A high implicit affiliation motive does not always make you happy: A corresponding explicit motive and corresponding behavior are further needed

Satisfaction of the implicit affiliation motive is known to be positively related to emotional well-being, whereas the frustration of the implicit affiliation motive leads to impairment of well-being. In the present research we specified two conditions that are responsible for the satisfaction and frustration of the implicit motive. Referring to research on the congruence of implicit and explicit motives, we assumed that a corresponding explicit affiliation motive leads to satisfaction of the implicit motive. Corresponding affiliation behavior constitutes the second condition. Three studies confirmed the hypothesis that both conditions must be fulfilled in order to positively connect the implicit affiliation motive to emotional well-being. Participants with high implicit and explicit affiliation motives and who additionally showed a large amount of affiliation behavior reported the lowest negative affectivity and the highest life satisfaction compared to participants who lacked one of the conditions.

Individual Pathways to Life Satisfaction: The Significance of Traits and Motives

This article examines the relationship between life satisfaction and specific facets of psychological well-being (positive relations with others and environmental mastery) by considering the moderating effect of significant components of personality, i.e., traits, values, and implicit motives. Constructs were assessed by the Satisfaction With Life Scale, the Scales of Psychological Well-Being (two subscales), the NEO Five-Factor Inventory, the Schwartz Value Survey (two value types), and a picture-story test (implicit motives for achievement and affiliation–intimacy). Analyses revealed that values, implicit motives, and personality traits moderated the relationship between both types of well-being measures. Findings indicate that personality components reflecting significant strivings and needs play a crucial role in seeking well-being by assigning meaning to given life domains.

Goal Motives, Well-Being, and Physical Health: Happiness and Self-Realization as Psychological Resources Under Challenge

An integrative model of goal motives, well-being, and physical health was tested within three studies. Study 1 demonstrated that pursuing autonomous goals was positively associated with both happiness and self-realization, whereas pursuing controlled goals was negatively associated with self-realization, but unrelated to happiness. Study 1 further revealed that self-realization was negatively associated with physical symptoms, whereas happiness was unrelated to the symptoms. Study 2 replicated the findings of Study 1 while showing that academic stress mediated the relationship between self-realization and physical symptoms. Finally, Study 3 replicated the findings of Studies 1 and 2 and additionally demonstrated that academic coping mediated the relationship between self-realization and academic stress. These findings are discussed in terms of their theoretical implications and directions for future research are proposed.

Mindfulness meditation and reduced emotional interference on a cognitive task

The effect of mindfulness meditation (MM) on attentional control in emotional contexts was examined. In Study 1, MM practitioners (N = 28) categorized tones presented 1 or 4 s following the onset of affective pictures. Reaction times (RTs) to tones for affective minus neutral pictures provided an index of emotional interference. Participants with more MM experience showed less interference from affective pictures and reported higher mindfulness and psychological well-being. Study 2 was a controlled, randomized experimental study in which participants (N = 82) received MM training, relaxation meditation (RM) training, or no intervention (waiting-list control; WLC). Behavioral, self-report, and psychophysiological measures were administered before and after a 7-week intervention period. Although both MM and RM resulted in smaller skin conductance responses to unpleasant pictures and increased well-being, reductions in emotional interference from unpleasant pictures were specific to MM. These findings indicate that MM attenuates prolonged reactivity to emotional stimuli.

Emotional and motivational reactions to failure: the role of illusions of control and explicitness of feedback

Previous research has found that illusions of control (IOC) can buffer against the emotional consequences of failure and may increase persistence in the face of failure. Theoretical analyses suggest that IOC are most closely related to a better mood and higher motivation if failure feedback is open to reinterpretation. Two experiments were conducted to test the hypothesis that explicitness (vs. ambiguousness) of failure feedback moderates the consequences of IOC following a failure experience. In accord with predictions, it was found that IOC were subsequently related to a better mood (Study 1) and higher persistence (Study 2) if individuals received ambiguous task-inherent failure feedback. In contrast, explicit failure feedback seemed to neutralize the beneficial effects of IOC. These results are discussed with respect to the adaptiveness of IOC.

Mindfulness as a moderator of the effect of implicit motivational self-concept on day-to-day behavioral motivation

Drawing from theories regarding the role of awareness in behavioral self-regulation, this research was designed to examine the role of mindfulness as a moderator between implicit motivation and the motivation for day-to-day behavior. We hypothesized that dispositional mindfulness (Brown and Ryan, J Pers Soc Psychol, 84, 822–848, 2003) would act to modify the expression of implicit autonomy orientation in daily behavioral motivation. Using the Implicit Association Test (Greenwald et al. J Pers Soc Psychol, 74, 1464–1480, 1998), Study 1 provided evidence for the reliability and validity of a new measure of implicit autonomy orientation. Using an experience-sampling strategy, Study 2 showed the hypothesized moderating effect, such that implicit autonomy orientation predicted day-to-day motivation only for those lower in dispositional mindfulness. Those higher in mindfulness showed more autonomously motivated behavior regardless of implicit orientation toward autonomy or heteronomy. It also showed that this moderating effect of awareness was specific to mindfulness and was primarily manifest in spontaneous behavior. Discussion focuses on the implications of these findings for dual process theory and research.

