Purpose in life as a system that creates and sustains health and well-being: An integrative, testable theory.

Purpose—a cognitive process that defines life goals and provides personal meaning—may help explain disparate empirical social science findings. Devoting effort and making progress toward life goals provides a significant, renewable source of engagement and meaning. Purpose offers a testable, causal system that synthesizes outcomes including life expectancy, satisfaction, and mental and physical health. These outcomes may be explained best by considering the motivation of the individual—a motivation that comes from having a purpose. We provide a detailed definition with specific hypotheses derived from a synthesis of relevant findings from social, behavioral, biological, and cognitive literatures. To illustrate the uniqueness of the purpose model, we compared purpose with competing contemporary models that offer similar predictions. Addressing the structural features unique to purpose opens opportunities to build upon existing causal models of “how and why” health and well-being develop and change over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Too engaged? A conservation of resources view of the relationship between work engagement and work interference with family.

In a number of studies, researchers interested in positive organizational behavior have sought to better understand the favorable aspects of work engagement—a pervasive state of emotional attachment and motivation toward work. In this study, however, we investigate a potentially negative outcome of engagement. Drawing upon conservation of resources theory, we hypothesize that engagement will be associated with higher work interference with family due to the resources engaged employees may expend when they engage in extrarole work behavior such as organizational citizenship behaviors (OCBs). We further propose that conscientiousness, as a personal resource, serves to buffer the relationship between OCB and work interference with family. Examining multisource data, collected at multiple points in time, from 3 diverse samples (total N = 844), we find that state engagement is associated with higher levels of work interference with family and that this relationship is mediated by the performance of OCBs. The findings also indicate that engaged employees who are highly conscientious experience lower levels of work interference with family than engaged employees who are less conscientious. The implications of our study and directions for future research are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Workaholic and work engaged employees: Dead ringers or worlds apart?

Building on Deci and Ryan's Self-Determination Theory and Meijman and Mulder's Effort-Recovery Model, the present study examined the nature, antecedents, and consequences of working hard (i.e., workaholism and work engagement) in a Dutch convenience sample of 1,246 employees. A confirmatory factor analysis showed that workaholism and work engagement were two largely independent concepts. Crossing these two concepts yielded four types of workers: workaholic employees, engaged employees, engaged workaholics, and nonworkaholic/nonengaged employees. MANOVA and subsequent ANOVAs were used to compare these four groups regarding their motivation, working hours, and levels of burnout. As expected, study results revealed that workaholic employees were driven by controlled motivation, whereas engaged employees were driven by autonomous motivation. Engaged workaholics were driven by both controlled and autonomous motivation. In addition, the results revealed that engaged workaholics spent most time on working. Unlike workaholic employees, engaged workaholics did not experience the highest levels of burnout, suggesting that high engagement may buffer the adverse consequences of workaholism. The present study emphasizes the importance of differentiating among at least three categories of employees who work hard: workaholic employees, engaged employees, and—for the first time—engaged workaholics. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.

This study examined cross-level interactions between personal goals and classroom goal structures, as well as their additive contributions to predicting math achievement, engagement, interest, effort withdrawal, and avoidance coping, using a sample of 3,943 Grade 5 students from 130 classrooms. Results of hierarchical linear modeling showed that classroom performance goal structures exacerbated (a) the negative association between personal performance-avoidance goals and engagement and (b) the positive relations of personal performance-avoidance goals to effort withdrawal and avoidance coping. Moreover, both classroom performance goal structures and personal performance-avoidance goals had maladaptive patterns of relations to outcomes at their respective levels of analysis, whereas classroom mastery goal structures and personal mastery goals showed adaptive relations. Our findings underscore the importance of a multilevel interactionist perspective in understanding achievement motivation and making recommendations for educational practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a psychology of positive youth development.

This article analyzes the development of initiative as an exemplar of one of many learning experiences that should be studied as part of positive youth development. The capacity for initiative is essential for adults in our society and will become more important in the 21st century, yet adolescents have few opportunities to learn it. Their typical experiences during schoolwork and unstructured leisure do not reflect conditions for learning initiative. The context best suited to the development of initiative appears to be that of structured voluntary activities, such as sports, arts, and participation in organizations, in which youths experience the rare combination of intrinsic motivation in combination with deep attention. An incomplete body of outcome research suggests that such activities are associated with positive development, but the developmental processes involved are only beginning to be understood. One promising approach has recorded language use and has found that adolescents participating in effective organizations acquire a new operating language that appears to correspond to the development of initiative. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning.

