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Hennecke M, Kulkarni P. Metacognitive knowledge about self-control. Curr Opin Psychol 2024; 59:101861. [PMID: 39153413 DOI: 10.1016/j.copsyc.2024.101861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2024] [Revised: 08/04/2024] [Accepted: 08/05/2024] [Indexed: 08/19/2024]
Abstract
Good self-control is highly valuable, but the processes that promote it are not fully understood. This review emphasizes that self-control is "inherently metacognitive" (p. 204, Duckworth et al., 2014) and describes the potential benefits of metacognitive knowledge for self-control. In line with research on metacognition in academic goal pursuit, we elaborate how three distinct types of metacognitive knowledge may aid self-control: strategy knowledge (for example, a repertoire of self-regulatory strategies), task knowledge (for example, understanding self-control demands), and person knowledge (for example, awareness of one's self-control strengths and weaknesses). Additionally, we identify research gaps and suggest that future studies should investigate the development and updating of metacognitive knowledge about self-control and how metacognitive knowledge can prevent individuals from justifying indulgence.
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Affiliation(s)
- Marie Hennecke
- Department of Psychology, Ruhr-University Bochum, Germany.
| | - Pooja Kulkarni
- National Institute of Advanced Studies, Bengaluru, India.
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Bürgler S, Hennecke M. Metacognition and polyregulation in daily self-control conflicts. Scand J Psychol 2024; 65:179-194. [PMID: 37728134 DOI: 10.1111/sjop.12964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Revised: 07/17/2023] [Accepted: 08/10/2023] [Indexed: 09/21/2023]
Abstract
Metacognition is important for self-regulated learning, and it has recently been argued that it may play an important role in self-control more generally. We studied multiple aspects of metacognition in self-control, namely metacognitive knowledge including a person's repertoire ("toolbox") of different self-regulatory strategies, metacognitive regulation (planning, monitoring, and evaluation), and polyregulation (using more self-regulatory strategies in a single self-control conflict) as predictors of people's self-control success in daily life. In a preregistered experience sampling study, N = 503 participants reported their self-control conflicts up to eight times per day for 10 days, yielding 9,639 reports of daily self-control conflicts. Analyses showed that higher levels of metacognitive knowledge, planning, monitoring, evaluation, and polyregulation as well as a larger strategy repertoire were associated with higher levels of success in resolving daily self-control conflicts. Additionally, higher levels of trait self-control were associated with higher levels of metacognitive knowledge, planning, and monitoring. These findings highlight the importance of metacognition and polyregulation for successful self-control.
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Affiliation(s)
- Sebastian Bürgler
- University of Zurich, Zurich, Switzerland
- University of Siegen, Siegen, Germany
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Alizadeh M, Parmelee D, Taylor D, Norouzi S, Norouzi A. Keeping motivation on track by metamotivational knowledge: AMEE Guide No. 160. MEDICAL TEACHER 2023; 45:1334-1342. [PMID: 36958032 DOI: 10.1080/0142159x.2023.2190482] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
This AMEE guide seeks to improve the metamotivational knowledge of health professions educators as well as students. We present key models and frameworks of Metamotivation, identify several motivation regulation strategies and their measurement tools, and propose applications for health professions education (HPE). Since our work is grounded on evidence from the field, we include new findings about motivation regulation to encourage further exploration. Although much of the research on Metamotivation has been done outside the field of medical education, we share our six years of research experience and findings within the field to inspire others to replicate and expand.
