Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?

Various cross-cultural researchers state that autonomy is not valued in Eastern cultures and, hence, is unlikely to predict optimal study functioning and well-being. In contrast, self-determination theory (SDT; R. M. Ryan & E. L. Deci, 2000) maintains that autonomous or volitional study motivation is universally important and should predict better learning and higher well-being, even among Chinese students. Two studies were conducted to shed light on this controversial issue. Findings from both studies indicated that autonomous study motivation positively predicts adaptive learning attitudes, academic success, and personal well-being, whereas controlled motivation was associated with higher drop-out rates, maladaptive learning attitudes, and ill-being. In addition, Study 2 revealed that parental autonomy support versus psychological control is related to more adaptive learning strategies and higher well-being and that these effects were mediated by students' relative autonomy for studying. The importance of defining autonomy as an intraindividual, phenomenological experience versus an interpersonal, culturally bounded value is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational profiles from a self-determination perspective: The quality of motivation matters.

The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled). To compare the 4 groups, the authors derived predictions from qualitative and quantitative perspectives on motivation. Findings generally favored the qualitative perspective; compared with the other groups, the good quality motivation group displayed the most optimal learning pattern and scored highest on perceived need-supportive teaching. Theoretical and practical implications of the findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sequential treatment with vindesine-ifosfamide-platinum (VIP) chemotherapy followed by platinum sensitized radiotherapy in stage IIIB non-small cell lung cancer: a phase II trial

Monoclonal antibody (mAb) A33 detects a glycoprotein homogeneously expressed by > 95% of human colon cancers and by normal colon cells. The A33 antigen is not secreted or shed and after mAb A33 binds to antigen on the cell membrane, a fraction of membrane-bound mAb A33 is internalized into endosomes. Phase I 131I-mAb A33 biodistribution studies have shown consistent, specific tumor-targeting, and phase I radioimmunotherapy trials with 131I- or 125I-mAb A33 have demonstrated antitumor effects. Here we describe a nude mouse model that was established using a human colon cancer cell line, SW1222, which grows as a relatively hypovascular, invasive heterotransplant when injected i.m. Peak uptake of 131I-labeled or 111In-chelated mAb A33 was observed at 48-96 h, with a mean of 34% (SE +/- 5.0) and 46.7% (SE +/- 1.7) injected dose per gram of tumor tissue, respectively. 111In-mAb A33 was retained in tumor tissue longer than halide radioimmunoconjugates. The specificity of antibody localization was assessed using a control antibody (tumor uptake and pharmacokinetics), a control tumor, corrections for vascular antibody blood-pooling in tumor tissue, and blocking of radiolabeled mAb A33 localization by pretreating mice with excess unlabeled mAb A33. These experiments demonstrate that mAb A33 localization in tumor was specific, and they emphasize the unexpected rapidity with which the antibody localizes. Our conclusions were confirmed by immunohistochemical techniques which allowed direct visualization of localization and distribution of the humanized version of mAb A33 in tumor tissue. Furthermore, antibody doses approximating tumor-saturating doses demonstrated that a homogeneous distribution of antibody in tumor is possible. This model will be valuable for studies focusing on general physiologic aspects of antibody-to-tumor cell localization and critical as a guide to the evaluation of various A33 antibody constructs and combinations with other therapies for the treatment of colon cancer.     

Does extrinsic goal framing enhance extrinsic goal-oriented individuals' learning and performance? An experimental test of the match perspective versus self-determination theory.

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic psychological needs. According to the match perspective, experimental extrinsic, compared to intrinsic, goal framing should enhance learning and performance for learners who personally hold a stronger extrinsic than intrinsic goal orientation, as these learners' personally held goals match with the situationally induced goals. An experimental field study among 5th-6th grade children shows that extrinsic goal framing resulted in poorer autonomous motivation, conceptual (but not rote) learning, and persistence compared to intrinsic goal framing, irrespective of participants' personal intrinsic versus extrinsic goal orientations and their spontaneous perception of the learning activity as serving an intrinsic or an extrinsic goal. The authors conclude that teachers can best promote intrinsic goals, even when facing students who personally hold a stronger extrinsic than intrinsic goal orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Less Is Sometimes More: Goal Content Matters.