Graduate employment status and health: a longitudinal analysis of the transition from student

The prevalence of unemployment and underemployment was explored longitudinally in 248 recent graduates (73 males and 175 females) over an 18–24 month transition from final year student to 9–12 months post-graduation. Over this period changes in levels of psychological distress, health behaviours, social support, optimism and achievement motivation were measured. Results show that both unemployment and underemployment have deleterious effects on psychological and physical health, social support, optimism and achievement motivation.

A projective assessment of autonomous motivation in children: Correlational and experimental evidence

This article presents two studies aimed at validating a new TAT-like projective measure of autonomous motivation in children. Study 1 assesses the validity of the new measure by correlating it with self-report questionnaires of autonomous motivation, positive and negative affect, task value and mastery goal orientation. Study 2 is an experiment in which autonomous motivation is manipulated and then assessed with the new projective measure and with a self-report scale. Results of both studies support the validity of the new projective measure. In study 2, regression analysis suggests that the new projective measure is sensitive to aspects of experimentally induced autonomous motivation that are not captured by a self-report measure.

Women’s regulation styles for eating behaviors and outcomes: The mediating role of approach and avoidance food planning

The purpose of this article was to examine the role played by different orientations in planning for eating behaviors as mediators of the relationship between regulation styles and eating behaviors. In Study 1, a new scale was developed to assess approach food planning and avoidance food planning. Results from confirmatory analyses (N = 241) supported the two-factor structure of the scale. In Study 2 (N = 202), in agreement with past research on the effects of autonomous and controlled motivation for the regulation of eating behaviors, we found that approach food planning partially mediated the effects of autonomous regulation for eating behaviors on healthy eating behaviors, while avoidance food planning partially mediated the effects of controlled regulation for eating behaviors on dysfunctional eating behaviors. Implications of these results for self-determination theory and for promoting healthy eating behaviors are discussed.

Cognitive, Affective and Behavioral Correlates of Internalization of Regulations for Religious Activities

The main goal of this study was to examine the relationship between different types of extrinsic motivation for religious behaviors as conceptualised within self-determination theory (Ryan & Deci, 2000) and Wulff's (1991) framework of literal versus symbolic approaches of religious contents. Results from a Belgian sample of active believers (N=186) show that the internalization of one's reasons for performing religious behaviors was positively associated with an open, symbolic interpretation of religious belief contents and a stronger adherence to Christian beliefs. Moreover, internalization was also positively related to general well-being and frequency of prayer but unrelated to church attendance. It is concluded that individuals who engage in religious behaviors because of its perceived personal significance will show more cognitive flexibility and open-mindedness towards Christian belief contents, a stronger adherence to this message, higher well-being and more frequent engagement in specific religious behaviors.

Increasing well-being through teaching goal-setting and planning skills: results of a brief intervention

Many factors are known to be associated with psychological well-being. However, it is much less clear whether those factors actually cause well-being and, hence, whether there is any practical value in trying to manipulate those factors to increase well-being. The proposed study addresses both the theoretical and practical issues by testing the effectiveness of an empirically-derived, brief psychological intervention to increase well-being in a non-clinical, unselected sample. The intervention focused on developing goal setting and planning (GAP) skills, which are known to be linked to well-being, potentially have widespread effects, and are amenable to intervention. Within a quasi-experimental design, participants received three, 1-h, group sessions (Study 1) or completed the programme individually in their own time (Study 2). Those taking part in the intervention, both individually and in a group, showed significant increases in subjective well-being, compared to their respective control groups not receiving the intervention. The results provide preliminary support for the view that (a) goal setting and planning skills have a causal link to subjective well-being and (b) that such skills can be learned to enhance well-being.

Ego-involving and frame of reference effects of tracking on elementary school students’ motivational orientations and help seeking in math class

The author extrapolated from both achievement goal and reference group theories to predict that relative to untracked settings, tracking (a) highlights the importance of ability relative to others and will thus increase students’ ego orientations and reluctance to ask the teacher for help and (b) creates different contexts for social comparison and will thus undermine help seeking among high achievers but may enhance help seeking among low achievers. A quasi-experimental study compared students at ages 10–12 in elementary schools that either tracked students only in math (N  =  337) or did not track students in any subject (N  =  594). Students completed self-report measures of achievement goals and help seeking in math class. Results confirmed that, over all levels of ability, tracking increased ego and work avoidance goals and did not affect task goals. Tracking undermined help seeking among high achievers, but did not enhance help seeking among low achievers. In addition to revealing some hitherto unstudied costs of tracking, the results highlight the importance of considering grouping practices in research on student motivation and strategies and of applying theory and research on student motivation to understanding the influences of tracking.

