Keeping motivation on track by metamotivational knowledge: AMEE Guide No. 160

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.

People underestimate their capability to motivate themselves without performance-based extrinsic incentives

Research has shown that we are endowed with a remarkable capacity to motivate ourselves in the absence of extrinsic incentives (i.e. intrinsic motivation). However, little research has been conducted to investigate whether we accurately appreciate the power of intrinsic motivation. The current research aimed to examine the metacognitive accuracy of the extent to which people can motivate themselves without performance-based extrinsic incentives. Participants were presented with a relatively long and repetitive task without extrinsic incentives, and before doing the task, they were asked to predict their motivation on completion of the task. Across seven experiments using a variety of tasks with different populations from different countries, participants were consistently engaged in the task more actively than they predicted. When participants were provided with performance-based monetary rewards, however, this bias was diminished. These results indicate that we tend to underappreciate our capability to sustain our motivation without extrinsic incentives.

Supplementary Information

The online version contains supplementary material available at 10.1007/s11031-022-09996-5.

The influence of interest in tasks on the autonomic nervous system

Although prior studies have indicated the relationships among decreased parasympathetic activity, schizophrenia, and depression, the physiological effects of psychiatric occupational therapy tasks have not been adequately explored. Therefore, it is necessary to quantitatively examine the physiological changes in the autonomic nervous system when performing such tasks to devise more individualized therapies. Accordingly, we examined the influence of task interest and its relationship with psychological characteristics. The participants included in this study were 22 healthy individuals. They completed the State-Trait Anxiety Inventory, the Center for Epidemiologic Studies Depression Scale, and the Social Phobia Scale. Participants selected the most and least interesting bookmarks from a set of 19 different color options, and indicated their degree of interest on a visual analog scale. An electrocardiogram was used during each task to record participants' cardiac sympathetic index (CSI) and cardiac vagal index (CVI) as they performed two tasks (interesting and uninteresting). The correlations between the degree of interest and CSI/CVI, and between the scores of the questionnaires and CSI/CVI were examined. There was a negative correlation between the degree of interest and CSI during the uninteresting task. Task interest may have contributed to suppressing sympathetic dominance and reducing mental and physiological loads, even if the tasks differed only color-wise. Physiological effects emerged from participants’ degree of task interest. Further identification of objective and therapeutic mechanisms may lead to wider applications of activities in different areas.

Smart City 4.0: Sustainable Urban Development in the Metropolis GZM

This article presents the development of the Metropolis GZM cities within the scope of the concept of a Smart City and 4T capitals. The subject matter discussed herein is also related to the search for municipal authorities’ new models and tools to shape sustainable development in order to improve citizens’ access to municipal services and facilities, as well as to increase citizens’ impact on the future of their cities. The main objective of the research was to identify the way in which authorities of the selected cities consider the subject matter related to the Smart City and 4T capitals when formulating local policies. The aim of this article is to analyse the innovative potential in selected cities of the Metropolis GZM, in the light of academic entrepreneurship, the innovativeness of citizens, entities supporting innovativeness, and soliciting talent. The research was based on a systematic literature review and the analysis of local documents, supplemented by direct interviews with local managers and participant observation.

Liking as a balance between synchronization, complexity and novelty

Synchronization has been identified as a key aspect in social bonding. While synchronization could be maximized by increasing the predictability of an interaction, such predictability is in tension with individuals’ level of interest, which is tied to the interaction’s complexity and novelty. In this study, we tested the interplay between synchronization and interest. We asked 104 female dyads to play the Mirror Game, in which they had to move their hands as coordinately as possible, and then report how much they liked each other. Utilizing information theory and video processing tools, we found that a combination of movement synchronization and complexity explained liking almost two times better than movement synchronization alone. Moreover, we found that people initiated novel and challenging interactions, even though they paid a price—being less synchronized. Examining the interactions’ dynamics, we found that people who liked each other moved in a more synchronized, complex, and novel manner during most of the interaction. This suggests that in addition to synchronization, maintaining interest may be critical for positive social bonding. Thus, we propose a new framework in which balancing synchronization and interest, rather than merely maximizing synchronization, optimizes the interaction quality.