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Affiliation(s)
- Maryam Alizadeh
- Department of Medical Education, School of Medicine and Health Professions Education Research Center, Tehran University of Medical Sciences (TUMS), Tehran, Iran
| | - Dean Parmelee
- Medical Education, Psychiatry & Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, OH, USA
| | - David Taylor
- Medical Education and Physiology, Gulf Medical University, UAE
- Medical Education, Sun Yat-sen University, Guangzhou, China
| | - Saiideh Norouzi
- Abhar Nursing School, Zanjan University of Medical Science, Zanjan, Iran
- Social Determinants of Health Research Center, Zanjan University of Medical Science, Zanjan, Iran
| | - Ali Norouzi
- Social Determinants of Health Research Center, Zanjan University of Medical Science, Zanjan, Iran
- School of medicine, Education Development Center (EDC), Zanjan University of Medical Sciences, Zanjan, Iran
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Ross J, Nguyen T, Fujita K, Miele DB, Edwards MC, Scholer AA. The relationship between metamotivational knowledge and performance. Front Psychol 2023; 14:1124171. [PMID: 37359877 PMCID: PMC10289196 DOI: 10.3389/fpsyg.2023.1124171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 03/13/2023] [Indexed: 06/28/2023] Open
Abstract
Self-regulation research highlights the performance trade-offs of different motivational states. For instance, within the context of regulatory focus theory, promotion motivation enhances performance on eager tasks and prevention motivation enhances performance on vigilant tasks (i.e., regulatory focus task-motivation fit). Work on metamotivation-people's understanding and regulation of their motivational states-reveals that, on average, people demonstrate knowledge of how to create such task-motivation fit; at the same time, there is substantial variability in this normative accuracy. The present research examines whether having accurate normative metamotivational knowledge predicts performance. Results revealed that more accurate metamotivational knowledge predicts better performance on brief, single-shot tasks (Study 1) and in a consequential setting (course grades; Study 2). The effect was more robust in Study 2; potential implications of this variability are discussed for understanding when and why knowledge may be associated with performance.
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Affiliation(s)
| | - Tina Nguyen
- The Ohio State University, Columbus, OH, United States
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Vaughn LA, Burkins PG. Lay Beliefs about Self-Control: A Linguistic Analysis. CURRENT RESEARCH IN BEHAVIORAL SCIENCES 2023. [DOI: 10.1016/j.crbeha.2023.100107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023] Open
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Norouzi A, Parmelee D, Shariati M, Norouzi S, Alizadeh M. The role of motivational components in metamotivational monitoring in medical students: a mixed method study. BMC MEDICAL EDUCATION 2023; 23:108. [PMID: 36782217 PMCID: PMC9924879 DOI: 10.1186/s12909-023-04081-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Accepted: 02/03/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND In metamotivational monitoring, students try to identify the declined motivational component in order to regulate their motivation. There is scarcity of evidence on which motivational components are targeted by the medical students when they use each motivational regulation strategies. This study aims were identifying motivational components in motivational regulation process, developing a measurement tool and, testing the predictive relationship between the motivational components and motivational regulation strategies. METHODS This exploratory sequential design mixed method study is part of a project has been started from 2018 with medical students at Tehran University of Medical Science. First, in a qualitative study conducting a semi-structured in-depth interview, the motivational components were explored. The interviews continued until saturation of data. Then, in a psychometric study the validity and reliability evidence of questionnaire obtained. In the quantitative study, applying the convenience sampling method, 508 students completed the questionnaires. Predictive relation between the motivational regulation strategies and motivational components was assessed utilising Structural Equation Modelling. Path coefficients, T-Value, and R2 index were reported by SmartPLS software. RESULTS In the Exploratory Factor Analysis of Motivational Components Questionnaire (MCQ), 6 factors were discovered that explained 74% of the total variance. All paths in seven models of SEM showed a T-Value above 1.96 that means there is a significant correlation between all strategies and components. In examining the predictive relationships, each of the four components of self-efficacy, intrinsic value, self-relevant value and promotion value were specifically predicted by two motivational regulation strategies. CONCLUSIONS Evidence of validity and reliability of the MCQ indicates that this questionnaire can be used in medical education contexts. Health Profession Educators can improve the academic motivation of students by identifying one or more declined motivational component and teaching specific motivational regulation strategies. It is recommended to hold training courses on motivational regulation strategies for medical school faculty, study-skills advisors, and students.
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Affiliation(s)
- Ali Norouzi
- Education Development Center (EDC) and School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Dean Parmelee
- Medical Education, Psychiatry & Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, OH, USA
| | - Mohammad Shariati
- Department of Medical Education and Department of Community Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Saiideh Norouzi
- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Science, Zanjan, Iran
| | - Maryam Alizadeh
- Department of Medical Education and Education Development Center (EDC), Tehran University of Medical Sciences, Tehran, Iran.