The study examines the effects of a quasi-experimental classroom goal condition (mastery, performance-approach, combined mastery/performance-approach) and entering personal goal orientations on motivation, emotional well-being, help seeking, cognitive engagement, and achievement for 237 upper elementary students during a 5-week math unit emphasizing small groups. The classroom goal condition had a significant effect on help seeking and achievement, with the combined condition showing the most beneficial pattern. Personal mastery goals were beneficial for 11 of 12 outcomes including achievement; personal performance-approach goals were detrimental for achievement and test anxiety and unrelated to the remaining outcomes. The effect of the classroom goal condition did not vary on the basis of entering personal goal orientations. Implications for the current achievement goal theory debate regarding multiple goals are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dispositional optimism and engagement: The moderating influence of goal prioritization.

Research indicates that a positive relationship generally exists between dispositional optimism and goal engagement and attainment. The authors argue, however, that dispositional optimism may not always be associated with more active goal pursuit. Rather, they hypothesized that this relationship is moderated by how highly a goal is prioritized. For high-priority goals, they predicted that optimistic individuals would indeed increase goal engagement and would be more likely to attain their goal relative to individuals low in optimism. For low-priority goals, they anticipated that optimistic individuals would not display greater goal engagement or attainment. In 5 studies they assessed these predictions across a variety of domains, including friendship formation, exercise persistence, and scholastic achievement. Results supported their contention that goal priority acts as a moderator of the relationship between dispositional optimism and both goal engagement and goal attainment. Evidence of 1 mediator of this moderation effect—behavioral intentions—and of a limiting factor—the temporal ordering of goals—is also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing school performance of youth with severe emotional disorder: Initial results from system of care research in three California counties.

Presents initial school attendance and educational achievement results from youth with severe emotional disturbance who were served in innovative systems of care. These school performance findings are from an evaluation of efforts to implement the California System of Care Model in 3 California counties. One of the important care system goals is to enhance school attendance and educational achievement of youth with severe emotional disorder. Results show that youth enrolled in specialized school-mental health programs are showing improvements in achievement test scores in 2 of the counties. In the 3rd county, only a subgroup of the youth are showing improvements in achievement test scores. Attendance in these programs in all 3 counties is high. Findings are interpreted within the context of the 4 major demonstration goals and other information about the counties and the youth enrolled in the systems of care. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family involvement in expanded school mental health

Expanded school mental health (ESMH) programs address the limitations of traditional mental health agencies in meeting the needs of youth by providing a full range of services in a familiar and nonstigmatizing setting. Because of the central role families play in the lives of children, their involvement in ESMH can enhance the effectiveness of treatments and ensure that services are responsive to the needs of the larger community. Increasing family involvement, however, is a complex and resource-intensive endeavor, and requires consideration of the goals of the ESMH program and potential obstacles to meeting those goals. The challenges of involving family members in ESMH, guidelines for determining the program's goals with respect to family involvement, and strategies for achieving these goals are described. Underlying the strategies is the need to be flexible, creative, and respectful of the beliefs and concerns of the families served by the ESMH program.     

More than child's play: Variable- and pattern-centered approaches for examining effects of sports participation on youth development.

The authors used data from Grades 5 through 7 of the longitudinal 4-H Study of Positive Youth Development to assess relations among sports participation, other out-of-school-time (OST) activities, and indicators of youth development. They used a mixture of variable- and pattern-centered analyses aimed at disentangling different features of participation (i.e., intensity, breadth). The benefits of sports participation were found to depend, in part, on specific combinations of multiple activities in which youths participated along with sports. In particular, participation in a combination of sports and youth development programs was related to positive youth development and youth contribution, even after controlling for the total time youths spent in OST activities and their sports participation duration. Adolescents' total time spent participating in OST activities, duration of participation in sports, and activity participation pattern each explained a unique part of the variance in some of the indicators of youth functioning. These findings suggest the need for future research to simultaneously assess multiple indices of OST activity participation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social–contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs—competence, autonomy, and relatedness—which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Students' goal orientations and cognitive engagement in classroom activities.

We used structural equation analysis to test the validity of a goal mediational model for conceptualizing the influence of individual and situational variables on students' cognitive engagement in science activities. Fifth- and sixth-grade students (N?=?275) from 10 classrooms completed a set of questionnaires designed to assess their goal orientations and their use of high-level or effort-minimizing learning strategies while completing six different science activities. Results indicate that students who placed greater emphasis on task-mastery goals reported more active cognitive engagement. In contrast, students oriented toward gaining social recognition, pleasing the teacher, or avoiding work reported a lower level of cognitive engagement. The relative strength of these goals was related to differences in students' intrinsic motivation and attitudes toward science. Our analyses also suggested that these variables exerted a greater influence in small-group than in whole-class activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of entrepreneurial task motivation in the growth of technologically innovative firms: Interpretations from follow-up data.

