Valuable and protean talents place an emphasis on individuals’ core values, and while learning goals are meant to suit employer organizations, they may also establish opportunities that could cross-organizational boundaries.
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184
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Tsay CJ. Privileging Naturals Over Strivers. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2015; 42:40-53. [DOI: 10.1177/0146167215611638] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2015] [Accepted: 09/20/2015] [Indexed: 11/15/2022]
Abstract
A preference for “naturals” over “strivers” in performance judgments was investigated to test whether the effect is generalizable across domains, as well as to ascertain any costs imposed on decision quality by favoring naturals. Despite being presented with entrepreneurs equal in achievement, participants judged the natural and his business proposal to be superior to the striver and his proposal on multiple dimensions of performance and success (Study 1a and Study 1b). These findings were extended in Study 2, which quantified the costs of the naturalness bias using conjoint analysis to measure specific decision tradeoffs. Together, these three studies show that people tend to pass over better-qualified individuals in favor of apparent naturals.
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185
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Sideridis GD, Stamovlasis D. Instrumental help-seeking as a function of normative performance goal orientations: A “catastrophe”. MOTIVATION AND EMOTION 2015. [DOI: 10.1007/s11031-015-9515-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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186
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DiMenichi BC, Tricomi E. The power of competition: Effects of social motivation on attention, sustained physical effort, and learning. Front Psychol 2015; 6:1282. [PMID: 26388801 PMCID: PMC4554955 DOI: 10.3389/fpsyg.2015.01282] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2015] [Accepted: 08/11/2015] [Indexed: 11/24/2022] Open
Abstract
Competition has often been implicated as a means to improve effort-based learning and attention. Two experiments examined the effects of competition on effort and memory. In Experiment 1, participants completed a physical effort task in which they were rewarded for winning an overall percentage, or for winning a competition they believed was against another player. In Experiment 2, participants completed a memory task in which they were rewarded for remembering an overall percentage of shapes, or more shapes than a “competitor.” We found that, in the physical effort task, participants demonstrated faster reaction times (RTs)—a previous indicator of increased attention—in the competitive environment. Moreover, individual differences predicted the salience of competition’s effect. Furthermore, male participants showed faster RTs and greater sustained effort as a result of a competitive environment, suggesting that males may be more affected by competition in physical effort tasks. However, in Experiment 2, participants remembered fewer shapes when competing, and later recalled less of these shapes during a post-test, suggesting that competition was harmful in our memory task. The different results from these two experiments suggest that competition can improve attention in a physical effort task, yet caution the use of competition in memory tasks.
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187
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Matsuo M. A Framework for Facilitating Experiential Learning. HUMAN RESOURCE DEVELOPMENT REVIEW 2015. [DOI: 10.1177/1534484315598087] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Although learning from experience is recognized as important for the development of managers, there is no systematic model regarding how to facilitate experiential learning. This study was designed to develop a theoretical framework for the ability to learn from experience. Drawing on the literature, I have developed a model in which five facilitators (seeking challenging tasks, critical reflection, enjoyment of work, learning goal orientation, and developmental network) directly and indirectly facilitate performance of the four steps of Kolb’s experiential learning process. The central contribution of this study is to propose a framework that integrates factors that facilitate experiential learning in various fields. The present research compensates for the shortcomings of Kolb’s experiential learning cycle.
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188
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Schiefele U, Schaffner E. Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2015. [DOI: 10.1016/j.cedpsych.2015.06.005] [Citation(s) in RCA: 98] [Impact Index Per Article: 10.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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189
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Appelgren A, Bengtsson SL. Feedback on Trait or Action Impacts on Caudate and Paracingulum Activity. PLoS One 2015; 10:e0129714. [PMID: 26102501 PMCID: PMC4477935 DOI: 10.1371/journal.pone.0129714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2015] [Accepted: 05/12/2015] [Indexed: 11/25/2022] Open
Abstract
There is a general conception that positive associations to one’s trait, e.g. ‘I’m clever’, are beneficial for cognitive performance. Scientific evidence shows that this is a simplification. In this functional magnetic resonance imaging (fMRI) study we used written trial-based trait feedback ‘you are clever’, or task feedback ‘your choice was correct’, on each correct response of a rule-switching task, to investigate how the character of positive self-associations influences performance outcome. Twenty participants took part in this crossover design study. We found that trait feedback was less beneficial for motivation and performance improvement, and resulting in enhanced neural activation on more difficult bivalent rule trials. This indicates that the task was treated as more complex in this condition. For example, ‘you are clever’ feedback led to enhanced activation in anterior caudate nucleus, an area known to process uncertainty. We further observed that activation in anterior paracingulate cortex was sensitive to whether self-reflection was imposed by external feedback or generated from internal processes, where the latter activation correlated positively with performance when following after task feedback. Our results illustrate how feedback can evoke self-reflections that either help or hinder motivation and performance, most likely by impacting on processes of uncertainty. The results support social psychological models stipulating that trait focus take resources away from task focus.
