The relationship between autonomous motivation and goal pursuit: A cross‐cultural perspective

People pursue their goals for different reasons, and previous research has distinguished two types of autonomous reason: relationally autonomous reasons (RARs) and personally autonomous reasons (PARs). The present study examines how RARs and PARs predict goal performance and well‐being differently for people in individualistic and collectivistic cultures. Participants included 250 American and 246 Chinese undergraduate students. They listed two of the most important goals they were currently pursuing, and completed survey measures to assess their RARs, PARs, goal effort and progress, and personal and collective self‐esteem. The moderating effect of culture on how RARs and PARs influence goal outcomes was tested through structural equation modelling analyses, so that both RARs and PARs could be incorporated into the analyses. The results indicate cultural differences in the degree to which PARs and RARs relate to goal performance and well‐being. Implications regarding the role of autonomy in different cultures are discussed.     

Tomatis® Method comparative efficacy in promoting self-regulation in tertiary students: A systematic review

This systematic review sought to determine the evidence on how the Tomatis® Method, a sound stimulation intervention for improving listening, compares to other self-regulation interventions with tertiary students. We searched studies from the following data bases ‘Academic FileOne, CINAHL, Cochrane Library, Communication & Mass Media Complete, eBook (EBSCOHost), HeinOnline, OAPEN Library, PsychARTICLES, PsychINFO, SocINDEX, ScienceDirect, and Google Scholar; and the North-West University repository’ and for the period spanning 2003 to 2013. Studies included for the analysis met these criteria: Published between 2003 and 2013; published and written in English, student participant samples from tertiary institutions such as a universities or colleges; programmes or interventions developed and implemented with a positive effect on well-being or self-regulation; application of the Tomatis® Method in a student population, irrespective of an experimental design. A total of 35 articles met the inclusion criteria. The evidence was thematically analysed using narrative analysis. Findings suggest the Tomatis® Method to be superior to alternative self-regulation approaches in decreasing psychosocial and emotional stressors, as well as enhancing well-being of students. The Tomatis® Method was as effective as alternative approaches in promoting self-awareness and self-monitoring. Alternative methods were more effective than the Tomatis® Method in aspects of critical thinking. The Tomatis® Method appears to compare well with other interventions for the promotion of self-regulation among tertiary students.     

Contesting orientations,self-determined motivation,and sportspersonship: Further validation of the contesting orientations scale

ObjectivesTo examine the factorial validity of the Contesting Orientations Scale (COS) in a large sample of intercollegiate student-athletes, as well as to extend evidence of the COS’ concurrent validity by examining its relationship to autonomous and controlled motivations in sport. The ability of contesting orientations to predict sportspersonship over and above autonomous and controlled motivations was also examined.DesignCross-sectional and correlational.MethodsFive hundred and forty-four intercollegiate US athletes (57.2% male) from individual and team sports completed measures of contesting orientations, autonomous and controlled motivations, and sportspersonship.ResultsConfirmatory factor analysis (CFA) supported the factorial validity of the COS, while correlational results supported its concurrent construct validity, with autonomous motivation associated with higher levels of partnership orientation and controlled motivation associated with higher levels of war orientation. In addition, sequential regression analyses supported the predictive utility of contesting orientations, with partnership orientation emerging as a significant positive predictor of four – and war orientation a negative predictor of three – dimensions of sportspersonship. Mediation analyses suggested that contesting orientations may partially mediate the relationship between autonomous and controlled motivations for some dimensions of sportspersonship.ConclusionsThe COS is a valid and reliable measure of contesting orientations. Partnership and war contesting orientations, moreover, add significantly to the prediction of sportspersonship over and above autonomous and controlled motivations. In practice, if the goal is to promote good sportspersonship, coaches and other adults involved in competitive sport should emphasize a partnership contesting orientation in addition to more autonomous forms of motivation.     

权力对人际敏感性的影响

高权力还是低权力的个体更能准确地理解他人的想法和感受？这个问题在人际关系研究领域没有定论。长期以来研究者认为,高权力者的人际敏感性要弱于低权力者,但近年来这一观点受到很多的质疑。研究发现,在特定情况下,高权力者的人际敏感性可能强于低权力者。虽然目前为止两种“矛盾”的观点都有各自相应的实证结论,但缺乏理论上的系统解释。通过对当前权力与人际敏感性关系的争议进行梳理,并以权力对认知的影响为基础,结合权力通过情绪和动机的作用,整合形成权力的影响机制,不仅可以在一定程度上诠释已有的“矛盾”观点,还可以由此明确未来从个人因素和社会因素出发进一步深入研究两者关系的方向。     

