Approach Motivation Research Articles

Boosting Resilience Attentional Bias in Previously Bullied University Students with Low Post-Traumatic Growth: A Transcranial Direct Current Stimulation Study

Background/Objectives: Post-traumatic growth (PTG) has the potential to draw positive consequences from trauma. Hence, there is interest in finding ways to promote PTG. Research has identified an attentional bias towards positive resilience-related words (e.g., “persistence”, “purpose”) in university students who report high PTG after experiencing adversities. Although people can respond to these experiences by showing low PTG, this bias seems to help with their struggle by making purposeful contents more accessible. Therefore, boosting attentional bias towards positive resilience-related words could help people with low PTG. Methods: In this study, the participants were thirty-six university students who had experienced bullying before entering university. Using a Stroop emotional task, they identified the color of resilience and neutral words, either positive or negative, before and after being submitted to transcranial direct current stimulation. Stimulation was targeted at the right temporal area involved in intentionality processing. Results: In the anodal condition, the results support a stimulation effect on the resilience attentional bias that could benefit participants with low PTG. A significant moderation of approach motivation for this effect was also found. Specifically, only when participants had medium or high approach motivation did stimulation boost the attentional bias in students with low PTG. Conclusions: These results support that tDCS stimulation in this brain area is effective in enhancing resilience attentional bias in low-PTG students. However, for this effect to occur it is necessary to have approach motivation, which is motivation related to goals.

Exploring the Impact of Game Elements and Technological Platforms on Dementia Rehabilitation: A Scoping Review

One effective strategy to improve the quality of life for people with dementia (PWD) is rehabilitation, though patients often show reluctance due to the disease’s effects. A trending motivational approach is gamification. However, most research in this field has focused on the medical or technical aspects of system development, with less attention given to the role of game elements in the patient experience. In this study, a scoping review based on the PRISMA method was conducted on gamified rehabilitation systems, focusing on gamification elements, and interaction with technological platforms. By reviewing 46 studies, we extracted game elements based on the gamification pyramid, technological platforms, and rehabilitation methods, and compared them with previous studies on PWD interactions. This analysis identified opportunities and challenges for future research. Additionally, nine factors to improve user experience in the design of gamification systems for dementia rehabilitation were presented based on the review results.

How to motivate adolescents who are afraid of treatment?

Motivation has long been considered key to sending substance use disorder (SUD) patients in the direction of recovery. But how do you motivate an adolescent, to whom motivational approaches may feel like a call to battle — or even worse, an excuse for running away? Lauren Sbarbaro, Ph.D., a psychologist licensed in alcohol and drug treatment who trained at Hazelden, shared some insights with attendees at the Cape Cod Symposium on Addictive Disorders (CCSAD) in Hyannis, Massachusetts last week.

Anger and Self-Control: How the Need to Dominate Can Lead to Better Choices

Prior research has shown that anger can predispose consumers to exert poor self-control by making them want to feel better (i.e., increasing a hedonic need for mood repair), less likely to consider risks of gratifying, and more likely to seek rewards (i.e., increasing approach motivation). However, anger also activates a need to be dominant. Consequently, across five experiments, the authors show that policy makers can motivate angry consumers to exert more self-control by emphasizing the dominance benefits of the more virtuous option in a self-control dilemma. For instance, angry consumers are more likely to exercise or eat healthily when these behaviors are associated with becoming physically stronger rather than preventing illness. The authors test these effects across various domains of self-control, such as eating healthily, exercising, saving money, and studying, and with both binary choices between virtuous and gratifying options and choices on a spectrum in which consumers choose virtuous and gratifying options in varying proportions. However, the authors find these effects occur only when angry consumers expect dominance benefits to accrue in the near but not distant future.

How to motivate adolescents: Treatment can be scary

Motivation has long been considered key to sending adolescents with mental or substance use disorders in the direction of recovery. But how do you motivate an adolescent, to whom motivational approaches may feel like a call to battle — or even worse, an excuse for running away? Lauren Sbarbaro, Ph.D., a psychologist licensed in alcohol and drug treatment who trained at Hazelden, shared some insights with attendees at the Cape Cod Symposium on Addictive Disorders (CCSAD) in Hyannis, Massachusetts in September.