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Affiliation(s)
- Alva Appelgren
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Sara L Bengtsson
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
- * E-mail:
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190
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Effects of intrinsic motivation on feedback processing during learning. Neuroimage 2015; 119:175-86. [PMID: 26112370 DOI: 10.1016/j.neuroimage.2015.06.046] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2015] [Revised: 06/14/2015] [Accepted: 06/15/2015] [Indexed: 10/23/2022] Open
Abstract
Learning commonly requires feedback about the consequences of one's actions, which can drive learners to modify their behavior. Motivation may determine how sensitive an individual might be to such feedback, particularly in educational contexts where some students value academic achievement more than others. Thus, motivation for a task might influence the value placed on performance feedback and how effectively it is used to improve learning. To investigate the interplay between intrinsic motivation and feedback processing, we used functional magnetic resonance imaging (fMRI) during feedback-based learning before and after a novel manipulation based on motivational interviewing, a technique for enhancing treatment motivation in mental health settings. Because of its role in the reinforcement learning system, the striatum is situated to play a significant role in the modulation of learning based on motivation. Consistent with this idea, motivation levels during the task were associated with sensitivity to positive versus negative feedback in the striatum. Additionally, heightened motivation following a brief motivational interview was associated with increases in feedback sensitivity in the left medial temporal lobe. Our results suggest that motivation modulates neural responses to performance-related feedback, and furthermore that changes in motivation facilitate processing in areas that support learning and memory.
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191
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When Confidence Is Not a Signal of Knowing: How Students’ Experiences and Beliefs About Processing Fluency Can Lead to Miscalibrated Confidence. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9313-7] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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192
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Abstract
A measure for workplace goal orientation was developed and validated across three independent samples. In Study 1 (n = 415), scales for workplace learning, performance, and avoidance goal orientation were developed. Study 2 (n = 511) examined the scales’ associations with dispositional goal orientations and employee achievements. Study 3 (n = 292) investigated the scales’ associations with several workplace characteristics, that is, autonomy, challenging work, and Leader-Member Exchange (LMX). The data were analyzed with confirmative factor analysis and structural equation modeling. Overall, the findings indicate that the scales were reliable, measured distinct constructs, were distinct from measures for dispositional goal orientation, contributed to the prediction of self-reported achievement beyond the effect of dispositional goal orientation, and had meaningful relationships with workplace characteristics. As such, the new measure appears a valuable tool for measuring workplace goal orientation that can be used for theoretical and applied purposes.
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193
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Lee HS, Flores LY, Navarro RL, Kanagui-Muñoz M. A longitudinal test of social cognitive career theory's academic persistence model among Latino/a and White men and women engineering students. JOURNAL OF VOCATIONAL BEHAVIOR 2015. [DOI: 10.1016/j.jvb.2015.02.003] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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194
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Unger-Aviram E, Erez M. The effects of situational goal orientation and cultural learning values on team performance and adaptation to change. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2015. [DOI: 10.1080/1359432x.2015.1044515] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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195
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Passarelli AM. Vision-based coaching: optimizing resources for leader development. Front Psychol 2015; 6:412. [PMID: 25926803 PMCID: PMC4397940 DOI: 10.3389/fpsyg.2015.00412] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2014] [Accepted: 03/23/2015] [Indexed: 11/13/2022] Open
Abstract
Leaders develop in the direction of their dreams, not in the direction of their deficits. Yet many coaching interactions intended to promote a leader's development fail to leverage the benefits of the individual's personal vision. Drawing on intentional change theory, this article postulates that coaching interactions that emphasize a leader's personal vision (future aspirations and core identity) evoke a psychophysiological state characterized by positive emotions, cognitive openness, and optimal neurobiological functioning for complex goal pursuit. Vision-based coaching, via this psychophysiological state, generates a host of relational and motivational resources critical to the developmental process. These resources include: formation of a positive coaching relationship, expansion of the leader's identity, increased vitality, activation of learning goals, and a promotion-orientation. Organizational outcomes as well as limitations to vision-based coaching are discussed.
