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971.
Bernardo AB 《International journal of psychology》2008,43(5):886-891
Achievement goal theory assumes that self-instrumental (mastery) achievement goals are associated with academic achievement, whereas social-instrumental (performance) goals are not. However, research on Asian students shows that both mastery and performance-approach goals are positively related to achievement; possibly because achievement motivation in Asian cultures is socially oriented and not individually oriented. The current study explored the structure of the social and individual achievement motivation orientations, and how these achievement orientations and achievement goals were related to achievement of Filipino university students. The results showed two dimensions of social-oriented achievement motivations-parent-oriented and teacher-oriented motivations-and two dimensions of individual-oriented achievement motivations-personal performance standards and personal goal choice. However, these achievement motivation orientations were not associated with achievement. Instead mastery and performance-approach goals were both positively associated with academic achievement, personal performance standards, and parent-oriented achievement motivation. 相似文献
972.
Olaya García-Rodríguez Roberto Secades-Villa Stephen T Higgins José R Fernández-Hermida José L Carballo 《Journal of applied behavior analysis》2008,41(4):623-628
This study analyzed the viability of financing a voucher program for cocaine addicts in Spain through public and private donations. Of the 136 companies contacted, 52 (38%) provided donations. The difference between the benefits (15,670€/$20,371) and the costs (3,734€/$4,854) was 11,936€/$15,517. The type of reinforcer a company can offer, the size of the company, and the time elapsed before responding may be determining variables in a company''s decision whether to collaborate. 相似文献
973.
People have proved adept at categorizing others into social categories, at least when the categorical distinction is perceptually obvious (e.g., age, race, or gender). There remain many social groups whose boundaries are less clear, however. The current work therefore tested judgments of an ambiguous social category (male sexual orientation) from faces shown for durations between 33 ms and 10,000 ms. The sexual orientation of faces presented for 50 ms, 100 ms, 6500 ms, 10,000 ms, and at a self-paced rate (averaging 1500 ms), was categorized at above-chance levels with no decrease in accuracy for briefer exposures. Previous work showing impression formation at similar speeds relied on consensus to determine the validity of judgments. The present results extend these findings by providing a criterion for judgmental accuracy—actual group membership. 相似文献
974.
Ventura P Pattamadilok C Fernandes T Klein O Morais J Kolinsky R 《Journal of experimental child psychology》2008,100(2):79-88
Culture has been shown to influence the way people apprehend their physical environment. Cognitive orientation is more holistic in East Asian cultures, which emphasize relationships and connectedness among objects in the field, than in Western cultures, which are more prone to focus exclusively on the object and its attributes. We investigated whether, beyond, or in conjunction with culture, literacy and/or schooling may also have an influence on this cognitive orientation. Using the Framed-Line Test both in Portugal and in Thailand, we compared literate schooled adults with two groups of unschooled adults: one of illiterates and one of ex-illiterates. As in former studies on Western people, Portuguese-schooled literates were more accurate in the absolute task than in the relative task. In contrast, Portuguese illiterates and ex-illiterates were more accurate in the relative task than in the absolute task. Such an effect of schooling was not observed in the Thai groups, all of whom performed better on the relative task. Thus, the capacity to abstract from contextual information does not stem only from passive exposure to the culture or the physical environment of Western countries. Western schooling, as part of or in addition to culture, is a crucial factor. 相似文献
975.
This study examined relatively broad achievement goals (performance-approach, performance-avoid, mastery), and aspects of more specific target goals (goal difficulty, expectancy, framing) as predictors of academic performance. All three achievement goals predicted academic performance (with performance-avoid goal predicting poorer performance, and performance-approach and mastery goals predicting better performance). The association between performance-avoid goals and poorer performance was mediated by negative framing. The positive relations between performance-approach and mastery goals and performance were mediated by goal difficulty. In all cases, the aspects of the specific goal predicted performance independent of the broader achievement goals, but the achievement goals did not predict independent of the specific goals. Discussion focuses on how goals of different types combine to affect performance. 相似文献
976.
