Gaming motivation and problematic video gaming: The role of needs frustration

Motivation is often used as a predictor of a problematic style of video game engagement, implying that individuals' gaming undermines optimal functioning. Drawing from recent advances in Self‐Determination Theory (SDT), the present study explores the links between gaming motivations, the daily frustration of basic psychological needs, and reports of problematic video gaming (PVG). A sample of 1029 participants (72.8% male; M = 22.96 years; SD = 4.13 years) completed items regarding their gaming engagement and gaming motivation as well as their experience of needs frustration and PVG symptoms. Results revealed positive associations between gaming motivations and PVG, and between daily needs frustration and PVG. Finally, after comparing several competing models, a mediational model whereby needs frustration explained the association between individuals' gaming motivation and PVG emerged as best fitting the data. The discussion addresses the theoretical and practical implications of these findings in the context of recent research.     

Assessment of learning goals in university students from the perspective of ‘person-situation interaction’: the Situated Goals Questionnaire (SGQ-U) / Evaluación de las metas de aprendizaje en estudiantes universitarios desde la perspectiva de la ‘interacción persona-situación’: el Cuestionario de Metas Situadas (CMS-U)

Academic behaviour takes place in a context in which the nature of class activities and interactions can influence the student’s motivation to learn. So, in order to study this influence, it is necessary to assess not only the personal variables that can motivate academic behaviour, but also the degree to which students are sensitive to different situational or task characteristics. In this case, the interaction person-situation is analysed using a new tool, the ‘situated-goal questionnaire’ for university students. Data of 770 students were analysed using confirmatory techniques, as well as Anova and regression techniques. According to results, the questionnaire has good psychometric characteristics. Besides, they showed the effect of the kinds of situation on the degree to which students declare the pursuit of different goals, as suggested by the person/situation interaction model, as well as the validity of both goals and sensitivity to situations for predicting engagement and self-estimated mean grade.     

Responding to emotional scenes: effects of response outcome and picture repetition on reaction times and the late positive potential

Processing the motivational relevance of a visual scene and reacting accordingly is crucial for survival. Previous work suggests the emotional content of naturalistic scenes affects response speed, such that unpleasant content slows responses whereas pleasant content accelerates responses. It is unclear whether these effects reflect motor-cognitive processes, such as attentional orienting, or vary with the function/outcome of the motor response itself. Four experiments manipulated participants’ ability to terminate the picture (offset control) and, thereby, the response’s function and motivational value. Attentive orienting was manipulated via picture repetition, which diminishes orienting. A total of N?=?81 participants completed versions of a go/no-go task, discriminating between distorted versus intact pictures drawn from six content categories varying in positive, negative, or neutral valence. While all participants responded faster with repetition, only participants without offset control exhibited slower responses to unpleasant and accelerated responses to pleasant content. Emotional engagement, measured by the late positive potential, was not modulated by attentional orienting (repetition), suggesting that the interaction between repetition and offset control is not due to altered emotional engagement. Together, results suggest that response time changes as a function of emotional content and sensitivity to attention orienting depends on the motivational function of the motor response.     

Effects of a Motivational Inducement on the Psychometric Properties of a Cognitive Ability Test

College students are often used in the development stages of cognitive ability tests that are designed to be used in business settings. One criticism of this strategy is that there are important motivational differences between these two settings that may limit generalization from one setting to the other. Research has not investigated the degree to which motivational inducements may enhance the psychometric properties of the tests with this population. In the present study, a 162-item cognitive ability test was administered to 320 undergraduate students, 160 of whom were given experimental credit for their participation (control group) and 160 of whom were given experimental credit but were also told that the top 25% of scorers each would receive $20 (experimental group). Results of differential item functioning and confirmatory analytic analyses suggested that the cognitive ability test was essentially equivalent across the two groups. Implications for cognitive ability test development and future research are discussed.     

The Theory of Emotions in Marketing

To determine whether a theory of emotions in marketing is needed, this article assesses the current theoretical status of emotions in marketing. The theoretical propositions and the characteristics of four major theories of emotions borrowed from psychology, as well as five marketing accounts for emotions are reviewed. The characteristics of emotions in marketing are specified and compared with the characteristics of emotions as seen by psychology. The article ends with four theoretical proposals on directions for future development of a theory of emotions in marketing.     

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.     

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.     

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。     

Low ranks make the difference: How achievement goals and ranking information affect cooperation intentions

This investigation tested the joint effect of achievement goals and ranking information on information exchange intentions with a commensurate exchange partner. Results showed that individuals with performance goals were less inclined to cooperate with an exchange partner when they had low or high ranks, relative to when they had intermediate ranks. In contrast, mastery goal individuals showed weaker cooperation intentions when their ranks were higher. Moreover, participants’ reciprocity orientation was found to mediate this interaction effect of achievement goals and ranking information. These findings suggest that mastery goals are more beneficial for exchange relationships than performance goals in terms of stronger reciprocity orientation and cooperation intentions, but only among low-ranked individuals.