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Norouzi A, Alizadeh M, Parmelee D, Nedjat S, Norouzi S, Shariati M. Metamotivation in medical students: Explaining motivation regulation strategies in medical students. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:157. [PMID: 35847155 PMCID: PMC9277755 DOI: 10.4103/jehp.jehp_1005_21] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 08/24/2021] [Indexed: 06/15/2023]
Abstract
BACKGROUND Metamotivation is a process that students use to monitor their motivational states to reach their academic goals. To date, few studies have addressed the ways that medical students manage their motivational states. This study aim to identify the motivational strategies of medical students as they use the metamotivational process to monitor and control their motivational states. MATERIALS AND METHODS This qualitative study uses directed content analysis of the narrative responses of 18 medical students to draft an in-depth and semistructured interview protocol which were conducted through WhatsApp due to social distance restrictions of COVID-19. Data were collected, encoded, and analyzed using deductive content analysis approach descripted by Elo and Kyngäs. RESULTS Seven main themes were extracted as the motivational strategies of medical students including "regulation of value," "regulation of situational interest," "self-consequating," "environmental structuring," "efficacy management," "regulation of relatedness," and "regulation of situational awareness." In this study by identifying new strategies, we provide a broader framework of metamotivational strategies in the field of the progression of learners in medical education. CONCLUSION Medical students use a variety of strategies to regulate their academic motivation. To sustain and improve the motivation of medical students, identifying and strengthening metamotivational strategies is the first step.
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Affiliation(s)
- Ali Norouzi
- Education Development Center, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Maryam Alizadeh
- Medical Education Department, Education Development Center (EDC), Tehran University of Medical Sciences, Tehran, Iran
| | - Dean Parmelee
- Department of Medical Education, Boonshoft School of Medicine, Wright State University, Dayton, OH, USA
| | - Saharnaz Nedjat
- Department of Epidemiology and Biostatics, Knowledge Utilization Research Center, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Saiideh Norouzi
- Department of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Mohammad Shariati
- Department of Community Medicine, Tehran University of Medical Sciences, Tehran, Iran
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Nguyen T, Scholer AA, Miele DB, Edwards MC, Fujita K. Predicting Academic Performance with an Assessment of Students’ Knowledge of the Benefits of High-Level and Low-Level Construal. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2022. [DOI: 10.1177/19485506221090051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Metamotivation research suggests that people understand the benefits of engaging in high-level versus low-level construal (i.e., orienting toward the abstract, essential versus concrete, idiosyncratic features of events) in goal-directed behavior. The current research examines the psychometric properties of one assessment of this knowledge and tests whether it predicts consequential outcomes (academic performance). Exploratory and confirmatory factor analyses revealed a two-factor structure, whereby knowledge of the benefits of high-level construal (i.e., high-level knowledge) and low-level construal (i.e., low-level knowledge) were distinct constructs. Participants on average evidenced beliefs about the normative benefits of high-level and low-level knowledge that accord with published research. Critically, individual differences in high-level and low-level knowledge independently predicted grades, controlling for traditional correlates of grades. These findings suggest metamotivational knowledge may be a key antecedent to goal success and lead to novel diagnostic assessments and interventions.
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Affiliation(s)
- Tina Nguyen
- The Ohio State University, Columbus, OH, USA
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Metamotivation in people diagnosed with schizophrenia: A conceptual introduction and qualitative study. Schizophr Res 2022; 243:317-321. [PMID: 34325963 PMCID: PMC9115774 DOI: 10.1016/j.schres.2021.06.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 03/22/2021] [Accepted: 06/14/2021] [Indexed: 11/22/2022]
Abstract
Negative symptoms, such as avolition, are considered to be some of the most debilitating symptoms of schizophrenia, yet the mechanisms that contribute to their formation and persistence are poorly understood. In this article, we introduce a novel concept, metamotivation, as having potential implications for avolition, a core negative symptom. Metamotivation is defined as the ability to identify, monitor, and self-regulate motivation in service of goal attainment. In order to explore the potential applicability of metamotivation to schizophrenia spectrum populations, qualitative data from semi-structured interviews were thematically analyzed from 21 people diagnosed with schizophrenia or schizoaffective disorder. Four core themes emerged from the analysis: motivation as unmalleable, motivation as self- regulated primarily through rewards and/or a focus on task outcome, motivation as effortless actions, and motivation as a pleasurable feeling. We discuss these findings with respect to potential inadequacies/errors in motivational knowledge that may occur in people with schizophrenia, which may in turn be implicated in the development and maintenance of avolition. We conclude that metamotivation is a valuable concept for understanding schizophrenia with important research and clinical implications.
