学习动机整合理论的建构与研究展望

动机整合理论为研究学习动机提供了新的视野,本文参照动机整合理论,建立学习动机整合的概念.学习动机整合是指在学习过程中,个体通过自我调节,逐步内化外部控制因素、增强学习自主性的过程.学习动机的整合状态是最理想的学习动机状态.学习动机整合水平评定工具的修订、学习动机整合水平及其相关因素的调查分析、促进学习动机整合的策略研究是研究学习动机整合问题中需要关注的三个方面.     

Drawn to danger: trait anger predicts automatic approach behaviour to angry faces

Most people automatically withdraw from socially threatening situations. However, people high in trait anger could be an exception to this rule, and may even display an eagerness to approach hostile situations. To test this hypothesis, we asked 118 participants to complete an approach-avoidance task, in which participants made approach or avoidance movements towards faces with an angry or happy expression, and a direct or averted eye gaze. As expected, higher trait anger predicted faster approach (than avoidance) movements towards angry faces. Crucially, this effect occurred only for angry faces with a direct eye gaze, presumably because they pose a specific social threat, in contrast to angry faces with an averted gaze. No parallel effects were observed for happy faces, indicating that the effects of trait anger were specific to hostile stimuli. These findings suggest that people high in trait anger may automatically approach hostile interaction partners.     

Smith’s practicality requirement meets dual-process models of moral judgment

In The Moral Problem, Michael Smith argues that only motivational internalists can offer an adequate explanation of why changes in moral judgment tend to be accompanied by changes in motivation in morally virtuous people. Smith argues that the failure of motivational externalism to account for this phenomenon amounts to a reductio of the view. In this paper, I draw on dual-process models of moral judgment to develop an externalist response to Smith’s argument. The key to my proposal is that motivationally efficacious states are often the source of our moral judgments, and changes in judgment are typically the result of changes in these states. However, moral judgments can also be formed via an alternative pathway that does not necessarily affect motivation, and so motivation and judgment can come apart. This response not only defuses Smith’s objections to externalism, but challenges Smith to square his internalist proposal with the empirical details of moral judgment.     

Relationships between self-determination theory and theory of planned behavior applied to physical activity and exercise behavior in chronic pain

This study examined the relationships between self-determination theory (SDT) and theory of planned behavior (TpB) applied to physical activity and exercise behavior (PA&E) in people with chronic pain. Two hundred and eleven adults with chronic musculoskeletal pain (28 males and 183 females, age range 18 to 82 years, mean age 43 years) were recruited from online support groups and clinic networks in the United States. Participants completed SDT measures relevant to PA&E on perceived autonomy support, autonomy, competence, and relatedness, as well as TpB measures relevant to PA&E on intention, attitudes, subjective norms, and perceived behavioral control. Correlational techniques and canonical correlation analysis were performed to examine the relationships and variance within and between theoretical dimensions. Overall, the SDT set accounted for 37% of the TpB variance and the TpB set accounted for 32% of the SDT set variance. The results indicate there are statistical similarities and differences between concepts in SDT and TpB models for PA&E. Using both empirical guidance and clinical expertise, researchers and practitioners should attempt to select and integrate non-redundant and complementary components from SDT, TpB, and other related health behavior theories.     

Local dominance effects on self-evaluations and intrinsic motivation

Previous research indicates that local comparisons with one or a few people in the immediate environment have a stronger influence on self-evaluations than general comparisons with larger samples. Two studies examined whether this local dominance effect extends to intrinsic motivation. Study 1 suggests that local comparisons have a stronger effect on both self-evaluations and task enjoyment than general comparisons. Study 2 suggests that local comparisons have a stronger effect on intrinsic motivation than general comparisons and that local comparisons have a significant indirect effect on persistence via intrinsic motivation. Altogether, the present findings are among the first to demonstrate the contribution of local social comparisons to intrinsic motivation. We highlight the implications of these findings for social comparison theories.     