Trajectories of subject-interests development and influence factors in higher education

It is a well-studied phenomenon, that throughout the course of studying at university, the motivation for the study program decreases. Correlation between motivation and learners' behaviour, for example the learning process, achievement or, in the worst case, dropout exist. So there is a need for understanding the development of motivation in detail, like that of subject-interests, and for identifying influence factors, especially for higher education. This panel study examined the development of 4,345 students in higher education. Growth mixture models for subject-interests identify two classes of trajectories: "descending interest" and "continuously high interest". In a next step, the analysis shows that gender, university entrance score, academic field and occupational aspiration influence membership of the classes. The results are discussed with respect to their consequences for education programs, but also with respect to possible new research questions.

Curiosity did not kill the cat: It made it stronger and happy, but only if the cat was not "dark"

OBJECTIVE

The present research explores the path between work-related curiosity and positive affect. To justify this relationship, we rely on the conservation of resources theory (COR) and include performance as a mediator of the curiosity-positive affect path, such that curiosity was expected to stimulate performance, resulting in higher positive affect. We also aimed to explore whether the Dark Triad personality would moderate this mediating path.

METHODOLOGY

Three studies were conducted. Study 1 analyzed the indirect path of curiosity on positive affect through performance (n = 241). Study 2 resorted to two samples, one with participants in telework (n = 406), and the other one with participants in face-to-face work (n = 240), to explore the mediated link. Study 3 (n = 653) explored the moderating role of the Dark Triad traits (Machiavellianism, psychopathy, and narcissism) on the mediated relationship.

FINDINGS

Study 1 demonstrated that curiosity boosted positive affect through performance. Study 2 showed that, when workers were in telework, the mediated relationship occurred, however the same did not happen in face-to-face work. Study 3 showed that Machiavellianism and psychopathy moderated the indirect effect of curiosity on positive affect through performance, in a way that it was present for individuals low on these traits, but not for individuals high on such traits. Narcissism did not moderate the mediated relationship.

IMPLICATIONS

We discuss the impact that curiosity may have on behavioral and affective consequences (performance and affect), and the role that personality may have on this relationship.

People's naïve belief about curiosity and interest: A qualitative study

The purpose of this study was to critically examine how people perceive the definitions, differences and similarities of interest and curiosity, and address the subjective boundaries between interest and curiosity. We used a qualitative research approach given the research questions and the goal to develop an in-depth understanding of people's meaning of interest and curiosity. We used data from a sample of 126 U.S. adults (48.5% male) recruited through Amazon's Mechanical Turk (Mage = 40.7, SDage = 11.7). Semi-structured questions were used and thematic analysis was applied. The results showed two themes relating to differences between curiosity and interest; active/stable feelings and certainty/uncertainty. Curiosity was defined as an active feeling (more specifically a first, fleeting feeling) and a child-like emotion that often involves a strong urge to think actively and differently, whereas interest was described as stable and sustainable feeling, which is characterized as involved engagement and personal preferences (e.g., hobbies). In addition, participants related curiosity to uncertainty, e.g., trying new things and risk-taking behaviour. Certainty, on the other hand, was deemed as an important component in the definition of interest, which helps individuals acquire deep knowledge. Both curiosity and interest were reported to be innate and positive feelings that support motivation and knowledge-seeking during the learning process.

Identifying Differences in Nutrition-Related Learning Interests of Adolescent Students

BACKGROUND

In this study, we examined nutrition-related topics among adolescent students attending schools with different Indices of Community Socio-Educational Advantage (ICSEA).

METHOD

Participating students (N = 206) from 5 schools in Western Australia completed a paper-based questionnaire on nutrition-related topics. Frequencies and independent chi-square tests were used to identify differences between sexes and school ICSEA.

RESULTS

Of the participating students, 75% were interested in learning about 8 of 16 topics. We found statistically significant differences by sex (p < .01) for "Eating the right foods for preventing illness and disease," "Eating the right food for being active" among girls, and "Reducing food waste" among boys. We also noted differences by school ICSEA.

CONCLUSION

Acknowledging sex and socioeducational differences in teaching and learning may help teachers to engage adolescent students in nutrition education.

