Themes of Agency and Communion In Significant Autobiographical Scenes

ABSTRACT In three studies employing over 350 community adults and college students, participants wrote or told narratives of personally important scenes in their lives. The autobiographical accounts were coded for themes of agency and communion, the two general content dimensions in lives and life stories that have been identified by many theorists and researchers. The four agentic themes of self-mastery, status, achievement/responsibility, and empowerment were positively associated with Thematic Apperception Test (TAT) measures of achievement and power motivation, self-report scales of dominance and achievement, and personal strivings concerning being successful and feeling strong. Similarly, the four communal themes of love/friendship, dialogue, care/help, and community were positively associated with intimacy motivation, needs for affiliation and nurturance, and personal strivings concerned with warm and close relationships. The results suggest a thematic coherence in personality across the arenas of key autobiographical memories, social motives, and daily goals.     

Going forward by drawing from the past: personal strivings, personally meaningful memories, and personality traits

The present research explored the idea that what people strive for in their daily lives is meaningfully linked to their autobiographical memories and stable personality characteristics. Study 1 showed that (a) personal strivings (both self-reported and content coded) are related to the emotional and motivational content of self-defining memories, (b) personal strivings are related to self-esteem and narcissism, and (c) the relation between personal strivings and personality is partially mediated by memory content. Study 2 extended these findings to a longitudinal context and showed that personal strivings and memory content reciprocally influence each other over time. Together, the findings suggest that when people consider how to move forward in their lives, they draw on their past experiences to establish goals for the future and that the way this process plays out is shaped by people's stable personality characteristics.     

个人奋斗及其相关研究

个人奋斗作为个人目标概念中最有代表性的一种,是一种特定的、与情境目标有关的人格意向结构,指的是个体通过日常行为所努力达成的特性生活目标。根据目标理论的层次结构,个人奋斗及类似概念被统称为人格中的“中层”目标单元。文章选取Emmons的个人奋斗理论,从个人奋斗的基本概念及其测评开始,论述其与幸福感、人格特质的相关关系,并简要评述了几种不同的个人目标理论,呈现了一种与传统特质理论不同的人格研究方法     

Motivation for and commitment to social values: The roles of age and gender

The primary aim of this study was to examine how motives and commitment to social values influence well-being in men and women of different ages. College students and older adults in the community reported on their motivational orientation (intrinsic vs. extrinsic), behavioral commitment to idiographic social values, and their current well-being (satisfaction with life, positive and negative affect). We tested a series of path models with motivational orientation mediating the relationship between commitment to values and well-being. Consistent with self-determination theory, we found that behavioral commitment to intrinsically motivating social values was related to greater life satisfaction and positive affect, whereas being committed to extrinsically motivating values was related to greater negative affect. While age and gender did not moderate these relationships, meaningful age and gender differences emerged across value-based motivations, commitment, and indices of well-being. This work adds to our understanding of how values are a guiding influence for successful navigation of one’s social world.     

A Three‐Domain Personality Analysis of a Mentally Tough Athlete

The current study adopted McAdams' multilayer framework as the basis to develop a psychological portrait of an elite athlete who was identified as being particularly ‘mentally tough’. The aim was to use this single case as an exemplar to demonstrate the utility of McAdams' framework for understanding the complexity of sport performers across three domains of personality: dispositional traits, characteristic adaptations, and narrative identity. We operationalised these domains through the development of specific research questions and, subsequently, the collection and integration of the participant's Big Five traits, personal strivings, coping strategies, and response to a life story interview. The results offered a comprehensive insight into the nature of one athlete's personality that, in turn, informed conceptual perspectives of mental toughness in sport psychology literature and qualitatively supported emerging evidence of the validity of a three‐layer framework in personality psychology. Specifically, the study's design showed how a holistic approach to personality analysis can lead to a more complete psychological representation of competitors in sport, and people generally. It demonstrated how motivational, sociocultural, and meaning‐making aspects of personality can complement a trait profile to achieving a satisfying assessment of the whole person. Copyright © 2017 European Association of Personality Psychology     

Career-related goal pursuit among post-high school youth: Relations between personal control beliefs and control strivings

