Implicit achievement motive limits the impact of task difficulty on effort-related cardiovascular response

In contrast to the motive literature, motivational intensity theory predicts that the implicit achievement motive (nAch) should only exert an indirect impact on effort by limiting the impact of task difficulty. To contrast these two views, sixty-eight participants with a low or high nAch performed an easy or difficult arithmetic task. Effort was assessed using cardiac pre-ejection period (PEP). Supporting motivational intensity theory’s view, PEP response was low in both easy-task conditions but stronger in the high-nAch group than in the low-nAch group in the difficult task. These findings suggest that nAch exerts an indirect effect on effort investment by setting the maximally justified effort instead of directly determining the amount of effort that is invested to satisfy the motive.     

Mental fatigue influence on effort-related cardiovascular response: difficulty effects and extension across cognitive performance domains

Two experiments investigated cardiovascular effects of mental fatigue as a function of (1) the difficulty of the cognitive challenge with which participants were confronted, and (2) the relevance of that challenge to the activity that instigated the fatigue. In the first, participants performed an easy (fatigue low) or difficult (fatigue high) counting task and then were presented an arithmetic challenge (task B relevance high) or a scanning challenge (task B relevance low) with instructions that they would avoid a noise if they attained a modest performance standard. Analysis of blood pressure responses assessed during the work periods revealed fatigue main effects, reflecting stronger responses for High Fatigue participants, regardless of the character of the second task. In the second, the procedure was the same except that it included a high performance standard and provided the chance to win a prize. Analysis of the pressure data revealed fatigue x work period interactions, reflecting relatively stronger responses among High Fatigue participants in work period 1, but relatively weaker responses among these participants in work period 2. Results confirm previous findings and support an analysis of fatigue influence on effort and associated cardiovascular responses. They also argue against the idea that mental fatigue influence may be confined to relevant cognitive performance realms.

Effect of motivation on academic fluency performance in survivors of pediatric medulloblastoma

It has been proposed previously that extrinsic motivation may enable survivors of childhood medulloblastoma to significantly improve aspects of neurocognitive performance. In healthy populations, enhanced motivation has been shown to promote academic fluency, a domain likely more relevant to the educational outcomes of pediatric medulloblastoma survivors than academic skill development. The present study investigates the effect of enhanced extrinsic motivation on fluent (i.e., accurate and efficient) academic performance in pediatric medulloblastoma survivors. Participants were 36 children, ages 7–18, who had completed treatment for medulloblastoma. Participants completed a neuropsychological battery that included administration of equivalent tasks on Forms A and B of the Woodcock-Johnson III Tests of Achievement. Half were randomly assigned to an incentive condition prior to the administration of Form B. Provision of a performance-based incentive resulted in statistically significant improvement, but not normalization of function, in performance on measures of academic fluency. No demographic, treatment-related, academic, neuropsychological, or self-perception variables predicted response to incentive. Findings suggest that academic performance of survivors may significantly improve under highly motivating conditions. In addition to implications for educational services, this finding raises the novel possibility that decreased motivation represents an inherent neuropsychological deficit in this population and provides a rationale for further investigation of factors affecting individual differences in motivational processes. Further, by examining effort in a context where effort is not inherently suspect, present findings also significantly contribute to the debate regarding the effects of effort and motivation on neuropsychological performance.     

Consequences of prosocial and antisocial behavior for the recipient

Statement of problemAlthough studies have examined antecedents of prosocial and antisocial behaviors in sport, little is known about the potential consequences of these behaviors for the recipient. In this research, we examined: (a) whether teammate prosocial and antisocial behaviors are related to athletes’ effort, performance, enjoyment and anger during a match and the mediating role of enjoyment and anger (Studies 1 and 2); and (b) whether prosocial and antisocial behaviors are related to commitment to play for one’s team and whether enjoyment and performance mediate these relationships (Study 2).MethodRight after a game, football/soccer (N = 203; Study 1) and basketball (N = 281; Study 2) players completed a multi-section questionnaire measuring the aforementioned variables.ResultsProsocial teammate behavior was positively related to effort, performance, and enjoyment, and enjoyment mediated the relationship between prosocial teammate behavior and effort and performance; prosocial teammate behavior was also positively related to commitment directly and indirectly through enjoyment and performance. Antisocial teammate behavior was positively related to anger and negatively related to effort and performance. Anger and performance mediated the effects of antisocial teammate behavior on effort and commitment, respectively.ConclusionsOur findings demonstrate the importance of acting prosocially and not acting antisocially toward one’s teammates and have implications for enjoyment, effort, performance, and commitment in sport.     

