Schoolbook Texts: Behavioral Achievement Priming in Math and Language

Effects of affiliation-, achievement-, and power-related topics in mathematical word problems on students’ performance, task-related values, and expectancies

A motivational downturn in mathematics during secondary school has been well documented for many students. As a way to address this, creating personally relevant tasks is supposed to increase students’ motivation for mathematical tasks. According to recent research, topics relating to affiliation, achievement, and power are personally relevant for young people. Prior research showed that motive imagery in school tasks increases students’ task-related intrinsic value and success expectancies. The present study examined the effect of motive topics in word problems on students’ task performance. We contextualized mathematical tasks either with affiliation, achievement, and power topics or with neutral topics not related to motive topics. The tasks were comparable regarding their mean word count, text, and mathematical complexity. In three experimental studies (N1 = 56, N2 = 63, N3 = 62), the students solved four tasks for each motive topic and neutral tasks, respectively. The dependent variables were task performance, intrinsic values, and expectancies of success. Repeated measures analyses of variance with the four-level, within-subjects factor motive imagery revealed positive effects of motive imagery in word problems on students’ task performance. This was particularly true for achievement-related tasks compared with neutral tasks. The results also indicated slightly positive effects for affiliation-related word problems on students’ performance. In addition, the intrinsic value for affiliation-related (Experiment 1) and achievement-related tasks (Experiment 3) was higher than for neutral tasks. Power imagery did not affect students’ task performance; it negatively affected students’ intrinsic value compared with neutral tasks. Task-related success expectancies were not influenced by motive imagery. The present study replicates and extends previous findings that indicate that tasks referring to affiliation and achievement imagery are more appealing to students and can benefit their performance.

The Effect of a Brief Mindfulness Practice on Perceived Stress and Sustained Attention: Does Priming Matter?

Objectives

The objective of the current study was to investigate the effect of a brief mindfulness practice on perceived stress and sustained attention, and to determine whether priming the benefits of mindfulness meditation enhances this effect.

Methods

Two hundred and twenty undergraduate students were randomly assigned to a control condition (CC), a meditation condition (MC), or a priming + meditation condition (PMC). Baseline and post-treatment measures included subjective stress ratings on a visual analog scale (VAS) and performance on a Sustained Attention to Response Task (SART), determined by reaction time coefficient of variability (RTCV) and three measures of accuracy: correct responses, errors of commission, and errors of omission.

Results

Repeated measures analyses revealed that both the MC and the PMC displayed a decline in perceived stress relative to the CC. Analyses further revelated that the MC and PMC displayed fewer errors of omission relative to the CC. However, only the PMC displayed better performance relative to the CC with respect to total correct response and errors of commission. There were no significant between-group differences for RTCV.

Conclusions

These findings are novel and provide a foundation to further investigate the effect of priming on mindfulness engagement and its potential benefits.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12671-022-01913-8.

What Brings Out the Best and Worst of People With a Strong Explicit Achievement Motive? The Role of (Lack of) Achievement Incentives for Performance in an Endurance Task

An explicit achievement motive is intuitively related to good performance. In contrast, the present paper directs attention to conditions where individuals with a strong explicit achievement motive display poor performance. We hypothesized that participants with a strong achievement motive perform worse in a bicycle ergometer task when task instructions lack achievement incentives than when the instructions include achievement incentives. Furthermore, we expected that, when achievement incentives are lacking, they show even worse performance than participants with a weak achievement motive. For the latter, we assumed that they are relatively unaffected by the achievement incentive content of the instructions. In a within-subject experimental design (N = 55) with two blocks (achievement incentives vs. lack of achievement incentives; each block consisted of three trials), our hypotheses were partly supported. The lack of achievement incentives brought out the worst (regarding performance), but the presence of achievement incentives did not bring out the best of participants with a strong achievement motive. In the discussion, we suggest how to improve future experimental achievement settings and reflect the results within the framework of the differentiation into implicit and explicit motives.

The nonconscious cessation of affiliative motivation: A replication and extension study

Previous research has documented that incidentally processed action-words can produce corresponding behavior and that affective-motivational processes modulate these effects. The present study aimed to (1) replicate earlier work showing that behavioral effects of exposure to social affiliation related action-words (e.g., socialize, party, going-out) cease when these action-words are co-activated with negative stimuli, (2) probe moderation effects of individual differences in the affiliation motive, and (3) examine whether action-word priming effects on behavior rely on specific-word associations rather than the activation of a broad concept. Results of an experimental study (N = 191) showed that exposure-effects of affiliation related words on behavior instrumental in attaining affiliation goals cease when these words were co-activated with negative affect, but this cessation effect was relatively weak and non-significant. Subsequent analyses revealed that the effect was moderated by the affiliation motive: The cessation effect mainly occurred for individuals with a strong affiliation motive. Further, we found no evidence that word priming effects do merely occur via specific-word associations.

Can Motive-Related Imagery Make School Tasks More Appealing?

Abstract. According to recent research ( Eccles, 1999 ; GEOlino-UNICEF-Kinderwertemonitor, 2014), young people are particularly interested in issues related to affiliation, achievement, or power. We suggest that tasks that raise these issues should be more motivating than tasks that do not raise these topics. To test this hypothesis, we enriched the tasks of common mathematics and German textbooks with affiliation, achievement, or power issues. In four experiments, fifth-graders rated how much they would like to work on the tasks (n = 31 for essay tasks, n = 76 for math tasks) and how confident they were about solving them (n = 56 for essay tasks, n = 60 for math tasks). Motive-related issues were within-subject variables. Participants were more attracted to tasks that included motive imagery than to neutral tasks, and they were more confident that they could solve the former than the latter. These effects were true particularly for tasks containing affiliation motive imagery.