动机的目标理论

章对动机的目标研究领域的发展脉络、研究方法以及所取得的新近成果进行综述,总结各种目标理论的共同点和分歧,并对这一领域的未来发展方向做出了展望。作认为,目标理论将导致行为的情感因素、动机力量与认知过程有机结合,这体现了一种整合趋势;同时,目标理论强调目标对于人格功能、情绪以及健康的重要性,使得该领域的研究与社会生活密切相联。而这一研究领域的未来方向则是,探查动机倾向与个人目标之间的联结。     

Goal Theories of Motivation as Rigorous Humanism

Over the past few decades, there has been increasing interest among social, clinical, and personality psychologists in the topic of human agency in general and personal goals in particular. Goal theories of motivation are described and analyzed from the perspective of Rychlak's rigorous humanism. Studying goals may actually be more of a methodology than a theory. A number of different theories could lead to the study of goals as a primary research methodology. However, not all such theories will meet Rychlak's criteria for rigorous humanism. The role of goals in Logical Learning Theory is discussed.     

Not Motivated to Act During Goal Pursuit: Powerlessness Blocks Motivation Transfer in Goal Systems

The current research investigates a motivational mechanism that contributes to the inferior goal striving and attainment of powerless individuals: the transfer of motivation from goals to means. We expected that this mechanism would work effectively only in powerful individuals. The results of an experiment and a field study confirmed our assumptions. The more motivated powerful people were to attain the goals, the more they engaged in self-determined action and, in turn, the more positively they experienced goal-related activities. No such relation was found for their powerless counterparts. Implications for power research and goal systems theory are discussed.     

研究生创造性动机的研究

创造性动机是促使个体的创造能力从潜在状态转化为现实状态的动力。本研究以研究生为被试,修订工作倾向问卷(WPI),采用修订后的WPI考察研究生创造性动机的结构和特征。结果表明:研究生创造性动机处于中等偏高水平;专业对创造性动机的影响非常显著;性别对创造性动机的影响不显著;31~35岁研究生的创造性动机最强;4-6年工龄的研究生创造性动机水平最高;一年级研究生创造性动机水平最高。     

科技人员创造动机与创造力的研究

本研究初步探讨了我国科技人员创造动机与创造力的关系及其基本特征。 1 74名科技人员回答了成就目标、内部动机与外部动机、创造动机和创造力问卷。研究结果表明我国科技人员有较高的创造力和创造动机水平 ,在动机中内部动机水平最高。在动机与创造力的关系上 ,内部动机对创造力的直接与间接影响均达到了显著水平 ,外部动机对创造力的负面影响没有达到显著水平 ,任务目标对创造力无影响 ,自我目标对创造力的积极影响未达到显著水平。     

工作场所中员工创新的内驱力：员工创造力自我效能感

自我效能感在创新领域具体运用后,发展为创造力自我效能感, 是指个体对创造成功的信念。以往的研究多集中于教育领域。随着员工创新在组织创新中地位提升, 研究者发现, 对创新成功所抱有的信念是支撑员工将创新行为实施到底的重要内在力量, 创造力自我效能感的研究开始向组织领域拓展。文章对创造力自我效能感在组织领域的最新研究进行归纳,总结了影响员工创造力自我效能感的主要因素：领导支持、工作的复杂度等;提炼了员工创造力自我效能感与员工创新的关系, 说明员工创造力自我效能感无论是作为员工创新心理的一个维度, 还是作为一个独立变量在个体创新机制中起中介或者调节作用, 均与员工创新紧密相关; 最后, 提出下一步的研究需要对员工创造力自我效能感的测量以及影响因素进行深入研究, 为管理实践提供更多的理论依据。     

The Relation between Motivation and Goal Attainment: A Correlational Meta-Analysis

This meta-analysis investigated the strengths of the relationship between various types of motivations and accompanying future outcomes that individuals intend to change, based upon 337 effect sizes from 62 studies. Considerable variation exists within and between the effect sizes of the 14 types of motivations, ranging from a small negative effect size, r = −.13, I² = 93.85% (k = 13), to a medium positive effect size, r = .38, I² = 0.0% (k = 3). The following factors moderated some of the 14 summary effect sizes: (a) the type of assessment data (self-report vs. physical data); (b) the type of future outcomes (physical behavior, psychological state, and intellectual ability); (c) the use of a motivational intervention; (d) the use of a longitudinal design; and (e) the time period between the point that measured motivation and future outcomes. The moderating effects suggest that the effect size of motivations may fluctuate across various domains, while future outcomes may be almost unaffected or even affected negatively by particular types of motivations, although certain other types of motivations play positive roles.     

Implementation Planning as a Pathway Between Goal Motivation and Goal Progress for Academic and Physical Activity Goals1

The aim of this prospective study was to investigate the role of self‐concordance and implementation planning on the progress made by university students in the pursuit of their academic and physical activity goals over a 1‐month period. A sample of 205 students completed measures of self‐concordance at Time 1, and implementation planning and goal progress at Time 2. Results of structural equation modeling analyses indicated that implementation planning partially mediated the relationship between self‐concordance and academic goal progress, and fully mediated this relationship for goals related to physical activity. The results attest to the importance of selecting goals that are congruent with the self and the use of planning strategies for the facilitation of goal progress in 2 life domains.     