The present research reveals the bi-directional relationship between career-related control beliefs and strivings, and their predictive relationship with hours of gainful employment. Three waves of data of a longitudinal study of 532 graduating high school seniors from four ethnically diverse schools in the Los Angeles Unified School District were analyzed using structural equation modeling. The results show individuals?? career-related personal control beliefs in effort and social connections, but not in ability or luck, were significantly predictive of career-related control strivings 1?year later. Thus, only personal control beliefs in causal factors that are contingent on an individual??s primary control strivings to enact effects are predictive of active motivational engagement in pursuit of career-related goals. Regarding the inverse direction of influence (i.e., strivings predict beliefs), career-related control strivings were significantly predictive of career-related personal control beliefs in ability, effort, and social connections, but not luck, 1?year later. These results support the idea that active goal engagement creates an implemental mindset that optimistically biases individuals?? beliefs in their personal control over causal factors relevant to attaining a pursued career-related goal. In addition, the results show that career-related control strivings, but not career-related personal control beliefs, are significantly positively associated with the number of hours of gainful employment worked 1-year later, supporting a beliefs-strivings-outcome sequential relationship.     

Hierarchical representation of motives in goal setting

The authors developed a framework for thinking about motives in goal setting. The reasons for choosing a particular goal are represented in a hierarchical network of motives. To uncover context-specific motives and their interconnections, the authors propose a procedure based on the elicitation of justifications for one's goal. The authors applied the procedure to the motivation of volunteering to join the Italian Army by officers (N = 151) and 3 groups of enlisted soldiers (Garibaldi Brigade, N = 141; Folgore Brigade, N = 144; and volunteers in training, N = 150). The resulting idiographic motives and linkages between motives were validated by regressing attitudes, intentions to reenlist, and commitment toward the army on motives and linkages between motives. A heuristic nomothetic summary of goals, arranged in an interconnected hierarchy, was derived.     

Towards an Understanding of Mental Toughness in Australian Football

A personal construct psychology (PCP; Kelly, 1955/1991) framework was employed in an attempt to reveal a holistic understanding of mental toughness in the context of Australian Football. Eleven male coaches (M age = 42, SD = 9.62) with considerable playing and coaching experience at the elite level were interviewed using a PCP-based interview protocol. Transcribed verbatim data were analyzed using grounded theory procedures. Three independent categories (characteristics, situations, behaviors) were inductively derived and integrated into a model in which the importance of understanding each component individually was emphasized. The relationship between these three central categories was also highlighted. Results identified the key mental characteristics and their contrasts together with those situations that demand mental toughness, and the behaviors commonly displayed by mentally tough footballers. Conceptualized in the context of these three categories, mental toughness in Australian Football can be considered as a buffer against adversity but also as a collection of enabling factors that promote and maintain adaptation to other challenging situations. Practical implications of the findings are discussed and focus on issues pertaining to enhancing and/or developing mental toughness.     

Extending hierarchical achievement motivation models: The role of motivational needs for achievement goals and academic performance

In the current study, we investigated the role of three basic motivational needs (need for power, affiliation, achievement) as antecedents of goals within the 2 × 2 achievement goal framework, and examined their combined predictive validity with regard to academic performance in a sample of 120 university students. Structural equation modeling analysis largely supported our postulated model, linking motivational needs indirectly to course grades through goals. Achievement goals were formed by a combination of different motives: need for achievement was a positive predictor of all four achievement goals, and need for affiliation was negatively related to performance-approach and performance-avoidance goals. Additionally, need for power was a positive predictor of performance-avoidance goals. Performance-approach goals had a direct (positive) effect on performance outcomes. In sum, our results integrate basic motivational needs with the achievement goals literature and extend therefore hierarchical achievement motivation models, by showing how basic human motives of achievement, affiliation, and power are related to goal striving motivation and performance outcomes in an academic setting.     