Passion matters but not equally everywhere: Predicting achievement from interest, enjoyment, and efficacy in 59 societies

How to identify the students and employees most likely to achieve is a challenge in every field. American academic and lay theories alike highlight the importance of passion for strong achievement. Based on a Western independent model of motivation, passionate individuals-those who have a strong interest, demonstrate deep enjoyment, and express confidence in what they are doing-are considered future achievers. Those with less passion are thought to have less potential and are often passed over for admission or employment. As academic institutions and corporations in the increasingly multicultural world seek to acquire talent from across the globe, can they assume that passion is an equally strong predictor of achievement across cultural contexts? We address this question with three representative samples totaling 1.2 million students in 59 societies and provide empirical evidence of a systematic, cross-cultural variation in the importance of passion in predicting achievement. In individualistic societies where independent models of motivation are prevalent, relative to collectivistic societies where interdependent models of motivation are more common, passion predicts a larger gain (0.32 vs. 0.21 SD) and explains more variance in achievement (37% vs. 16%). In contrast, in collectivistic societies, parental support predicts achievement over and above passion. These findings suggest that in addition to passion, achievement may be fueled by striving to realize connectedness and meet family expectations. Findings highlight the risk of overweighting passion in admission and employment decisions and the need to understand and develop measures for the multiple sources and forms of motivation that support achievement.

Reading socially: Transforming the in-home reading experience with a learning-companion robot

Social robots hold great promise as companions and peer learners for children, yet little is known about how they can be best designed for this population, what interaction scenarios can benefit from their use, and how they might fit into learning activities and environments. We aimed to close this gap by designing a learning-companion robot to augment guided reading activity and examined the robot's impact on an in-home reading experience. In this paper, we compared the experiences of early adolescent children aged 10 to 12 years (N = 24) who completed guided reading activities either with a learning-companion robot or as a paper-based activity in a 2-week-long, in-home field study. We found similar reading frequency and duration in both conditions and that both guided reading activities were described as positive experiences that helped to build reading skill and to sustain engagement. Children who read with the learning-companion robot further reported that the activities supported reading comprehension and motivated them to read and indicated a deepening social connection (i.e., companionship or affiliation) with the robot. We conclude that, rather than the activity falling off after a novelty effect, our simple prototype social robot is capable of preserving the benefits of an existing in-home learning activity while transforming the reading experience into a valuable, social one. Our findings contribute to an understanding of how we might capitalize on the capacity of social robots to serve as a transformative learning tool as robots become more widely available to the public.

An Empowerment Model for Individuals with Chronic Tinnitus

OBJECTIVE

This qualitative study sought to construct a model of empowerment for clinical implementation, based on the first-hand experience of a sample of individuals with chronic tinnitus.

DESIGN

The study was conducted in accordance with the inductive approach to data in classic grounded theory (GT). GT aims to build a model of behavior that accounts for the main concern of individuals and how they strive to resolve it. Twenty-one participants with chronic tinnitus (10 females, 11 males, age 31-85, mean: 57.6 years, mean duration of tinnitus: 12 years) were recruited through the patient association France Acouphènes and ENT consultations. Open-ended, tape-recorded interviews addressed the variation in the intrusiveness of tinnitus in daily life. A constant comparison analysis was undertaken to identify a core category and to distinguish stages in behavioral changes toward the tolerance of tinnitus.

RESULTS

Participants' main concern was to limit the intrusiveness of tinnitus day in, day out. They continuously had to handle tinnitus-induced frustration, which was found to be the core category of the analysis accounting for how all the participants tried to deal with the condition. The more they managed to handle their frustration, the better they coped with the condition. Three behavior patterns were identified as facilitating the ongoing management of tinnitus-induced frustration: (1) searching for perspective upon tinnitus; (2) maintaining order in perception despite its interference; and (3) alleviating conflict arising from social interactions. A model of empowerment is presented that is based on four stages toward tolerance of tinnitus. They are dominated by lack of perspective upon tinnitus (circuit 1), preservation of energy through attempts to control its intrusiveness (circuit 2), attempts to detach oneself from the interference of tinnitus through constant activities (circuit 3), and self-induced relief through the fulfillment of meaningful goals (circuit 4).