动机因素、学习策略、智力水平对学生学业成就的影响

以１１９名高中学生为被试,测量研究了动机因素、学习策略、智力水平对学生学业成就的影响。结果表明,自我效能、内在动机、掌握目标、学习策略、智商分数与学业成就呈显著的正相关,外在动机、业绩目标与学业成就呈显著的负相关。智商分数、学习策略、动机因素与学业成就存在着因果关系,智商分数（β＝０.４７６）、学习策略（β=０．２２０）、自我效能（β＝０.２０７）、掌握目标（β＝０．１８５）对学业成就有显著的回归效应,并直接影响学业成就。而内在动机（β＝０．１８４）通过直接影响学习策略而间接影响学业成就。     

Intrinsic Versus Extrinsic Motivation in Schools: A Reconciliation

This article explores the nature of the relationship between intrinsic and extrinsic motivation in schools, and in particular examines critically the assertion that these processes are necessarily antagonistic. The weight of evidence suggests that rewards in the form of school grades and the focus of many students on doing well, gradewise, need not necessarily interfere with learning for its own sake. Educational implications of these findings are considered. One such implication is that focusing on students' interests can be a valuable motivational strategy.     

Developing a Leadership Perspective in the Classroom

This paper presents a normative pedagogical model that integrates leadership theory, student development, and cognitive/ego development. The first step, assessment of students' developmental stage/needs, uses a developmental model to assess students' developmental and motivational needs. The second step, selection of teaching style, incorporates leadership literature to develop teaching styles selected based on the developmental and motivational needs of students. The third step in the continuous process, evaluation of outcomes, involves assessment of either continued development and/or increased student motivation and improved student learning. Research and teaching implications of the proposed model are also discussed.     

偏见的自我调节研究述评

偏见不是不可避免的。个体能够依靠自我调节来控制偏见反应。拥有高控制偏见内部动机且低控制偏见外部动机的个体能最有效地控制偏见, 包括内隐偏见。这类个体的控制偏见动机的内化程度最高, 而内化程度高的控制偏见动机能自动起作用。四分过程模型能分离出自动过程和控制过程对内隐测量任务的影响, 因此能更好地解释自动激活的联接和自我调节是如何交互影响行为的。未来的研究应进一步探索如何发展控制偏见内部动机和对内隐控制偏见动机的测量等问题。     

Response-specific effects of pain observation on motor behavior

How does seeing a painful event happening to someone else influence the observer's own motor system? To address this question, we measured simple reaction times following videos showing noxious or innocuous implements contacting corporeal or noncorporeal objects. Key releases in a go/nogo task were speeded, and key presses slowed, after subjects saw a video of a needle pricking a fingertip. No such effect was seen when the observed hand was replaced by a sponge, nor when the needle was replaced by a cotton bud. These findings demonstrate that pain observation modulates the motor system by speeding withdrawal movements and slowing approach movements of the finger. This illustrates a basic mechanism by which visual information about pain is used to facilitate appropriate behavioral responses.     

A brief opportunity to run does not function as a reinforcer for mice selected for high daily wheel-running rates

Mice from replicate lines, selectively bred based on high daily wheel-running rates, run more total revolutions and at higher average speeds than do mice from nonselected control lines. Based on this difference it was assumed that selected mice would find the opportunity to run in a wheel a more efficacious consequence. To assess this assumption within an operant paradigm, mice must be trained to make a response to produce the opportunity to run as a consequence. In the present study an autoshaping procedure was used to compare the acquisition of lever pressing reinforced by the opportunity to run for a brief opportunity (i.e., 90 s) between selected and control mice and then, using an operant procedure, the effect of the duration of the opportunity to run on lever pressing was assessed by varying reinforcer duration over values of 90 s, 30 min, and 90 s. The reinforcement schedule was a ratio schedule (FR 1 or VR 3). Results from the autoshaping phase showed that more control mice met a criterion of responses on 50% of trials. During the operant phase, when reinforcer duration was 90 s, almost all control, but few selected mice completed a session of 20 reinforcers; however, when reinforcer duration was increased to 30 min almost all selected and control mice completed a session of 20 reinforcers. Taken together, these results suggest that selective breeding based on wheel-running rates over 24 hr may have altered the motivational system in a way that reduces the reinforcing value of shorter running durations. The implications of this finding for these mice as a model for attention deficit hyperactivity disorder (ADHD) are discussed. It also is proposed that there may be an inherent trade-off in the motivational system for activities of short versus long duration.