Used follow-up data on the growth of 59 firms contacted over 5 yrs after their entrepreneurs were tested with the Miner Sentence Completion Scale—Form T to test hypotheses derived from task theory. The results lend support for the predictive criterion-related validity of overall task motivation, a desire for personal achievement, a desire to innovate, and a desire to plan and set goals, but not for a desire to avoid risks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differing profiles of developmental experiences across types of organized youth activities.

This study inventoried the types of developmental and negative experiences that youth encounter in different categories of extracurricular and community-based organized activities. A representative sample of 2,280 11th graders from 19 diverse high schools responded to a computer-administered protocol. Youth in faith-based activities reported higher rates of experiences related to identity, emotional regulation, and interpersonal development in comparison with other activities. Sports and arts programs stood out as providing more experiences related to development of initiative, although sports were also related to high stress. Service activities were associated with experiences related to development of teamwork, positive relationships, and social capital. Youth reported all of these positive developmental experiences to occur significantly more often in youth programs than during school classes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of fathers to the individuation process in adolescence

Numerous studies have shown fathers to be less engaged and less involved with their children and adolescents. This paper discusses the possible function that fathers' lower involvement may play in the development of their children. Data from two studies conducted on adolescents show that on the one hand fathers spend less time and are less engaged with their adolescents, but when they are together, the nature of their interaction is distinctive. For example, fathers are more engaged in play-like activities. This apparently distant and distinctive model is what adolescents need at this period of separation--a model of a "close enough" parent that allows and respects separation and support strivings for individuation. As results show, adolescents are satisfied with the role fathers play in their lives. Moreover, fathers are perceived as models for subsequent developmental goals such as marital life. It is suggested that fathers in their natural attitude are more capable of balancing closeness and separateness than mothers do and as such they are more flexible in response to varying developmental goals of their adolescent offspring.     

Seeing meaning in action: A bidirectional link between visual perspective and action identification level.

Actions do not have inherent meaning but rather can be interpreted in many ways. The interpretation a person adopts has important effects on a range of higher order cognitive processes. One dimension on which interpretations can vary is the extent to which actions are identified abstractly—in relation to broader goals, personal characteristics, or consequences—versus concretely, in terms of component processes. The present research investigated how visual perspective (own 1st-person vs. observer’s 3rd-person) in action imagery is related to action identification level. A series of experiments measured and manipulated visual perspective in mental and photographic images to test the connection with action identification level. Results revealed a bidirectional causal relationship linking 3rd-person images and abstract action identifications. These findings highlight the functional role of visual imagery and have implications for understanding how perspective is involved in action perception at the social, cognitive, and neural levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral facilitation: A cognitive model of individual differences in approach motivation.

Approach motivation consists of the active, engaged pursuit of one's goals. The purpose of the present three studies (N = 258) was to examine whether approach motivation could be cognitively modeled, thereby providing process-based insights into personality functioning. Behavioral facilitation was assessed in terms of faster (or facilitated) reaction time with practice. As hypothesized, such tendencies predicted higher levels of approach motivation, higher levels of positive affect, and lower levels of depressive symptoms and did so across cognitive, behavioral, self-reported, and peer-reported outcomes. Tendencies toward behavioral facilitation, on the other hand, did not correlate with self-reported traits (Study 1) and did not predict avoidance motivation or negative affect (all studies). The results indicate a systematic relationship between behavioral facilitation in cognitive tasks and approach motivation in daily life. Results are discussed in terms of the benefits of modeling the cognitive processes hypothesized to underlie individual differences motivation, affect, and depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proximal versus distal goal setting and intrinsic motivation.

A. Bandura and D. H. Schunk (see record 1982-07527-001) demonstrated that proximal goal setting can develop self-efficacy and intrinsic motivation from previously low levels. The present study examined the effect of goal proximity on intrinsic motivation when initial task interest was high. 66 female undergraduates were assigned either proximal or distal performance goals, or were not provided with goals, prior to completing a series of enjoyable word puzzles. Distal goal setting enhanced subsequent intrinsic motivation relative to conditions involving proximal goals or no goals. Proximal goal setting, however, produced more positive goal attainment expectations over the course of task engagement and enhanced final perceptions of performance quality to a lesser degree. Findings are interpreted according to E. L. Deci's (1975) cognitive evaluation theory of intrinsic motivation. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental overview of child and youth sports in society

This article provides a brief review of sport participation for children and adolescents from psychological, physical, and social developmental perspectives. The following areas are reviewed: the relationship between normal developmental readiness and sporting participation; the potential positive and negative aspects of athletic participation for the child and adolescent; the effects of sporting participation on self-concept; potential adverse physical and psychological effects; recent research regarding motivation for youth sports participation; proposed recommendations for guidelines in youth sport programs; a social perspective on sports in the United States; the current and future role of child and adolescent psychiatrists; and future challenges for sport psychiatry.