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Kryshko O, Fleischer J, Grunschel C, Leutner D. Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2021.102096] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Nguyen T, Togawa T, Scholer AA, Miele DB, Fujita K. A Cross-Cultural Investigation of Metamotivational Beliefs About Regulatory Focus Task-Motivation Fit. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2021; 48:807-820. [PMID: 34238062 DOI: 10.1177/01461672211025423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Recent metamotivation research revealed that Westerners recognize that promotion versus prevention motivations benefit performance on eager versus vigilant tasks, respectively; that is, they know how to create task-motivation fit with respect to regulatory focus. Westerners also believe that, across tasks, promotion is more beneficial than prevention (i.e., a promotion bias). Adopting a cross-cultural approach, we examined whether beliefs about task-motivation fit generalize across cultures, whether Easterners exhibit a contrasting prevention bias, and the role of independence/interdependence in these beliefs. Results revealed cross-cultural similarities in metamotivational beliefs. Moreover, Easterners and Westerners alike often exhibited a promotion bias, suggesting that this effect may not be shaped by culture. One potential cultural difference did emerge: Easterners appeared to recognize how to create task-motivation fit for both independent and interdependent outcomes, whereas Westerners only recognized how to do so for independent outcomes. We discuss the role of culture in shaping metamotivation.
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Affiliation(s)
- Tina Nguyen
- The Ohio State University, Columbus, OH, USA
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Spirals of Sustainable Academic Motivation, Creativity, and Trust of Higher Education Staff. SUSTAINABILITY 2021. [DOI: 10.3390/su13137057] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Sustainability has to penetrate more and more into higher education. It should not focus only on traditional elements. It should also enter new, but for future improvement, extremely important areas. Based on this premise, creativity and motivation, when additionally interconnected and supported by trust that is provided and achieved, decide on the progress and sustainability of universities. This connection is gaining importance especially from the point of view of building solid foundations and mechanisms that functionally preserve the potential effects of these elements in the future. For this reason and following the nature, importance, and content of sustainable academic motivation (SAM), the paper introduces two new concepts: sustainable academic creativity (SAC) and sustainable academic trust (SAT). For further original contributions, the paper hypothesizes the existence of mutual—spiral—relations of sustainable academic motivation (SAM), sustainable academic creativity (SAC), and sustainable academic trust (SAT). The empirical section tests the validity of this claim in the universities of two countries: the Slovak Republic and Poland. A survey performed on a sample of n=181 pedagogical, scientific, management, and administrative staff in higher education confirms the existence of these spirals. The results indicate the spiral effect of motivation when connected with creativity and trust and show that it is accented by the crucial principles of sustainability (responsibility, novelty, usefulness, progress, etc.). Therefore, the paper’s conclusion contains the explanations for the potential occurrence of three types of sustainably mutual systems and complexes. These are: (a) individual sustainable systems of SAM, SAC, and SAT; (b) group/sectional sustainable systems of SAM, SAC, and SAT; and (c) the global sustainable complex of SAM, SAC, and SAT in the university.
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Hansen MC, Gertmenian E, Lynch D, Sardana S, Herlands T, Medalia A. Metamotivation Therapy: Is it time to Focus on Metamotivation in Severe Mental Illness? JOURNAL OF CONTEMPORARY PSYCHOTHERAPY 2021. [DOI: 10.1007/s10879-021-09502-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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