Performance‐approach and performance‐avoidance classroom goals and the adoption of personal achievement goals

Background. Students’ perceptions of classroom goals influence their adoption of personal goals. To assess different forms of classroom goals, recent studies have favoured an overall measure of performance classroom goals, compared to a two‐dimensional assessment of performance‐approach and performance‐avoidance classroom goals (PAVCG). Aims. This paper considered the relationship between students’ perceptions of classroom goals and their endorsement of personal achievement goals. We proposed that three (instead of only two) classroom goals need to be distinguished. We aimed to provide evidence for this hypothesis by confirmatory factor analysis (CFA) and also by divergent associations between the respective classroom goal and students’ personal goal endorsement. Sample. A total of 871 (474 female) 10th grade students from several German high schools participated in this study. Method. Students responded to items assessing their perception of mastery, performance‐approach, and performance‐avoidance goals in the classroom. Additionally, the students reported how much they personally pursue mastery, performance‐approach, and performance‐avoidance goals. All items referred to German as a specific school subject. Results. A CFA yielded empirical support for the proposed distinction of three (instead of only two) different kinds of classroom goals. Moreover, in hierarchical linear modelling (HLM) analyses all three classroom goals showed unique associations with students’ personal goal adoption. Conclusions. The findings emphasized the need to distinguish performance‐approach and PAVCG. Furthermore, our results suggest that multiple classroom goals have interactive effects on students’ personal achievement strivings.     

Perfectionism and exam performance: The mediating effect of task-approach goals

Perfectionistic strivings are positively correlated with students’ achievement goals and exam performance. However, so far no study has employed a prospective design investigating whether achievement goals mediate the positive relationship between perfectionistic strivings and exam performance. In the present study, 100 university students completed a measure of self-oriented perfectionism and socially prescribed perfectionism (Hewitt & Flett, 1991) and received a chapter from a textbook to study for 2–4 days. Then they returned to the lab to complete a measure of achievement goals following the 3 × 2 model (Elliot, Murayama, & Pekrun, 2011) and sit a mock exam testing their knowledge of the chapter. Multiple regressions showed that socially prescribed perfectionism negatively predicted exam performance when the overlap with self-oriented perfectionism was controlled for. In contrast, self-oriented perfectionism—a defining indicator of perfectionistic strivings—positively predicted exam performance. Moreover, task-approach goals mediated the positive relationship between self-oriented perfectionism and exam performance. The findings suggest that perfectionistic strivings make students adopt task-approach goals that help them achieve better results on exams.     

个人奋斗及相关研究综述

个人奋斗作为个人中层目标中最有代表性的一种,是一种特定的、与情境目标有关的人格意向结构,是个体通常努力去做的事情,是个体通过其行为试图达到的目标。文章主要介绍个人奋斗的概念特征及其测量,论述其与幸福感、人格特质等的关系,并梳理国内外进行的相关研究,简要评述研究者在这些方面所进行的研究工作,在此基础上提出自己的问题和想法。     

Exploring Individual Differences in a Goal‐Setting Situation Using the Motivational Trait Questionnaire1

We examined the Motivational Trait Questionnaire (MTQ) in a goal‐setting situation to determine the capability of motivational traits to predict task performance and core variables associated with goal‐setting: self‐efficacy, personal goals, and goal commitment. The MTQ measures individual differences in motivation to perform tasks utilizing 6 underlying scales that reflect the 3 traits of personal mastery, competitive excellence, and motivation related to anxiety. Generally consistent with hypotheses, we found that higher levels of the desire to learn, mastery, other‐referenced goals, competitiveness, and emotionality scales were predictive of personal goals, self‐efficacy, and practice, or postgoal performance of an idea‐generation task. Our findings led us to believe that the MTQ is a reliable and useful way of measuring stable motivational constructs, particularly in a goal‐setting situation.     

Attachment and exploration in adulthood

In the present work, the relationship between attachment and exploration in adulthood is examined from both theoretical and empirical standpoints. Theoretically, attachment theory's exploration system is linked to R. W. White's (1959) concept of effectance motivation, and to the motive and goals constructs that are central to the achievement motivation literature. Empirically, 4 studies are presented that document a link between adult attachment (operationalized using categorical, continuous, and dimensional measures) and achievement motives (need for achievement and fear of failure) and achievement goals (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance, and approach relative to avoidance personal strivings). Mediational analyses establish the role of challenge construal, threat construal, and competence valuation in accounting for the observed relationships.     

