Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis.

The authors investigated students' profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with moderate levels of both autonomous and controlled motivations but low levels of amotivation. These first 2 studies revealed that students in the high autonomous/high controlled group reported the highest degree of academic adjustment. Study 3 performed on college students revealed 3 profiles: (a) students with high levels of autonomous motivations but low levels of both controlled motivation and amotivation, (b) students with high levels of both autonomous and controlled motivation but low levels of amotivation, and (c) students with low to moderate levels of the various motivational components. Study 3 indicated that students in the autonomous group were more persistent than students in the other groups. Results are discussed in light of self-determination theory (E. L. Deci & R. M. Ryan, 1985). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conditioning of verbal behavior as a function of awareness, need for social approval, and motivation to receive reinforcement.

This investigation evaluated the effects of awareness, need for social approval, and motivation to receive reinforcement on verbal conditioning. 61 male college students were reinforced with "good" for constructing sentences beginning with "I" or "we." Awareness and reinforcement motivation were assessed by an intensive postconditioning interview; need for social approval was measured by the Marlowe-Crowne Social Desirability scale. Ss aware of a correct response-reinforcement contingency gave more "I" and "we" sentences than Unaware Ss, who showed no evidence of learning. Aware Ss motivated to receive reinforcement gave more "I" and "we" sentences than unmotivated Aware Ss. Contrary to expectation, need for approval was not related to Ss' reinforcement motivation or performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experimental arousal of achievement motivation in adolescent girls.

2 groups of female high school students (40 achievers and 40 underachievers, matched for IQ) were exposed to 2 experimental conditions (Neutral and Achievement Oriented) and 2 types of pictures (those depicting males and those depicting females). The overall effect of the experimental achievement arsousal conditions for all girls was nonsignificant. However, a highly significant 2nd-order interaction effect was obtained: the achievement motivation scores of achievers increased significantly in response to Achievement Oriented conditions when they produced stories to pictures of females but did not increase in response to pictures of males; by contrast, the achievement motivation scores of underachievers increased significantly in response to Achievement Oriented conditions when they produced stories to pictures of males but did not increase in response to pictures of females. (43 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement motivation and learning.

The hypothesis was offered that Ss with high n Achievement would learn more in directed and incidental learning situations than those with low n Achievement. Using extreme groups on a n Achievement continuum, the 12 highest and 14 lowest high school freshmen, it was found that the expected superiority of high n Achievement Ss in a directed learning situation did not obtain, although they did demonstrate more efficient incidental learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive Dissonance in Groups: The Consequences of Disagreement.

As L. Festinger (1957) argued, the social group is a source of cognitive dissonance as well as a vehicle for reducing it. That is, disagreement from others in a group generates dissonance, and subsequent movement toward group consensus reduces this negative tension. The authors conducted 3 studies to demonstrate group-induced dissonance. In the first, students in a group with others who ostensibly disagreed with them experienced greater dissonance discomfort than those in a group with others who agreed. Study 2 demonstrated that standard moderators of dissonance in past research-lack of choice and opportunity to self-affirm, similarly reduced dissonance discomfort generated by group disagreement. In Study 3, the dissonance induced by group disagreement was reduced through a variety of interpersonal strategies to achieve consensus, including persuading others, changing one's own position, and joining an attitudinally congenial group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attention soutenue et motivation : une approche chronopsychologique.

Discusses the effects of motivation on ability to sustain attention. We emphasize the fact that motivation should be considered a masking factor in ultradian rhythmicities of cognitive efficiency. In the first part of this article, several studies are listed. These studies attempted to show behavioral fluctuations when sustained attention is required. The inconsistency of the results brought forth by such studies is pointed out. In the second part of the article, the question of the status granted to motivation in chronopsychological studies, where motivation is manipulated in several ways, is discussed. Interpretations are revisited in terms of intrinsic and/or extrinsic motivation concepts. Some of these chronopsychological studies used only extrinsic motivation whereas others created conditions in which intrinsic motivation was favoured (for example, knowledge of results, which appears to be a prominent masking factor). Finally, we propose several hypotheses in order to support the assumption of a stabilizing effect provided by intrinsic motivation. We conclude by insisting upon the necessity of involving participants in tasks requiring complex cognitive activity, which contrasts with the monotonous and too simple tasks used frequently in chronopsychological studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dissonance reduction in the context of group membership: The role of metaconsistency.