According to expectancy-value theories, increasing the utility value of a learning activity should result in higher motivation and better learning. In contrast, self-determination theory posits that the content of the future goals (intrinsic vs. extrinsic) that enhance the utility value of the learning activity needs to be considered as well. Contrast-cell analyses of an experimental study showed that double goal framing (intrinsic plus extrinsic) facilitated a mastery orientation, performance, and persistence and decreased a performance-approach orientation compared with extrinsic goal framing. However, double goal framing resulted in a less optimal pattern of outcomes compared with intrinsic goal framing, suggesting that the content of the provided goals matters. Goal content effects on both performance and persistence were fully mediated by mastery orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Intergenerational Transmission of Perfectionism: Parents' Psychological Control as an Intervening Variable.

The present study investigated the role of parental (adaptive and maladaptive) intrapersonal perfectionism as a predictor of parental psychological control and the role of parents' psychological control in the intergenerational transmission of perfectionism in a sample of female late adolescents and their parents. First, parental maladaptive perfectionism, but not parental adaptive perfectionism, significantly predicted parents' psychological control even when controlling for parents' neuroticism. This relationship was found to be stronger for fathers than for mothers. Second, a significant direct relationship was found between mothers' and daughters' maladaptive perfectionism but not between fathers' and daughters' maladaptive perfectionism. Third, process analyses showed that, for both mothers and fathers, psychological control is an intervening variable in the relationship between parents' and daughters' maladaptive perfectionism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental psychological control and dimensions of identity formation in emerging adulthood.

Longitudinal data were used to evaluate whether parental psychological control would have a negative impact on identity formation. Perceived psychological control and 4 identity dimensions (i.e., commitment making, exploration in breadth, identification with commitment, and exploration in depth) were assessed 5 times in a college sample. Associations between psychological control and identity (i.e., negative associations with both commitment dimensions and a positive association with exploration in breadth) were stable across time. Further, the developmental pathways of these constructs appeared to be correlated: Increases in psychological control were associated with simultaneous decreases in both commitment dimensions. Finally, reciprocal effects were found: Psychological control inhibited progress in both commitment dimensions, whereas exploration in breadth led to increased psychological control. The authors have provided suggestions for helping emerging adults to approach the task of identity formation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of home leaving and subjective well-being in emerging adulthood: The role of motivational processes and parental autonomy support.

In Western, postindustrial societies, the timing of home leaving is increasingly delayed. The diversity of home-leaving patterns, resulting from this evolution, has not yet been systematically studied from a psychological perspective. In this study, the authors aimed to examine how emerging adults’ living arrangements—and the motives underlying those arrangements, as conceptualized in self-determination theory—relate to subjective well-being. A Belgian sample of 224 emerging adults and their parents completed self-report questionnaires. Analyses that used structural equation modeling showed that autonomous motivation for one’s living arrangement is more strongly related to emerging adults’ well-being than the living arrangement per se. Further, autonomy-supportive parenting was found to relate positively to an autonomously regulated residential status. Implications for the meaning and development of autonomy during emerging adulthood are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts.

Three field experiments with high school and college students tested the self-determination theory (E. L. Deci & R. M. Ryan, 2000) hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive (vs. controlling) learning climates would improve students' learning, performance, and persistence. The learning of text material or physical exercises was framed in terms of intrinsic (community, personal growth, health) versus extrinsic (money, image) goals, which were presented in an autonomy-supportive versus controlling manner. Analyses of variance confirmed that both experimentally manipulated variables yielded main effects on depth of processing, test performance, and persistence (all ps