Understanding mental toughness at a Women’s Australian rules football club

Scholars have argued that mental toughness is a term that represents hypermasculine ideals. This hypermasculinity ideal could be considered relevant in the sport of Australian rules football, which has been played, at the professional level, by male athletes for the majority of its existence. Given the rising popularity of the Australian Football League Women’s (AFLW), the present research sought to explore how the term mental toughness was understood at an AFLW club through a cultural sport psychology lens. Interviews were conducted with players (n = 4) and coaches (n = 6) from an AFLW club over the course of a competitive season. Data were transcribed verbatim and thematically analysed, with themes constructed to correspond with different levels of contextual influence. From this analysis, the club values and underlying assumptions, the social truths, and the role models/archetypes that provided a collective understanding of the term were identified. Mental toughness was defined by high-performance values of the men’s game, which had implications for female athletes in this environment who are not afforded the same opportunities to fully embody these values. Mental toughness is positioned, in this environment, as an ideal with different meanings for female athletes due to structural factors associated with elite-level competition (e.g., full-time versus part-time professionalism).     

RESEARCH: "A Higher Purpose: The Sanctification of Strivings in a Community Sample"

Most adults in a community sample (N = 150; ages 25-56) perceived their top 10 strivings as being connected to God (theistic sanctification) and having sacred, transcendent qualities (nontheistic sanctification), with highest ratings given to religious goals, family relationships, altruistic endeavors, and existential concerns. Greater sanctification of strivings correlated positively with the importance, commitment, longevity, social support, confidence, and internal locus of control of strivings. Based on 5 phone interviews about the prior 48 hr, people invested more time and energy in their 2 most highly sanctified strivings than their 2 least sanctified strivings. Greater sanctification of strivings related to a greater sense of life purpose and meaning and joy yielded by strivings but not fewer psychological or physical health difficulties.     

Conflicts between on-task and off-task behaviors in the classroom: the influences of parental monitoring, peer value orientations, students’ goals, and their value orientations

Students in class are sometimes torn between following the lesson and engaging in off-task behavior. In this paper, instead of classifying it as a form of deviant behavior, off-task behavior is reconstructed as a manifestation of students multiple motivations in the classroom. The study examines whether parental monitoring, peer value orientations, students’ personal goals, and their value orientations determine students’ motivational interference in these conflict situations. Participants were 348 students (mean age 15.24) from 16 classes of four high schools. A self-report questionnaire was used that combined a qualitative assessment of personal goals with a quantitative approach. Qualitative answers were coded and data was analyzed in a series of hierarchical linear models. As hypothesized, relationships between motivational interference and parental monitoring, peer achievement and well-being value orientations, students’ school- and leisure-related goals, as well as students’ achievement and well-being value orientations were demonstrated. Students’ own value orientations emerged to be the strongest predictor of motivational interference and mediated between parental monitoring and motivational interference. The results suggest that teachers should help students to reconcile their multiple values and goals in the classroom.     

Dimensions of perfectionism and goal commitment: A further comparison of two perfectionism measures

Research on perfectionism has suggested that a strong association exists between the setting and striving for excessively high standards. However, the motivational aspects of perfectionism have yet to be empirically identified. The purpose of the present study was to evaluate the usefulness and psychometric properties of a new goal commitment scale by assessing commitment to perfection in seven content areas. In addition to identifying individual differences in perfectionism goal commitment, the current research also investigated the association between commitment to perfectionism and trait indices of perfectionism. A sample of 261 students rated degree of commitment to perfectionistic goals and completed two multidimensional perfectionism scales that assess the personal and social aspects of perfectionism. Analyses confirmed the presence of individual differences in perfectionism goal commitment. Correlational tests revealed that the trait perfectionism dimensions were correlated with the goal commitment measure, but the findings varied as a function of the specific perfectionism goal. Overall, the current data are consistent with the view that the perfectionism construct has a salient motivational component. Our findings suggest that the assessment of goal commitment is a useful means of examining specific facets of the perfectionism construct.