Toward a general theory of persons.

The fundamental question I consider is the following: What is it that makes one thing a person and another thing not? I do not provide a complete answer; rather I begin to develop a framework for answering the question. In this essay I do the following: (1) distinguish between the powers possessed by persons and the constitutions of persons, and propose some metaphysical conjectures concerning the relationship between persons' powers and their constitutions; (2) propose for Christians, as well as for others, an hylomorphic soul-body alternative to Cartesianism; (3) highlight some prominent differences between the nature of human persons to problems in biomedical ethics concerning the ontological and moral status of human embryos and of the comatose.     

Toward a theory of individual differences and leadership: understanding the motivation to lead.

A broad, integrative theoretical framework for understanding the relationship between individual differences and various leader behaviors is presented; it proposes a new individual-differences construct called the motivation to lead (MTL). A large-scale study using 3 samples in different occupational and cultural contexts shows 3 factors underlying MTL, namely, affective-identity, noncalculative, and social-normative MTL. A parsimonious model of antecedents to MTL is developed through hierarchical regression modeling and is cross-validated using confirmatory latent variable modeling. MTL is shown to provide incremental validity over other predictors such as general cognitive ability, values, personality, and attitudes in the prediction of 2 behavioral measures of leadership potential. Findings are discussed with reference to the theoretical framework proposed for understanding individual differences in leader behavior.     

Toward a general theory of unconscious processes in psychoanalysis and anesthesiology

Psychoanalysis and anesthesiology appear radically different in their clinical practice, yet they share a focus of inquiry: unconscious processes. Despite this common domain, there has been no exploration of the relationship between "the unconscious" as conceived by psychoanalysts and "surgical unconsciousness" as conceived by anesthesiologists. This is likely due to the fact that general anesthesia has been assumed to be a state in which the brain is simply "turned off." More recent neuroscientific data invalidate this assumption by demonstrating that the anesthetized brain is both cognitively dynamic and capable of implicit learning. Current perspectives on anesthetic mechanisms suggest that general anesthesia is characterized not simply by the absence of cognitive activity, but by the disintegration of cognitive activity. The cognitive unbinding paradigm of general anesthesia is discussed and its application to Wilfred Bion's theory of thinking, as well as his concept of attacks on linking, is elucidated. Based on the common structure and function of unconscious processes in psychoanalysis and anesthesiology, the foundation of a general theory is established.     

Social context,student's motivation,and academic achievement: Toward a process model

The purpose of the present research was to propose and test a motivational process model of academic achievement. The model posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school motivation which in turn influences academic achievement. Two studies using a prospective design tested the adequacy of the model. In Study I, participants were 1,623 ninth-grade students. Results from structural equation modeling supported the motivational model. Participants in Study 2 were 1,098 tenth-grade students. Results from this study corroborated those of Study 1 controlling for students' prior achievement in the ninth grade. The role of self-determinod school motivation in academic achievement is discussed and avenues for future research are considered.     

Social context,student's motivation,and academic achievement: Toward a process model

The purpose of the present research was to propose and test a motivational process model of academic achievement. The model posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived school competence and autonomy. In turn, perceived school competence and autonomy affect positively self-determined school motivation which in turn influences academic achievement. Two studies using a prospective design tested the adequacy of the model. In Study I, participants were 1,623 ninth-grade students. Results from structural equation modeling supported the motivational model. Participants in Study 2 were 1,098 tenth-grade students. Results from this study corroborated those of Study 1 controlling for students' prior achievement in the ninth grade. The role of self-determinod school motivation in academic achievement is discussed and avenues for future research are considered. This research is part of a larger project that is being funded by grants from the William and Flora Hewlett Foundation; the San Francisco Foundation; the Robert Wood Johnson Foundation; the Danforth Foundation; the Smart Foundations; the Pew Charitable Trusts; the John D. and Catherine T. MacArthur Foundation; the Annenberg Foundation; Spunk Fund, Inc.; the DeWitt Wallace-Reader's Digest Fund, Inc.; Louise and Claude Rosenberg; and the Center for Substance Abuse Prevention, U.S. Department of Health and Human Services. The views expressed in the paper are those of the authors and not necessarily of the funders. We are grateful to the many educators, students, and colleagues who cooperated with us on this project and to several anonymous reviewers who provided helpful suggestions.     

Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research

This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.     