Investigating problem-solving performance, Ishida, H. (2005). College students’ perfectionism and task-strategy inefficience: Why their efforts go unrewarded? Japanese Journal of Social Psychology, 20, 208–215. Found high levels of perfectionism were associated with lower efficiency. Aiming to replicate and further explore this finding, the present study investigated how two dimensions of perfectionism (high standards, discrepancy between expectations and performance) predicted efficiency in proof-reading performance. N = 96 students completed a proof-reading task involving the detection of spelling, grammar, and format errors. When error-detection performance was subjected to signal detection analysis, high standards correlated positively with the number of incorrectly detected errors (false alarms). Moreover, when task-completion time was taken into account, high standards were negatively correlated with efficiency (accuracy/time). In comparison, discrepancy correlated negatively with the number of correctly detected errors (hits) and positively with a conservative response bias. The findings show that perfectionistic standards are associated with reduced efficiency demonstrating the importance of considering invested time, errors, and response bias when investigating the relationship between perfectionism and performance. 相似文献
977.
Gillian B. Yeo Tamma Sorbello Annette Koy Luke D. Smillie 《Motivation and emotion》2008,32(4):296-309
Goal orientation theories were used to generate predictions regarding the moderating effect of goal orientation profiles on
task performance growth trajectories. Participants were given multiple trials of practice on an air traffic control task.
Analyses were conducted using growth curve modeling. As expected, individuals with high performance-approach orientation improved
their task performance scores faster than their counterparts. The interaction between mastery and performance-avoid orientations
moderated the performance growth curve such that individuals with high mastery and low performance-avoid orientation improved
their performance at the fastest rate. The interaction between performance-approach and performance-avoid orientations also
moderated the performance growth curve. Individuals with low performance-approach and high performance-avoid orientation improved
their performance at the slowest rate. These findings contribute to theory and practice by elucidating how various combinations
of goal orientations influence the rate of skill acquisition.
相似文献
Gillian B. YeoEmail: |
978.
We conducted a field study to test the applicability of the job characteristics model (JCM) in volunteer organizations and
examine the impact of job characteristics on volunteer motivation, satisfaction and intent to quit, as well as test a measure
of volunteer performance. One hundred and twenty-four volunteers completed measures of job characteristics, motivation, satisfaction,
and intent to quit. Supervisors rated volunteer task performance and organizational citizenship behaviors (OCB). Results showed
that job characteristics were related to volunteers’ autonomous motivation, satisfaction and performance. Autonomous motivation
acted as a mediator in the relationship between job characteristics and satisfaction. The theoretical and practical implications
of these findings are discussed.
相似文献
Marylène GagnéEmail: |
979.
Thomas Villmann Christiane Liebers Beate Bergmann Antje Gumz Michael Geyer 《New Ideas in Psychology》2008,26(2):309-325
In the present contribution we investigate in an exemplary single-case study the behavior of psycho-physiological variables in psychotherapy sessions. The values are measured continously during a single session at the same time for both patient and therapist. The analysis of the data is done using an artificial neural network approach for non-linear principal component analysis and faithful data representation/visualization and compression required for subsequent process analysis. The used network (growing self-organizing map, GSOM) thereby uses a kernel smoothing for improved data density estimation. In this way, we are able to generate an entropy model of psycho-physiological variability detecting emotionally instable phases during the therapy process. We relate our finding to results obtained by speech analysis of the therapy sessions according to the cycle model invented by Mergenthaler. Thus, we get preliminary suggestions how psycho-physiological reactions are related to the therapeutic process. 相似文献
980.
Integrating goal orientation theory with interactionist approaches, this experimental study (N = 104) tested the unique and interactive effects of individual differences in goal orientations and situational goal orientation inducements on performance trajectories during skill acquisition. Results indicated that learning goal orientation predicted performance trajectories more positively when coupled with one situational inducement that captures a complementary feature (a performance, as opposed to a learning, goal frame), and when jointed with a situational inducement that captures a supplementary feature (self-referenced vs. normative-based performance feedback). There was also a complementary-like interaction between the two situational inducements, such that a learning goal frame led to more positive performance trajectories when coupled with normative, as opposed to self-referent, feedback. Implications for the motivation and skill acquisition literatures are discussed. 相似文献