Neuropsychological Performance in Gulf War Era Veterans: Motivational Factors and Effort

Assuming that the underlying etiology of unexplained health-related symptoms in returning Gulf War (GW) veterans is multifactorial, the possible role of feigning or exaggeration of symptoms is worth consideration as a contributing factor. The present study assessed the relationship between motivation to perform well during neuropsychological assessment and objective neuropsychological test performance. Motivation was measured as the score on a visual memory task (Test of Memory Malingering, TOMM) of low difficulty. Participants included 77 veterans from the cohorts of GW- (n = 58) and Germany-deployed (n = 19) GW-era veterans described in two other papers in this issue who were administered the TOMM. Most veterans earned perfect or near-perfect scores on the TOMM (48–50/50). Scores 47 were associated with lower scores on neuropsychological tasks assessing attention, executive functions, and memory. Variability in test performance within and between tasks measuring similar functions was also found in participants with lower TOMM scores.     

The Effect of Approach and Avoidance Referents on Academic Outcomes: A Test of Competing Predictions

In an academic setting, we tested competing predictions derived from two conceptual models about the effects of approach and avoidance referents (e.g., goals and role models) on student performance. One model suggests a main effect such that focusing on approach referents leads to better outcomes than focusing on avoidance referents, regardless of personality (e.g., A. J. Elliot & K. M. Sheldon, 1997). Another model suggests an interaction such that focusing on either approach or avoidance referents can lead to positive outcomes, but only when people are promotion focused or prevention focused, respectively (e.g., P. Lockwood, C. H. Jordan, & Z. Kunda, 2002). Findings supported the main effect model. The more prevention focused participants were, the more avoidance goals they generated, which led to poorer grades.

学习焦虑、学习态度和投入动机与学业成绩关系的研究——关于《心理统计学》学习经验的调查

本研究对122名本科生《心理统计学》课程的学习经验进行调查,其结果为:(1)在该课程的学习经验和考试成绩上男、女生差异显著,它表现在学习态度层面的有用性和成就态度,投入动机层面的自我投入上女生均优于男生;研究还发现,考分低则焦虑水平较高;(2)学习焦虑、学习态度、投入动机与考试成绩之间有显著相关,其中学习焦虑与成绩呈负相关,学习态度、投入动机与成绩呈正相关;(3)学习焦虑,学习态度和投入动机均影响学习成绩。学习成绩不仅受到学习焦虑和投入动机的直接影响,还受到学习态度等因素的间接影响。     

Thinking about the Needy: A Reprise

This article discusses Jan Narvesons Welfare and Wealth, Poverty and Justice in Todays World, and Is World Poverty a Moral Problem for the Wealthy? and their relation to my Thinking about the Needy, Justice, and International Organizations. Section 2 points out that Narvesons concerns differ from mine, so that often his claims and mine fail to engage each other. For example, his focus is on the poor, mine the needy, and while many poor are needy, and vice versa, our obligations may differ regarding the poor than regarding the needy. Also, Narveson invokes a narrow conception of morality as those rules that government or society may compel people to follow. Given a broader, more plausible, conception of morality, many of Narvesons claims actually support my substantive views. Section 3 shows that many of Narvesons claims are relevant to the best means of aiding the needy, but do not challenge the validity of that end. This is true, for example, of his claims about the role of poor governments, the importance of freedom, the undesirability of mere handouts, and the effects of bad economic policies. Section 4 defends the importance of my distinction between acting justly and acting for reasons of justice. It illustrates that on several widely shared conceptions of justice there might be agent-neutralreasons of justice to aid the needy, even if from an agent-relative perspective one would not be acting unjustly if one failed to do so. Section 5 contests Narvesons portrayal of egalitarianism as concerned about inequality of wealth, per se, as insensitive to prior wrongs, and as holding that the worse-off have a right to be made better off at the expense of the well-off. In addition, it rejects Narvesons contention that egalitarians violate impartiality, and aim to impose their personal tastes on others. Section 6 challenges a fundamental assumption underlying Narvesons doctrine of mutual advantage. In addition, it denies that egalitarians are irrational merely because equality can conflict with the pareto principle. More generally, by appealing to impersonal ideals, it challenges the widely held view that the pareto principle is a condition of rationality. Section 7 argues that Narvesons meta-ethical assumptions are controversial, internally inconsistent, in tension with his normative views, and ultimately a version of skepticism. In addition, it challenges Narvesons view about the role intuitions play in moral theory. Section 8 clarifies points where Narvesons discussion of my views may be misleading. Finally, the paper notes the role that moral reasons may play in deliberation and action, but emphasizes the philosophical and theoretical nature of my work. My aim is to determine the moral considerations that are relevant to how people should act regarding the needy. Whether people will actually be moved to so act, for those reasons or otherwise, is another matter.