Experimentally Detecting How Cultural Differences on Social Anxiety Measures Misrepresent Cultural Differences in Emotional Well-being

Previous research, statistically accounting for self-construal factors and thereby eliminating widely reported culture main effects in social anxiety scores between East Asians and European-Americans (Norasakkunkit and Kalick 2002 Culture, ethnicity, and emotional distress measures: The role of self-construal and self-enhancement. Journal of Cross-Cultural Psychology, 33(1), 56–70.) suggested that social anxiety measures penalize individuals for being low on independent self-construal; therefore, cultural differences in emotional distress according to social anxiety measures may possibly misrepresent cultural differences in emotional well-being. In the current experimental study, 127 Japanese and 126 American participants were either primed or not primed to access an independent mode of thought prior to filling out two commonly used measures of social anxiety and a measure of emotional well-being. Independent priming caused social anxiety scores to decrease. Yet, independent priming did not influence levels of self-reported emotional well-being. Furthermore, although the Japanese respondents were shown to be more distressed according to both of the standardized social anxiety measures, this finding was actually reversed with respect to self-reported emotional well-being. The evidence thus points to high scores on measurements of social anxiety being directly and causally linked to low levels of independence, while no link was found between independence and emotional well-being.

Acting in our interests: Relational self-construal and goal motivation across cultures

Relationally-autonomous reasons (RARs) are motives for behavior that take into account one’s close relationships. A cross-cultural model tested the hypotheses that (a) people with a highly relational self-construal will pursue their goals for RARs, and (b) RARs will predict positive goal outcomes after controlling for variance explained by personally-autonomous reasons (PARs) and social support. One hundred seventy Americans and 219 Japanese completed a well-being and self questionnaire then generated and rated seven goals on several attributes. Results showed that relational self-construal was associated with RARs for goals. RARs predicted effort directly and predicted progress and purpose in life indirectly for both groups. In addition, Americans and Japanese differed in the types of goals they pursued and the degree to which social support predicted effort. Implications for self, culture, and motivation research are discussed.

Towards a New Epistemology of Mathematics

In this introduction we discuss the motivation behind the workshop “Towards a New Epistemology of Mathematics” of which this special issue constitutes the proceedings. We elaborate on historical and empirical aspects of the desired new epistemology, connect it to the public image of mathematics, and give a summary and an introduction to the contributions to this issue.

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Phenomenology and the Third Generation of Cognitive Science: Towards a Cognitive Phenomenology of the Body

Phenomenology of the body and the third generation of cognitive science, both of which attribute a central role in human cognition to the body rather than to the Cartesian notion of representation, face the criticism that higher-level cognition cannot be fully grasped by those studies. The problem here is how explicit representations, consciousness, and thoughts issue from perception and the body, and how they cooperate in human cognition. In order to address this problem, we propose a research program, a cognitive phenomenology of the body, which is basically motivated by the perspective of Merleau-Ponty. We find a substantial clue in developmental psychological studies on the body and language.

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The Effects of Social-Comparison Versus Mastery Praise on Children’s Intrinsic Motivation

Two studies examined the effects of social-comparison versus mastery praise on 4th- and 5th-grade children’s intrinsic motivation. Children received a high score and either social-comparison praise, mastery praise, or no praise for working on a set of novel puzzles. They then worked on a different task and were given either ambiguous feedback (Study 1) or positive feedback (Study 2) before completing measures of intrinsic motivation. Mastery praise enhanced intrinsic motivation and social-comparison praise curtailed it when uncertainty about children’s subsequent performance was introduced (Study 1) and, for girls, even in situations of continued success (Study 2). Social-comparison praise also tended to discourage children from seeking subsequent self-evaluative normative information. Theoretical and practical implications are discussed.

Political support for self-determination,wealth, and national subjective well-being

The present paper explored the relation of wealth and support for self-determination to national subjective well-being (SWB). Support for self-determination was considered from both a political and cultural values standpoint. The results confirmed associations between wealth, support for self-determination, and well-being in a large sample of countries. Importantly, political and cultural value supports for self-determination remained significantly associated with national well-being (as measured by happiness reports and life expectancy) even after controlling for national differences in wealth.

Are There Stable Factors in Preadolescent Girls’ Externalizing Behaviors?

Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated by parents and teachers in a large, representative community sample of girls (N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity, relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression). There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.

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The Process by Which Relative Autonomous Motivation Affects Intentional Behavior: Comparing Effects Across Dieting and Exercise Behaviors

A motivational model integrating self-deter-mination theory and the theory of planned behavior was tested in two samples for exercise and dieting behavior respectively. Relative autonomous motivation from self-determination theory was hypothesized to predict intentions to exercise or diet via the mediation of attitudes and perceived behavioral control (PBC) from the theory of planned behavior. It was also expected that attitudes and PBC would predict actual levels of exercise and dieting behavior via the mediation of intentions. Relations in the proposed model were expected to be invariant across the behaviors. Two samples of participants (N = 511) completed measures of the autonomous motives, attitudes, subjective norms, PBC, and intentions with respect to exercise and dieting behavior. Four weeks later, participants self-reported their behavior. Structural equation models supported the replicability of the proposed model in both behaviors. Findings supported the majority of the hypothesized effects in the proposed model across the two health behaviors. However, four effects were significantly different across the two behaviors: the effect of autonomous motives on intentions, subjective norms and PBC on intentions, and intentions on behavior. Findings extend knowledge of the processes by which psychological antecedents from the theories affect health behaviors integral to the maintenance of energy balance.