Sentiments d’efficacité personnelle et dynamique du projet professionnel

The present study explored the relations of emotional self-efficacy, career indecision and motivation in a sample of 200 French university students. Results from standard multiple regression analyses showed that emotional self-efficacy appeared the best predictor of intrinsic motivation toward education. The three dimensions of career indecision, as measured by CDDQ, do not revealed good predictors of intrinsic motivation. Concerning amotivation, inconsistent information (due to unreliable information, internal and external conflicts) is the best predictor of amotivation. Emotional self-efficacy also explains amotivation. The theoretical and practical implications of these findings are discussed.     

Growth motivation as a moderator of behavioral self-handicapping in women

Behavioral self-handicapping is a strategy used to protect attributions about ability. People behaviorally self-handicap by creating an obstacle to their success so failure is attributed to the obstacle instead of to their ability. Although past research has observed behavioral self-handicapping exclusively in men, the current research revealed a moderator of behavioral self-handicapping in women: growth motivation, which reflects the desire to develop one's abilities and learn from failure. Participants (N = 100) completed a test purportedly predictive of successful careers and relationships, and some were given failure feedback about their performance. Participants could behaviorally self-handicap by choosing to complete another test in a performance-impairing environment. Although men self-handicapped more overall, women self-handicapped more after failure when they were low in growth motivation. These results highlight a novel moderator of behavioral self-handicapping in women.     

Distinguishing Source of Autonomy Support in Relation to Workers' Motivation and Self-Efficacy

ABSTRACt

The purpose was to investigate the relationship between autonomy support by managers and co-workers and employees' work motivation and self-efficacy in two studies. In Study 1, a sample of 343 Swedish workers completed surveys, and in Study 2, we followed up with a subsample of 98 workers one year later. As in previous studies, managers' support of autonomy was significantly positively related to workers' outcomes. However, the results of Study 1 also showed that co-worker autonomy support was related to these outcomes over and above the effects of manager support. Study 2 showed that changes in autonomy support from co-workers during one year significantly predicted motivation and self-efficacy one year later, while change in support from managers was unrelated to outcomes later. These findings provide evidence for the importance of both vertical and horizontal sources of support.     

A Different View of Anger: The Cognitive‐Neoassociation Conception of the Relation of Anger to Aggression

The common, everyday understanding of anger is problematic in a number of respects—in its inattention to the prototypic nature of this emotional state; in its failure to recognize the important role often played by the critical event's aversiveness; and in its neglect of the frequently close connection between anger arousal and aggression‐related motor impulses. This article discusses all of these matters from the point of view of my cognitive‐neoassociation perspective [Berkowitz, 1990, 1993, 2010; Berkowitz and Harmon‐Jones, 2004]. The role of automatic, nonconscious reactions is considered, and it is also emphasized that angry feelings are linked to approach motivation—movement toward the perceived source of the anger. The article also briefly summarizes relevant research dealing with the self‐regulation of anger reactions. This broad review hopefully will prompt further inquiries into the arousal, nature, and operation of anger. Aggr. Behav. 38:322‐333, 2012. © 2012 Wiley Periodicals, Inc.     

The career resources model: an integrative framework for career counsellors

Changes in the nature of work and organisations have led to an increased need for self-directed career management (SDCM). However, there is no consensus in the literature of what constitutes SDCM and many related concepts have been proposed. Integrating previous research across different conceptualisations of SDCM, the article proposes four critical career resources which are essential for career development in the modern context: human capital resources, social resources, psychological resources and identity resources. Implications of this framework for counselling practice are presented.     

Art as Orientation

What is it that we lack in everyday life that causes us to value art so highly? This article argues that (almost) all values are to be understood in terms of a needs‐satisfaction system, and hence that the value of art can be understood only with reference to the state of the appreciator prior to engagement with the artwork. Aesthetic appreciation can be analysed as a process, which can be described in empirically based psychological terms, leading to a functional view of aesthetic experience as potentially enhancing the individual's orientation at sensory, cognitive, and interpersonal levels; our motivation is a special form of pleasure. Various objections are then considered, with particular attention to the role of pleasure in connection with tragedy; the relation of art to related cultural pursuits is also briefly indicated.     

Need fulfillment and motivation in physical education predict trajectories of change in leisure-time physical activity in early adolescence

ObjectivesWe examined (1) how psychological need fulfillment and motivation in physical education and leisure-time physical activity change during early adolescence, and (2) the degree to which need fulfillment and motivation predict trajectories of change in physical activity.DesignLongitudinal survey.MethodsStudents (N = 134, ages 10–13 years) completed surveys assessing perceived competence, autonomy, relatedness, intrinsic motivation, and identified, introjected, and external regulations in physical education, and leisure time physical activity each semester in school for 3 years.ResultsUnconditional growth models showed an average increase in physical activity. Competence also increased, while autonomy and relatedness, and identified and introjected regulation decreased. Conditional models showed that students with higher levels of autonomy, relatedness, intrinsic motivation, and identified regulation had higher levels of physical activity at baseline and throughout the study. Students with lower levels of autonomy, relatedness, intrinsic motivation, and identified regulation experienced significantly greater increases in physical activity, but these effects were very small.ConclusionsNeed fulfillment and motivation variables positively predict physical activity. While youth with lower levels of need fulfillment and motivation have lower levels of physical activity, they also tend to increase physical activity levels more across early adolescence. These associations highlight how physical education experiences in early adolescence may influence change in physical activity, and suggest efforts to foster need fulfillment and autonomous regulation in physical education may promote physical activity.     