Recent work has established that groups can reduce dissonance by providing consonant cognitions, normative support, or an opportunity to diffuse responsibility for counterattitudinal behavior. Adopting a social identity framework, the current research comprised 2 studies examining metaconsistency, which was proposed to underlie these disparate explanations for the effect of social support. In Study 1 (N = 121), participants performed a counterattitudinal behavior with or without attitude and behavior support. As expected, congruence between the participants’ attitude–behavior consistency and another’s attitude–behavior consistency reduced attitude change. Study 2 (N = 69) replicated the results of Study 1; in addition, metaconsistency influenced participants’ perceptions of their own attitude–behavior consistency. The implications of metaconsistency for other contemporary perspectives of dissonance theory are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effectiveness of unanticipated persuasive communications.

This study investigated the effect of cognitive dissonance on opinion changing. 2 groups of Ss were presented with an opinion rather forcefully oriented ("persuasive communication"). One group was given an orientation that would not lead Ss to anticipate the "persuasive communication"; the other group was given an orientation that might lead them to reject the opinion expressed in the "communication" but in so doing, would also reject their own opinions. Ss were high school students; the topic dealt with young drivers. One group was told the speaker's point of view (the "tough" policy with young drivers) before hand; the other group was directed to evaluate the speaker's personality. Ss who were forewarned about the topic changed their opinions less than the "naive" Ss. From Psyc Abstracts 36:01:3GD35A. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age appropriateness and motivation, engagement, and performance in high school: Effects of age within cohort, grade retention, and delayed school entry.

The present study examined the relative salience of age within cohort, grade retention, and delayed school entry (3 dimensions of age appropriateness) in 3,684 high school students' academic motivation, engagement, and performance. Structural equation modeling revealed that after the effects of demographic characteristics and grade retention were taken into account, little significant variance was explained by the linear effects of age within cohort. However, subsequent modeling incorporating nonlinear effects showed that the markedly older-for-cohort students (i.e., over the "standard" 12-month age range for a given cohort) and delayed-entry students (i.e., academic "red shirts") experienced some academic disadvantage in motivation, engagement, and performance while the age-appropriate students (particularly the younger ones) fared best. Over and above demographic and age-within-cohort effects, the effects of grade retention were consistently negative. Taken together, data suggest that there appear to be little or no motivation, engagement, or performance advantages to being markedly older-for-cohort, having delayed-entry status, or being retained in a grade. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The relation of congitive-dissonance theory to an aspect of psychotherapeutic practice": Comment.

Presents a comment on Anthony Davids' article (see record 1965-02097-001) which presented the hypothesis that payment of high fees will cause clients entering a psychotherapeutic relationship to experience cognitive dissonance which may be reduced through increased commitment to therapeutic gain. This thesis, beyond providing a source of rationalization for psychologists engaged in private practice, raises another interesting question. Namely, why do writers in this area continue to speculate about the influence of fee payment on the behavior of the client, but neglect to raise the question of its influence upon the clinician? The author notes that Davids' thesis may actually be pointing toward a "double-effect" hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contribution of morphological awareness to Chinese-English biliteracy acquisition.

This study is an investigation of the contribution of morphological awareness in Chinese-English biliteracy acquisition. Comparable tasks in Chinese and English were administered to test children's skills in morphological awareness, phonological awareness, oral vocabulary, word reading, and reading comprehension. The results showed that after the effect of Chinese-based predictors had been accounted for, English morphological awareness of compound structure still contributed to variance in both character reading and reading comprehension in Chinese. This finding indicates a cross-language morphological transfer in acquisition of two distinct writing systems. The transfer from English L2 to Chinese L1 is due to the bilingual children's rapidly increasing English L2 skills in their primary school years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A physiological effect of cognitive dissonance under stress and deprivation.

An experiment and a partial replication were conducted to relate the change of motivation due to dissonance reduction and commitment to physiological changes. The experimental technique was based on food deprivation studies by Brehm which showed that already deprived individuals who committed themselves to further fasting under conditions of low reward decreased their self-estimates of hunger, while the reverse was true for those given high rewards. The data suggest that a person who has convinced himself that he is not so hungry tends to respond physiologically as if he were not hungry. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some cognitive aspects of motivation.

Consider the possibility that "what we call motives are really a particular kind of perceptual or cognitive event… . We desperately need to discover the dimensions of motivated behavior." Factors discussed relating to motivated behavior include difficulty and novelty (encompassing change, unpredictability, and surprise). The cognitive approach to motivation is most promising in esthetics. The "cognitive contribution to why we do what we do is an important one. It is also one that we know very little about." Behavioral facts and relationships must precede a physiological theory of motivation. From Psyc Abstracts 36:01:3CC03P. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knowing and Not Knowing About Trauma: Implications for Therapy.