Toward a tripartite model of intrinsic motivation

Intrinsic motivation (IM) refers to engaging in an activity for the pleasure inherent in the activity. The present article presents a tripartite model of IM consisting of IM to know (i.e., engaging in an activity to experience pleasure while learning and trying to understand something new), IM toward accomplishment (i.e., engaging in an activity for the pleasure experienced when attempting task mastery), and IM to experience stimulation (i.e., engaging in an activity for feelings of sensory pleasure). The tripartite model of IM posits that each type of IM can result from task, situational, and personality determinants and can lead to specific types of cognitive, affective, and behavioral outcomes. The purpose of this research was to test some predictions derived from this model. Across 4 studies (Study 1: N = 331; Study 2: N = 113; Study 3: N = 58; Study 4: N = 135), the 3 types of IM as well as potential determinants and consequences were assessed. Results revealed that experiencing one type of IM over the others depends in part on people's personality styles. Also, each type of IM was found to predict specific outcomes (i.e., affective states and behavioral choices). The implications of the tripartite model of IM for motivation research are discussed.     

Family therapy in Macau: development,challenges and opportunities

Family therapy in Macau is in its early stages of development. The Satir model and structural family therapy were the first two therapies introduced. Later on, solution‐focused brief therapy and narrative therapy were also introduced. Macau has been undergoing dramatic socioeconomic changes since the relaxation of the gambling licenses. In sociocultural terms this has led to significant changes: the so‐called ‘dealer's complex’, gambling, drug abuse and youth deviance have become more prevalent. To address complicated family problems, various counselling institutes and training centres were established to conduct family therapy. However, there are still some limitations and challenges that must be addressed in order to have a thriving family therapy profession in Macau.     

Testing a bi-factor model to disentangle general and specific factors of motivation in self-determination theory

We examined the utility of the bi-factor model for disentangling general motivation and specific motivations (i.e., amotivation, external, introjected, identified, and intrinsic regulations) in relation to goal progress and physical activity (PA). Participants (N = 186 undergraduate students; M_age = 19.26 years) completed assessments of motivation and PA at Time 1. Four weeks later, PA and goal progress were assessed at Time 2. Results indicated that the exploratory bi-factor model specifying motivational regulations as the specific factors and general motivation as the general factor was a good fit to the data. Results of the structural equation model indicated that identified and intrinsic regulations and general motivation predicted concurrent PA at Time 1. A novel finding was that controlling for concurrent PA at Time 1, general motivation emerged as the only predictor of Time 2 goal progress and PA. Results highlight the importance of examining general motivation in addition to quality of motivation in tandem because general motivation emerged as the sole significant longitudinal predictor of PA outcomes.     

Getting the big picture: Development of spatial scaling abilities

Spatial scaling is an integral aspect of many spatial tasks that involve symbol-to-referent correspondences (e.g., map reading, drawing). In this study, we asked 3–6-year-olds and adults to locate objects in a two-dimensional spatial layout using information from a second spatial representation (map). We examined how scaling factor and reference features, such as the shape of the layout or the presence of landmarks, affect performance. Results showed that spatial scaling on this simple task undergoes considerable development, especially between 3 and 5 years of age. Furthermore, the youngest children showed large individual variability and profited from landmark information. Accuracy differed between scaled and un-scaled items, but not between items using different scaling factors (1:2 vs. 1:4), suggesting that participants encoded relative rather than absolute distances.     

Emotion and motivation II: sex differences in picture processing

Adhering to the view that emotional reactivity is organized in part by underlying motivational states--defensive and appetitive--we investigated sex differences in motivational activation. Men's and women's affective reactions were measured while participants viewed pictures with varied emotional and neutral content. As expected, highly arousing contents of threat, mutilation, and erotica prompted the largest affective reactions in both men and women. Nonetheless, women showed a broad disposition to respond with greater defensive reactivity to aversive pictures, regardless of specific content, whereas increased appetitive activation was apparent for men only when viewing erotica. Biological and sociocultural factors in shaping sex differences in emotional reactivity are considered as possible mediators of sex differences in emotional response.     

Seeing the big picture: map use and the development of spatial cognition

This paper considers the relation between the development of spatial cognition and children’s use of maps and models. A new theoretical perspective is presented that takes into account the influences of maps on the development of spatial cognition. Maps provide a perspective on spatial information that differs in important ways from the perspective gained from direct experience navigating in the world. Using and thinking about maps may help children to acquire abstract concepts of space and the ability to think systematically about spatial relations that they have not experienced directly. In addition, exposure to maps may help children to think about multiple spatial relations among multiple locations. The results of previous studies that have demonstrated developmental differences in children’s cognition of large‐scale environments are examined from this theoretical perspective. This review suggests that the development of spatial cognition consists partly of the acquisition of models of large‐scale space, and that maps influence the development of the modern Western model.