CONCLUSION

Tolerance of tinnitus requires finding balance between limiting one's social participation and spontaneity in carrying out meaningful activities. Tolerance can be enhanced by the preservation of one's energy and the mediating role of enjoyment through the fulfillment of gratifying goals. In patient counseling, it is essential to address the individual's desire for direct relief from tinnitus through its elimination. Individuals should be made aware that such a desire will likely be thwarted, resulting in the worsening of intrusiveness. Improvement in tolerance is accompanied by the attenuation of niggling self-awareness, a change that is typical of full commitment with valued goals and that helps in alleviating the interference of tinnitus. By understanding the role of frustration, individuals may develop a sense of responsibility in dealing with disabling tinnitus.

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

Very often, university students deliberately form self-organized study groups, e.g. to study collaboratively for an upcoming exam. Yet, very little is known about what regulation problems such self-organized study groups encounter during their learning process and how they try to cope with these problems. Therefore, this study investigates how completely self-organized groups (i.e., non-guided groups outside the classroom that form without external impulse) regulate their collaborative learning process when faced with different kinds of regulation problems. More specifically, we tested the hypotheses that members of self-organized study groups are more satisfied with their group learning experience (a) the more homogeneous their problem perceptions are within their group, (b) the more they apply immediate (rather than non-immediate) strategies to remedy their regulation problems, and (c) the more frequently they apply regulation strategies. In a longitudinal study, N = 122 students, voluntarily studying for their exams in N = 52 groups, were asked to indicate the types of problems they experienced, the types of strategies they used to tackle those problems, and their satisfaction with their group learning experience after each of their self-organized study meetings. Hierarchical linear modeling confirmed all hypotheses. Qualitative analysis of two selected groups' self-reported situational data provided additional insights about the mechanisms that may have contributed to the results. Our study provides important directions for future research, including the recommendation to identify the processes by which groups (a) can reach homogeneity of problem perceptions and (b) coordinate the choice of appropriate strategies within the group.

The More Interest, the Less Effort Cost Perception and Effort Avoidance

The present study aims to investigate what factors determine students' engagement in mathematics. We examined the predictive relationships between interest, effort cost (i.e., the cost of making the effort), and three forms of academic engagement: persistence, cognitive engagement, and effort avoidance. In addition, we examined gender differences in these relationships. We recruited 546 8th and 9th graders for this study. Consistent with previous research, interest worked as a strong positive predictor of persistence and cognitive engagement, and it predicted effort avoidance negatively. Moreover, interest negatively predicted the perception of effort cost, which in turn positively predicted effort avoidance. Gender differences were found in the mean values of effort avoidance and in the prediction by interest of the perception of effort cost. Male students reported higher effort avoidance than female students, and the prediction by interest of the perception of effort cost was stronger among female students than among male students. These findings provide new insights into students' engagement in mathematics and the role of interest and effort cost in it.

Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model

Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or reengage in an activity, and experience-defined motivation (or interest), which becomes a proximal predictor of persistence once engaged in the activity. Social influences can shape both kinds of motivations in ways that systematically contribute to differences in student persistence across groups and in how people self-regulate motivation. In this paper, we detail the ways in which social roles and group norms, interpersonal bias, and institutional structural barriers can shape motivational experiences and persistence of underrepresented groups of students through several specified processes within the SRM model. We describe how the model might illumine underlying causes of differential participation rates in certain fields, and we discuss key directions for future research.

Toward a Work Motivation Conceptualization of Grit in Organizations

Despite its widespread media acclaim and recognition as a strategic imperative, the role of grit in organizational research remains unclear. This ambiguity resulted from inconsistent empirical findings, thus triggering a pessimistic outlook for the construct across disciplines. To address these issues, we suggest that such confusion and lack of construct and predictive validity stem from not only methodological issues but also a lack of theoretical sophistication. In this article, we address methodological issues, focusing mainly on construct and criterion-related validity, by showing how traditional definitional components of grit are absent in existing measures. Next, we address theoretical issues impeding progress by developing a new work motivation conceptualization of the construct. To do so, we focus primarily on noncognitive ability, purpose-driven long-term goal setting, and task strategy (i.e., short-term goal) adaptation. Finally, we develop an organizing framework examining how, and under what conditions, work-related goal setting manifests, highlighting grit’s distinction from other historically related constructs. Coupled with the assumption that individuals hold higher order organizational goals toward which they are passionate, our organizing framework includes feedback mechanisms accounting for grit’s developmental properties over time. Finally, we acknowledge significant areas for future research and potential practical implications.

