A functional analysis of personal autonomy: How restricting ‘what’, ‘when’ and ‘how’ affects experienced agency and goal motivation

Personal autonomy is central to people's experiences of agency and abilities to actively take part in society. To address the challenges of supporting autonomy, we propose a functional model of autonomy, according to which the experience of agency is a function of the opportunity to determine what to do, when to act and how to act in goal-pursuit. We tested the model in three experiments where the three goal-pursuit components could be constrained by another person or an artificial intelligence (AI) agent. Results showed that removing any of the three components from one's own decisions reduced experienced agency (Study 1a and 1b) and lowered motivation to pursue goals in organisational contexts (Study 2). In comparison to the strong and robust main effects, interactions between the components and the effects of the source of restriction (human vs. AI) were negligible. Implications for personal autonomy, algorithmic decision-making and behaviour change interventions are discussed.     

Putting behavior on hold decreases reward value of need-instrumental objects outside of awareness

We examined whether cues that put impulsive behavior towards rewarding objects on hold reduces the value of the rewarding objects outside of conscious awareness. We manipulated the reward value of water by making participants thirsty, or not. Next, a bottle of water was subliminally presented in a go/no-go task, and paired with either go cues or no-go cues (putting behavior on hold). Subsequently, as a measure of reward value of water, participants estimated the size of water objects. Results showed that repeatedly withholding behavior towards water reduced the perceived size of water objects, but only when participants were made thirsty. These results suggest that withholding impulsive behavior towards objects that serve basic needs nonconsciously reduces reward value of these objects. Implications for nonconscious behavior regulation are briefly discussed.     

Dynamic Testing in Selection for an Educational Programme: Assessing South African Performance on the Raven Progressive Matrices

This article describes the research results of an investigation into the use of dynamic testing for the selection of candidates for an educational programme. The selection of students from educationally disadvantaged backgrounds for mathematics‐, science‐, and technology‐based programmes is a problem for which most South African higher education institutions still have to find adequate solutions. Dynamic testing procedures are often seen as more fair to use for selection than single‐session tests in situations of unequal educational opportunity. The possibility that a selection instrument using a dynamic testing process could add significantly to the selection effectiveness already achieved in a South African mathematics and science foundation year using single‐session tests was investigated. The performance of a group of educationally disadvantaged black South African students on the Raven Progressive Matrices is compared to that of other groups reported in research literature. Considering the disadvantaged nature of the South African group, the group performed well on the Raven test when compared with data from other countries.     

Group Effects on Individual Learning Achievement

This study focuses on the impact of the social context of a class on student behaviour, in particular, the effects of pupil-pupil interaction on learning achievement. Two major functions of reference groups are distinguished: a normative and a comparative function. The normative function deals with norm setting and enforcing norms. The comparative function is merely a standard of comparison for the individual. This study deals with the question as to what extent contextual effects at classroom level can be accounted for by these two types of reference processes. The development of mathematical achievement of some 3,600 students in Year 8 (11 or 12 years of age) in about 200 primary schools in the Netherlands was followed. Students were asked to rate their classmates on two/three-point scales: a comparative scale and a normative scale. It appears that both the comparative and the normative reference structure of classes have substantial effects on individual achievement. The effect of the normative reference group, however, is by far the strongest.     

The nonconscious road to perceptions of performance: Achievement priming augments outcome expectancies and experienced self-agency

Three experiments explored the effects of priming the achievement concept on the expectation of performance outcomes and experiences of self-agency over outcomes in a task in which performance outcomes were dependent on chance. Experiment 1 and 2 showed that achievement priming produced expectations of higher (more successful) outcomes prior to working on the task, regardless of whether priming was subliminal (nonconscious) or supraliminal (conscious) and that this effect could not be attributed to subjective motivation to perform well. Experiment 3 revealed that subliminal achievement priming decreased participants’ experienced self-agency when outcome feedback was low, but increased self-agency when it was high. Together, these results suggest that activating achievement concepts outside of awareness spontaneously triggers expectations of higher task outcomes, which increases or decreases self-agency depending on whether there is a match or mismatch with observed outcomes. Implications for the literature on achievement-priming effects on behavior are discussed.