Levels of awareness for trauma and their consequences for research, treatment, and prevention within professional psychology and society are considered. When people must endure chronically traumatic environments, it may be adaptive to isolate from awareness information that would produce cognitive dissonance and threaten necessary relationships. Unawareness may also facilitate functioning in environments that invalidate the prevalence and impact of trauma. In addition, characteristics of the posttraumatic environment can promote or impede individuals' awareness of trauma and their psychological functioning. Though often initially adaptive, unawareness for trauma is linked to intergenerational transmission of trauma and its effects and may preclude public and professional attention to trauma treatment and prevention. Understanding the processes through which individuals become unaware or aware of traumatic experience is therefore essential to conducting effective psychotherapy with trauma survivors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identifying and profiling scholastic cheaters: Their personality, cognitive ability, and motivation.

Despite much research, skepticism remains over the possibility of profiling scholastic cheaters. However, several relevant predictor variables and newer diagnostic tools have been overlooked. We remedy this deficit with a series of three studies. Study 1 was a large-scale survey of a broad range of personality predictors of self-reported cheating. Significant predictors included the Dark Triad (Machiavellianism, narcissism, psychopathy) as well as low agreeableness and low conscientiousness. Only psychopathy remained significant in a multiple regression. Study 2 replicated this pattern using a naturalistic, behavioral indicator of cheating, namely, plagiarism as indexed by the Internet service Turn-It-In. Poor verbal ability was also an independent predictor. Study 3 examined possible motivational mediators of the association between psychopathy and cheating. Unrestrained achievement and moral inhibition were successful mediators whereas fear of punishment was not. Practical implications for researchers and educators are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognition, motivation, and time perception.

The present research tested 2 hypotheses generated from a previous but unpublished work by another researcher viz., "1. The force acting on a person in a barrier situation to reach a goal G is an increasing function of the person's need for G 'times' the relevance of his ideation with respect to G. 2. The greater the magnitude of the force to reach a goal acting on a person in a barrier situation… , the greater will be the estimation of the time spent in the barrier situation." A food testing experiment "in which deprivation of food, thinking about food, and the desire to eat corresponded to… need, relevance of ideation, and force," is presented. Both hypotheses were supported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physique and motivation.

In accordance with the large collection of research findings on n Ach published by McClelland and his associates, it was hypothesized that mesomorphy would correlate positively with n Ach. Ss were 100 nondelinquent and 100 delinquent boys with a mean of 17? yr. They were somatotyped following, not Sheldon's, but Parnell's more recent and objective method. They also took the test that McClelland has used in various countries for measuring n Ach as well as other kinds of motivation. A positive and significant correlation between mesomorphy and n Ach was obtained in both samples as well as a negative and significant correlation between ectomorphy and n Ach. Other types of motivation were also studied. (20 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived awareness and caring influences alcohol use by high school and college students.

Perceived awareness and caring, or beliefs about how much parents and peers know and care about students' behavior, was assessed in relation to students' drinking patterns. Prior to and at the end of the first semester at college, participants completed Web-based surveys assessing alcohol use, family and social motives, and perceived awareness and caring from parents and peers. Family motives moderated the effect of perceived parental awareness and caring on the quantity of high school alcohol use, whereas social motives moderated the effect of perceived peer awareness and caring on frequency and quantity of college drinking. Longitudinally, college alcohol use was predicted by perceived awareness and caring from parents. Perceived awareness and caring may affect alcohol use whereby parents exert influence during high school but peers are more influential in college. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adolescents' motivation toward the environment: Age-related trends and correlates.

From a self-determination perspective, we attempted to replicate previous findings suggesting that higher autonomous environmental motivation (i.e., acting out of choice and pleasure) is associated with the frequency of environmental behaviours such as recycling, paper reuse, and energy conservation. We also compared students' level of autonomous environmental motivation with their level of autonomous academic motivation. We then examined age effects on autonomous environmental motivation and compared them to age effects on autonomous academic motivation. A total of 200 high school students grouped into 5 age cohorts filled out a questionnaire. Results showed that (1) adolescents' autonomous environmental motivation was associated with more frequent environmental behaviours, (2) autonomous motivation was higher in the environmental than the school domain, and (3) autonomous environmental motivation was higher in older than younger students, whereas autonomous motivation toward school was equivalent across age groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive preoccupation with alcohol and binge drinking in college students: Alcohol-induced priming of the motivation to drink.

This research examined alcohol-induced motivation to drink as a factor that contributes to preoccupation with drinking. Forty undergraduates rated their degree of preoccupation with drinking. The author determined the relationship between the undergraduates' preoccupation and the degree to which alcohol primed their motivation to drink by having them rate their desire for alcohol after they consumed a dose of alcohol or a placebo. Results showed that individual differences in preoccupation were predicted by the priming effects displayed after alcohol was consumed. More preoccupied individuals reported greater priming effects. Priming effects following placebo were minimal and were not related to preoccupation. The research shows that reinforcing effects of alcohol may contribute to cognitive preoccupation with drinking and promote patterns of alcohol abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)