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Affiliation(s)
- Angela M Passarelli
- Department of Management and Marketing, College of Charleston , Charleston, SC, USA
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196
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Conoley CW, Plumb EW, Hawley KJ, Spaventa-Vancil KZ, Hernández RJ. Integrating Positive Psychology Into Family Therapy. COUNSELING PSYCHOLOGIST 2015. [DOI: 10.1177/0011000015575392] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The article provides an overview of positive family therapy that combines family therapy and positive psychology to develop a nonpathologizing, growth-oriented, strengths-based, relationship-focused model of intervening with families. The theoretical roots from both family therapy and positive psychology are described. The unique feature is the mechanism of change, broaden and build theory from positive psychology. Examples of techniques are provided that foster strengths, virtues, approach goals, and positive affect. In accordance with the counseling psychology tradition, we argue that positive family therapy is culturally sensitive, growth oriented, and hope enhancing.
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197
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De Castella K, Byrne D. My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2015. [DOI: 10.1007/s10212-015-0244-y] [Citation(s) in RCA: 108] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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198
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Goals and task difficulty expectations modulate striatal responses to feedback. COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2015; 14:610-20. [PMID: 24638235 PMCID: PMC4072914 DOI: 10.3758/s13415-014-0269-8] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
The striatum plays a critical role in learning from reward, and it has been implicated in learning from performance-related feedback as well. Positive and negative performance-related feedback is known to engage the striatum during learning by eliciting a response similar to the reinforcement signal for extrinsic rewards and punishments. Feedback is an important tool used to teach new skills and promote healthful lifestyle changes, so it is important to understand how motivational contexts can modulate its effectiveness at promoting learning. While it is known that striatal responses scale with subjective factors influencing the desirability of rewards, it is less clear how expectations and goals might modulate the striatal responses to cognitive feedback during learning. We used functional magnetic resonance imaging to investigate the effects of task difficulty expectations and achievement goals on feedback processing during learning. We found that individuals who scored high in normative goals, which reflect a desire to outperform other students academically, showed the strongest effects of our manipulation. High levels of normative goals were associated with greater performance gains and exaggerated striatal sensitivity to positive versus negative feedback during blocks that were expected to be more difficult. Our findings suggest that normative goals may enhance performance when difficulty expectations are high, while at the same time modulating the subjective value of feedback as processed in the striatum.
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199
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Achievement motivation and knowledge development during exploratory learning. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2014.10.015] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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200
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The nature and dimensions of achievement goals: mastery, evaluation, competition, and self-presentation goals. SPANISH JOURNAL OF PSYCHOLOGY 2014; 17:E72. [PMID: 26055876 DOI: 10.1017/sjp.2014.77] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The present study aimed to clarify the nature and dimensions of achievement goals and to examine structural differences in students' goals across school levels. Participants were 134 students from 5th and 6th grades, and 423 students from 7th to 9th grades. A variety of achievement goals were assessed, including mastery goals and several performance-related goals representing three main dimensions: competition, self-presentation, and valence. Two alternative models were tested, using confirmatory factor analysis. For middle-school students a three factor model with presentation, competition, and simple evaluation/mastery goals, was found χ²(132, N = 134) = 160.9, p < .001; CFI = .94; RMSEA = .04, 95%CI [.02 - .06]. In the junior-high sample, one avoidance factor, one competition factor, and a simple evaluation/mastery factor, best fitted the data χ²(114, N = 423) = 269.8638 p < .001; CFI = .93; RMSEA = .06, 95%CI [.05 - .07] thus suggesting that distinct dimensions organize younger and older students' motivation. However, common to both grade levels was the existence of (a) separate but low incidence competition goals, and (b) simple evaluation goals, which encompass neither self-presentation nor competition, and are closely linked to mastery goals. Moreover, significant differences were found in the relative importance attached by students to the different types of goals (p < .001 for all comparisons), both at middle-school F(2, 266) = 220.98; p < .001; η2 = .624) and at junior-high school F(2, 820) = 464.4; p < .001; η2 = .531.
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