Immediate Rewards Predict Adherence to Long-Term Goals

People primarily pursue long-term goals, such as exercising, to receive delayed rewards (e.g., improved health). However, we find that the presence of immediate rewards is a stronger predictor of persistence in goal-related activities than the presence of delayed rewards. Specifically, immediate rewards (e.g., enjoyment) predicted current persistence at New Year's resolutions whereas delayed rewards did not (Study 1). Furthermore, immediate rewards predicted persistence in a single session of studying and exercising whereas delayed rewards did not, even though people report primarily pursuing these activities for delayed rewards (Studies 2 and 3). This is true for both short (1 week) and long (3 month) time frames (Study 4), and regardless of whether anticipated or materialized rewards are assessed (Study 5). Overall, whereas delayed rewards may motivate goal setting and the intentions to pursue long-term goals, a meta-analysis of our studies finds that immediate rewards are more strongly associated with actual persistence in a long-term goal.

Athlete Self-Report Measure Use and Associated Psychological Alterations

The experience of athletes and practitioners has led to the suggestion that use of an athlete self-report measure (ASRM) may increase an athlete's self-awareness, satisfaction, motivation, and confidence. This study sought to provide empirical evidence for this assertion by evaluating psychological alterations associated with ASRM use across a diverse athlete population. Athletes (n = 335) had access to an ASRM for 16 weeks and completed an online survey at baseline, and weeks 4, 8, and 16. Generalized estimating equations were used to evaluate the associations between ASRM compliance and outcome measures. Compared to baseline, confidence and extrinsic motivation were most likely increased at weeks 4, 8, and 16. Satisfaction and intrinsic motivation were most likely decreased at week 4, but no different to baseline values at weeks 8 and 16. Novice athletes and those who were instructed to use an ASRM (rather than using one autonomously) were less responsive to ASRM use. This study provides preliminary evidence for ASRM to prompt initial dissatisfaction and decreased intrinsic motivation which, along with increased confidence and extrinsic motivation, may provide the necessary stimulus to improve performance-related behaviors. Novice and less autonomous athletes may benefit from support to develop motivation, knowledge, and skills to use the information gleaned from an ASRM effectively.

Self-regulation in entrepreneurs

Psychological processes (e.g., cognition, motivation, emotions) have emerged as key to understanding entrepreneurial actions and success. Currently, we do not know enough about specific entrepreneurial psychological processes and particularly lack knowledge about their cumulative or interactive effects. Self-regulation offers some promise in understanding these issues. However, self-regulation in entrepreneurship has not been fully explored, which limits our understanding. We address this by introducing an integrated model of episodic self-regulation (the A-CEM-A model) to map the reciprocal regulatory effects of action, cognition, emotion, and motivation in entrepreneurship research and isolate a series of propositions stemming from the model. We further explore the resource implications of the A-CEM-A model for entrepreneurs managing several self-regulatory processes simultaneously. The A-CEM-A model offers a novel and unique insight into entrepreneurial action and psychological processes, and presents a roadmap for future researchers interested in adopting an episodic process perspective in entrepreneurship research.

Interest Matters: The Importance of Promoting Interest in Education

Interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success. Interest is both a psychological state of attention and affect toward a particular object or topic, and an enduring predisposition to reengage over time. Integrating these two definitions, the four-phase model of interest development guides interventions that promote interest and capitalize on existing interests. Four interest-enhancing interventions seem useful: attention-getting settings, contexts evoking prior individual interest, problem-based learning, and enhancing utility value. Promoting interest can contribute to a more engaged, motivated, learning experience for students.

Salesperson work engagement and flow

Purpose

– The purpose of this paper is to provide an interpretation of the lived experiences of salespersons’ work engagement and work-related flow and how these states are related.

Design/methodology/approach

– A mixed-methods qualitative investigation on a sample of 14 salespeople from a large Australian-based consumer goods enterprise was conducted. Using interpretative phenomenological analyses and ethnographic content analyses the antecedents and conditions for salesperson work engagement and work-related flow were investigated.