Changes in students’ goal pursuits and motivational regulations toward healthy behaviors during the pandemic: A Self-Determination Theory perspective

ObjectivesIn this study, we examined how students’ perceptions of teachers and parents’ need-supportive and need-thwarting behaviors, related to their intrinsic and extrinsic goal pursuits, and in turn their motivational regulations toward physical activity in virtual physical education lessons over a semester during the Sars-COV2 pandemic.DesignShort-term longitudinal study.MethodsStudents (M_age = 14.43, SD = 0.99) completed the targeted questionnaires at the beginning (T1, N = 295) and the end (T2, N = 194) of a virtual semester.ResultsThe results of the autoregressive model indicated that all measures were relatively stable from T1 to T2. Neither teachers nor parents’ need-supportive and need-thwarting behaviors at T1 predicted students’ intrinsic goal pursuits at T2, except for teachers’ need-supportive behaviors at T1 negatively marginally predicted students’ extrinsic goal pursuits at T2. The results also showed that intrinsic goal pursuits at T2 positively and negatively related to autonomous motivation and amotivation at T2, respectively. Extrinsic goal at T2 positively related to controlled motivation and amotivation at T2.ConclusionsFindings suggested that teachers need-supportive behaviors are important for decreasing students’ extrinsic goal pursuits, while parents’ need-thwarting behaviors relate to students’ amotivation over time during the lockdown periods. Also, students’ intrinsic goal pursuits would contribute positively to autonomous motivation and negatively to amotivation over time.     

补偿他人还是保护自己?内疚与羞耻情绪对合作行为的影响差异

作为两种常见且易被混淆的自我意识情绪, 诸多研究者对内疚和羞耻的产生前因及影响后效进行研究, 尤其是近年来的研究逐渐关注两者对合作行为的影响。我们通过对已有研究进行梳理发现, 内疚和羞耻对合作行为的影响及其机制存在差异, 内疚的影响更为稳定及具有普适性, 羞耻的影响具有复杂性和多样性, 更容易受到其他因素的影响。内疚和羞耻对合作行为的不同影响可从动机机制和调节机制两方面进行解释。首先, 动机机制包括内疚对他人的补偿、修复动机以及羞耻对自我的保护、修复动机。内疚对他人的补偿、修复动机主要体现在维护社会互动中的公平; 弥补对他人造成的伤害, 降低自己和他人的痛苦; 修复人际关系, 重新获得他人或自己的接纳与认同。羞耻对自我的保护、修复动机主要体现在释放消极的情绪状态; 维护积极的自我形象和声誉, 修复自我; 保护自我, 防止后续伤害及不良后果。总体而言, 内疚者关注过失行为及后果, 侧重于对受害他人的补偿或对与他人关系的修复, 而羞耻者关注整体自我的受损, 侧重于对自我的保护和对自己社会形象的修复, 基于此, 我们在前人研究的基础上构建了内疚与羞耻影响合作行为的动机机制对比模型图。其次, 调节机制涉及到个体因素和情境因素的调节作用, 其中个体因素包括认知因素、社会价值取向、自我控制能力、情绪特质和情绪状态, 情境因素包括暴露情境和掩蔽情境、实验情境和日常情境、相关情境和不相关情境。具体而言, 内疚对合作行为的影响的较少受情境的限制, 而羞耻受情境因素限制较多, 在暴露情境、相关情境中更能促进合作行为的产生, 而在掩蔽情境、不相关情境中, 羞耻较难影响个体的合作抉择, 且无论是实验室情境还是日常情境, 内疚似乎都比羞耻更易影响合作。最后, 鉴于内疚与羞耻的诱发和测量方法的有效性仍需检验, 两种情绪对合作行为影响的过程机制和生理机制仍不明晰, 个体因素影响的研究尚不充足以及跨文化研究较为缺乏, 未来研究可以从内疚和羞耻诱发与测量方法的有效性, 情绪作用发生的内在过程和生理机制, 情绪影响的个体和文化差异这几方面进行扩展和深挖。     

自闭症谱系障碍个体的社会动机缺陷

自闭症谱系障碍(ASD)是一种源于儿童期的神经发育障碍, 社会交往障碍是其核心特征, 与社会动机缺陷密切相关。社会动机是引导个体社会行为的强大动力, 主要表现为社会定向、社会奖赏和社会维持。现有研究表明, ASD个体的社会动机发展存在缺陷, 他们对社会刺激的注意偏向减少, 不能主动寻求和体会社会互动带来的快乐, 且缺乏维持社会关系的行为策略等。然而, 相关研究结果受到个体特征、环境和实验设计等因素的影响。研究者未来应综合考虑这些影响因素, 加强对ASD个体社会动机理论的整合研究, 以便全面系统地了解ASD个体的社会动机缺陷。