Last and fast? – A gender-specific analysis of effort gains in swimming relay events across Olympic Games and World Championships during the past 20 years

Elite swimmers are individual athletes competing mostly on their own. However, when competing in a relay team, they are exposed to social influences possibly leading to effort gains compared to their individual performance. This study investigated effort gains in relay team members during 4 × 100 m freestyle races of Olympic Games and World Championships across the past 20 years. We assumed increasing effort gains in swimmers competing on later serial positions within their relay team since weaknesses in their performances can increasingly less be compensated by their teammates (social indispensability). Furthermore, we assumed a stronger gain in female athletes since females have been shown to be more affected by social indispensability then males. Using linear mixed modelling analyses, we additionally examined the moderating impact of the relay team outcome (i.e. medal-winning chance) on effort gains and indispensability effects while accounting for current team rankings at change-over. Except for the first swimmer, overall effort gains in relay performances were found as compared to performances in individual races during the same championship. Furthermore, these gains were close to equally distributed among both laps of the 100 m distance. However, even though effort gains are tending to be most pronounced for the last relay team swimmer we failed to detect any significant indispensability effect in our data set. Noteworthy, female swimmers showed larger effort gains when winning a medal (based on the current team rankings) was likely. In contrast, males showed effort gains irrespective of the serial order within the relay team and medal chance. Consequently, tentative recommendations are derived on how to line up a relay team.     

Just more of the same,or different? An integrative theoretical framework for the study of cumulative interruptions at work

We propose a theoretical framework that explores the accumulation of work interruptions and their effects. Most research studies have dealt with interruptions as isolated phenomena, ignoring the simultaneous or sequential occurrence of interruptions common in everyday life. We fill this gap and provide insight into the process of the accumulation of interruptions by mapping deep-level regulation onto an observable sequence of actions. Furthermore, we explain how cumulative interruptions can lead to qualitatively different effects because of the interaction and joint development of isolated effects, identifying some mediating and moderating factors. In doing so, we disclose the relationships between the effects of single interruptions found in laboratory studies and the impacts on health and well-being of multiple interruptions found in applied research.     

Book review

Long-standing beliefs about one's self-efficacy and learning ability accumulate over the school years. Attributions, or causal perceptions and interpretations, of behavioural outcomes are also based on a person's learning history. And, it is evident from research on attributional bias and self-esteem that the perceived causes of success and failure have consequences for academic success. An important perspective on attributions, frequently neglected in educational research, pertains to content-specific beliefs about one's competence. We set up a field study in which students from the first form of secondary education were asked to report their causal attributions of regular school examinations in three school subjects: history, native language, and mathematics. The results suggest that students generate different causal attributions for successful or unsuccessful examinations, belonging to different school-subjects. Perception of specific examination conditions may or may not urge students to generate specific attributions. There is evidence for both school-subject specificity and examination-specificity in the observed causal attributions. But, the effect of school-subject seems to be more pronounced than the effect of examination. Information at the momentary level (examination conditions) interacts with information at the middle level (school-subject). Closer analyses of the observed causal attributions vis-à-vis perceived success and failure in the three school-subjects displayed marked differences, especially in relation to the effort attributions.     

Three attempts to replicate the behavioral sunk-cost effect: a note on cunha and caldieraro (2009)

Cunha and Caldieraro (2009) investigated whether sunk-cost effects, which are well documented in hypothetical situations involving monetary investments, also occur in choice situations with purely behavioral investments. Their results suggest that decision makers indeed fall prey to behavioral sunk-cost effects under certain circumstances. I have been unable to replicate their pattern of results in three separate investigations. In these studies, I attempted to recover the effect using two other behavioral effort manipulations in addition to the manipulation used by Cunha and Caldieraro. This failure to replicate the pattern of results calls into question the robustness of the initial findings.