Findings

– The data showed that affective, cognitive and conative dimensions underpinned the experience of work engagement and work-related flow. Work engagement was interpreted as an aroused and self-regulated psychological state of energy, focus and striving aimed to address the situational and task relevant opportunities and demands encountered. Work-related flow was characterized by passion, absorption, eudaimonia and automatic self-regulation of goal pursuit.

Research limitations/implications

– The sample was from a single manufacturing organization with sales roles focussed primarily on business-to-business selling, and as such the generalizability of results to salespeople working in different contexts (e.g. retail sales, telesales) needs to be established.

Practical implications

– The research helps sales managers to take more account of the conditions that foster salesperson engagement and flow.

Originality/value

– This study represents one of the first attempts to interpret, compare and contrast the lived experience of salesperson work engagement with that of work-related flow. The study also adds to the relative paucity of research published on work engagement using qualitative methods.

Boosting Performance on an Evaluative Math Test: Goal Activation vs Self-Affirmation

This study compared the effectiveness of goal activation versus self-affirmation and a control condition as interventions for increasing performance on an evaluative task (a difficult math test; N =  78; M age = 20.3 yr., SD = 1.9). Although there has been much recent literature on the effects of activating goals, the existing literature does not examine possible spillover effects of activating goals on performance tasks. Results indicated that goal activation resulted in significant performance enhancements over both the self-affirmation and control conditions, while self-affirmation did not improve performance significantly relative to the control condition. Additionally, interest in the task, as a cue for self-regulatory resources, mediated the effect of goal activation on increased performance.

The influence of rural clinical school experiences on medical students' levels of interest in rural careers

BACKGROUND

Australian Rural Clinical School (RCS) programmes have been designed to create experiences that positively influence graduates to choose rural medical careers. Rural career intent is a categorical evaluation measure and has been used to assess the Australian RCS model. Predictors for rural medical career intent have been associated with extrinsic values such as students with a rural background. Intrinsic values such as personal interest have not been assessed with respect to rural career intent. In psychology, a predictor of the motivation or emotion for a specific career or career location is the level of interest. Our primary aims are to model over one year of Australian RCS training, change in self-reported interest for future rural career intent. Secondary aims are to model student factors associated with rural career intent while attending an RCS.

METHODS

The study participants were medical students enrolled in a RCS in the year 2013 at the University of New South Wales (UNSW) and who completed the newly developed self-administered UNSW Undergraduate Destinations Study (UDS) questionnaire. Data were collected at baseline and after one year of RCS training on preferred location for internship, work and intended specialty. Interest for graduate practice location (career intent) was assessed on a five-variable Likert scale at both baseline and at follow-up. A total of 165 students completed the UDS at baseline and 150 students after 1 year of follow-up.

RESULTS

Factors associated with intent to practise in a rural location were rural background (χ2 = 28.4, P < 0.001), two or more previous years at an RCS (χ2 = 9.0, P = 0.003), and preference for a rural internship (χ2 = 17.8, P < 0.001). At follow-up, 41% of participants who originally intended to work in a metropolitan location at baseline changed their preference and indicated a preference for a rural location. The level of interest in intended practice location was significantly higher for those intending to work in a rural area than those with intention to work in a metropolitan (urban area) location (t = -3.1, P = 0.002). Initial rural career location intention was associated with increased interest levels after 1 year of follow-up (paired t = -2.3, P = 0.02).

CONCLUSION

When evaluating the success of RCS outcomes with respect to rural workforce destination, both rural practice intentions and level of interest are key factors related to projected career destination. RCS experience can positively influence practice intent (toward rural practice) and interest levels (toward greater interest in rural practice).

How to Beat Procrastination

Procrastination, defined as the subjectively aversive inability to initiate or complete the pursuit of a given goal, is a common phenomenon in academic contexts. This theoretical paper presents a dynamic model that centers on the role of goal focus in influencing procrastination during goal pursuit. Our central hypothesis is that focusing on the means of goal pursuit (i.e., adopting a process focus) reduces procrastination, particularly when fear of failure is high. Focusing on the means should decrease the salience of performance outcomes and thereby reduce fear of failure. This, in turn, should facilitate the initiation and maintenance of goal pursuit. In contrast, when means are perceived as unpleasant (high task aversiveness), focusing more on the outcome of goal pursuit (i.e., adopting an outcome focus) should reduce procrastination by directing attention away from the means while highlighting the importance of goal achievement. Furthermore, the model takes account of dynamic contextual factors, particularly the distance to a given deadline.