社会动机与“自我-他人”对创造性表现的影响

以往研究发现个体为自己和为他人的创造表现存在差异,但研究结论不一致。另外,考虑到社会动机是影响“自我-他人”表现的重要因素,本研究采用2（社会动机：亲社会、利己）×2（“自我-他人”：自我、他人）混合实验设计,考察社会动机与“自我-他人”如何来影响创造性表现。结果发现,亲社会组创造性表现的新颖性、有效性和总分均高于利己组,支持了动机性信息加工理论。自我组在创造性表现的新颖性和总分上高于他人组,这与解释水平理论的观点不一致。矛盾的原因可能是在东方“紧”文化背景下,人们按照社会认可的价值体系来为他人创造时,人们对新颖性的态度是谨慎的,因此为自我创造比为他人创造更加新颖。     

课堂目标结构、个人目标取向、自我效能及价值与学业自我妨碍

以216名初中二年级学生为被试,采用协方差结构模型对成就目标、自我效能、价值与学业自我妨碍的关系进行研究。结果表明：课堂自我取向对学业自我妨碍有显著的正向预测作用;自我效能、内在价值和达成价值对学业自我妨碍有显著的负向预测作用。     

个人目标取向、课堂目标结构及文化因素与学业求助策略的关系研究

本研究以982名初中学生为被试,采用验证性因素分析和多元回归方法对个人目标取向、课堂目标结构及文化因素与学业求助策略的关系进行研究。结果表明:(1)个人目标取向可以区分出任务取向、趋向型自我取向和逃避型自我取向,它们对学业求助的影响是不同的,只有逃避型自我取向的学生才倾向于作不利于学习的执行性求助。(2)课堂目标结构对学业求助有影响 ,在任务取向的课堂里 ,学生倾向于作工具性求助。(3)文化因素对学业求助有影响。认同中国求助格言的学生愿意作工具性求助,在意他人评价的学生倾向于回避求助或作执行性求助。(4)个人目标取向、课堂目标结构和文化因素对不同年级学生学业求助的影响模式不同。     

医学研究生创造性动机与专业认同及人格的关系

通过问卷对吉林省医学院校研究生的创造性动机进行研究,结果表明,医学研究生的创造性动机和专业认同在性别、学位类型、专业性质方面的差异是由内在需要的差异所导致的;创造性动机中的内在动机和报酬与专业认同紧密相关,创造性动机与人格互为因果;人格中的开放性和外倾性在专业认同对创造性动机的影响过程中具有显著的调节作用.     

Goal Difficulty and Creative Performance: The Mediating Role of Stress Appraisal

We investigated whether the effect of goal difficulty on creativity may be clarified by examining how people appraise their working conditions. In an experiment, 157 undergraduate students completed a divergent thinking task for which goal difficulty was manipulated. Stress appraisals were assessed through self-reports, and creativity was evaluated by independent judges. Results indicated that difficult goals, although categorized as a challenge stressor, can also be appraised as a hindrance and/or a threat. Although there was a direct positive effect of difficult goals on creative performance, hindrance appraisals partially mediated a negative relationship between goal difficulty and creative performance. Results highlight that stress appraisals can help clarify inconsistent effects of stressors, with implications for managing creativity.     

教师成就目标的测量及其与学校目标结构的关系

首先,依据Elliot关于成就目标的能力界定标准和能力效价的理论构想,提出教师成就目标的理论结构。浙江省内外十多所中小学523份有效调查数据的探索性和验证性因素分析的结果表明,教师成就目标由6个因素构成,即:绝对-回避目标、个人-回避目标、参照-回避目标、个人-接近目标、参照-接近目标、绝对-接近目标。然后,利用浙江省内外另外十多所中小学625份调查问卷的结果,采用结构方程模型技术对教师成就目标和学校目标结构之间的关系进行了分析。结果表明,掌握目标结构对绝对-接近目标、个人-接近目标具有显著正效应,对绝对-回避目标具有显著负效应;成绩目标结构对绝对-接近目标、参照-接近目标、个人-回避目标和参照-回避目标具有显著正效应。     

Effects of Explicit Instructions,Metacognition, and Motivation on Creative Performance

Effects of explicit instructions, metacognition, and intrinsic motivation on creative homework performance were examined in 303 Chinese 10th-grade students. Models that represent hypothesized relations among these constructs and trait covariates were tested using structural equation modelling. Explicit instructions geared to originality were positively related to originality of homework, but not to fluency/flexibility of homework. Participants with high intrinsic motivation for creative work scored higher on originality as well as fluency/flexibility of homework, whereas intrinsic motivation for challenging work had an inverse effect on creative homework. Theoretical claims on the relation between explicit instructions and metacognitive activities and between the latter and creative performance were not supported by this study. The degree of explicitness of instructions and the nature of the tasks were discussed in relation to the findings on the effect of explicit instructions. Further, the difference of creative process involved in the production of original versus fluent/flexible creative performance and the difference in the two types of intrinsic motivation and their effects on creative performance were discussed based on various studies including brain activities. Implications of the findings for the Chinese education system were discussed.     

目标激励对创业行动效能影响的情景模拟

通过情景模拟实验比较了愿景表征型目标激励与非愿景表征型目标激励对创业行动效能的影响,并且检验了成就目标导向与创业目标激励的交互作用。实验结果表明：（1）愿景表征型目标带来的激励效果显著优于非愿景表征型目标产生的激励效果。（2）目标激励与创业行动效能的关系受到成就目标导向的缓冲。（3）目标激励和成就目标导向都要通过个体感知的管理能力对创业行动效能起驱动作用。