Interest and Expertise Moderate the Relationship between Right–Wing Attitudes, Ideological Self–Placement and Voting

Previous research has suggested that the association between right–wing authoritarianism (RWA) and social dominance orientation (SDO) is moderated by political interest and involvement. It is here hypothesized that interest also strengthens the association of authoritarianism with political self–placement and that higher levels of interest in politics shape voting choices that are more strongly associated with authoritarianism. Authoritarianism was defined as a second–order factor reflecting onto SDO and RWA in a structural equation modelling approach. In Study 1 (two samples, total N = 873), interest was found to moderate the impact of authoritarianism, as hypothesized. In Study 2 (N = 721), a higher order interaction involving interest and political expertise was detected. These results were obtained with different measures and in different electoral campaigns. The motivational and cognitive underpinnings of the moderating effects are discussed. Copyright © 2012 European Association of Personality Psychology.

Identifying success on the process level reduces negative effects of prior weight loss on subsequent weight loss during a low-calorie diet

BACKGROUND

Dieters often show weight cycling, i.e. prior successful weight loss is followed by weight gain. The current study examined how goal progress during a diet (i.e. weight loss) impacts subsequent weight loss depending on whether success is identified on the process level or the outcome level of dieting.

METHODS

A short-term longitudinal study examined lagged effects of weight loss and identifications of success in one week on weight loss in the subsequent week. Across 6 weeks, N = 126 overweight women reported their weekly weight and the degree to which they considered themselves as successful regarding the process of dieting (e.g. changing eating behavior) and the desired dieting outcomes (e.g. improving appearance).

RESULTS

Successful weight loss in one week negatively affected weight loss in the subsequent week. However, identifying success on the process level reduced this negative effect.

DISCUSSION

Although people might feel generally that goal progress licenses subsequent goal-inconsistent behavior, identifying successful goal-pursuit on the process rather than the outcome level of a goal may counteract the subsequent loss of dieting motivation.

The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes

When women feel pushed away by the “chilly climate” of science, technology, engineering, and math (STEM), they seek situations where they experience greater social belonging. We tested whether feelings of belonging to competing (non-STEM) classes were associated with women’s interest in their STEM classes using an interval contingent diary methodology. We recruited 62 undergraduate women STEM majors concurrently enrolled in STEM and Humanities/Liberal Arts (H/LA) courses. We first assessed self-competence (SC) and self-liking (SL), and then every 2 weeks during the academic semester the participants were asked to report their feelings of belonging and interest in both types of courses (resulting in eight entries). For women with low felt SC and high SL, a greater feeling of belonging to their H/LA class throughout the semester was associated with less STEM class interest, above and beyond feelings of belonging in STEM. For all women, fluctuations in STEM class belonging mapped onto their STEM class interest but not their H/LA class interest. Results suggest not only that can women feel pushed out of STEM when they feel a low sense of belonging, but also that for women with specific self-esteem contingencies, competing experiences of belonging in non-STEM can pull interest away from STEM. Thus, to promote women’s greater participation in STEM, practitioners may need to consider the role of women’s broader motivational experiences across the curriculum.

Precision in Career Motivation Assessment

The Subjective Science Attitude Change Measures (SSACM; Stake & Mares, 2001) represent a collection of useful self-report tools for assessing change in high school students’ science attitudes as a function of a given motivational intervention. Despite the survey’s utility, little work has been done to examine this tool among other samples (i.e., college students) or to test the psychometric properties and overall construct validity of SSACM scores. Participants ( N = 1,368) consisted of undergraduate students enrolled in biology, chemistry, and physics laboratory classes. Analysis of the SSACM’s factor structure using exploratory structural equation modeling indicated support for a bifactor structure consisting of one general science motivation factor and three specific factors labeled intrinsic science interest, science career identity, and science self-efficacy. This model outperformed alternative bifactor and specific two- and three-factor models. Results largely yielded evidence of concurrent validity, as three of the four scale scores were significant positive predictors of relevant outcomes over and above the contribution of gender, parental occupation type, and mastery motivation. Implications for science career counseling and assessment are discussed.