The effect of high- and low-approach motivated sadness on frontal alpha asymmetry and other metrics

Sadness is commonly perceived as an affective state with negative valence. However, studies on the psychological and physiological effects of sadness have yielded mixed results. We proposed a systematic analysis of sadness, taking into account an additional dimension - the intensity of approach motivation, understood as an urge to move toward. We induced low and high approach motivation sadness while measuring electrical brain activity (EEG). We predicted that low approach motivation sadness and high approach sadness would evoke different patterns of frontal alpha activity. In our study, 41 participants were randomly assigned to a low or high approach motivation sadness induction. A significant interaction was observed when comparing low and high approach motivation sadness across the presented stories, as measured by the frontal alpha asymmetry index. To furtherly explore this effect, we conducted cluster-based permutation analysis on individual alpha peak-centered spectra, which revealed a more centrally diffused effect over the frontal areas in both hemispheres as well a significant activation over the occipital region. Low approach motivation sadness was associated with reduced alpha power over frontal areas, while high approach motivation sadness was associated with increased alpha power in the same region, both in comparison to neutral condition. These results might reflect Default Mode Network activation or the projection from occipital area. Based on these results, we propose a new perspective on sadness as a heterogeneous state that should be evaluated based on the intensity of approach motivation, rather than solely on its valence.

Program Reach and Motivational Correlates of Exercise Behavior among Program Participants with Visual Impairment

ABSTRACT Introduction Adults with visual impairments (VI) experience unique barriers to exercise. Targeted exercise programming can eliminate barriers, but little is known about who engages in such programs. This cross-sectional study a) describes program reach and motivational correlates of exercise behavior among members of specialized exercise programs offered to adults with VI; b) examines demographic, psychological, and behavioral differences according to VI severity; and c) assesses the interrelationships between motivational characteristics and exercise behavior. Methods Data for program participants were provided to researchers by the partnered organization with participant consent. A total of 118 participants also completed a post-program survey on motivational characteristics and exercise behavior. Reach was assessed with descriptive statistics. T-tests and chi-squared tests were used to analyze respondent representativeness compared to the population of program participants (demographically) and normative values (motivationally). Analysis of variance examined differences according to VI severity. Pearson’s correlations and multiple regression assessed strength and independence of relationships between motivational variables and exercise. Results Programs attracted mostly equivalent groups of individuals across gender and varying severity of VI. Survey respondents were representative of program participants but were significantly more approach motivated and less avoidance motivated than published norms, and mostly exhibited autonomous forms of motivational regulation for exercise. Differences according to VI severity were not significant. Relationships between approach motivation and exercise were no longer significant when modeled with motivational regulation for exercise. Identified regulation was the lone significant predictor of exercise in the multivariate model. Conclusion This study presents a novel understanding of the demographic and motivational reach of specialized programming for adults with VI, as well as the motivational correlates of exercise behavior among existing program participants. Motivational characteristics were related to exercise behavior in a way that was consistent with theory, such that contextualized motivational regulation demonstrated stronger associations with exercise behavior than motivational dispositions.

Development and implementation of a physiotherapy exercise intervention with tailored support for exercise adherence for people with vertebral fragility fractures (OPTIN trial)

ObjectivesThe OsteoPorosis Tailored exercise adherence INtervention (OPTIN) trial is a two-arm, multi-centre randomised controlled trial. It compares the effectiveness of physiotherapy exercise rehabilitation with integrated support for exercise adherence, to physiotherapy exercise rehabilitation alone, for people with vertebral fragility fracture (VFF) and back pain. This paper describes the development of the physiotherapist-led adherence enhanced intervention. MethodsWe used an intervention mapping approach and followed Medical Research Council guidelines for developing complex interventions. We co-created the intervention involving expert clinicians, service managers, researchers, and adults with long-term musculoskeletal conditions, including osteoporosis. We identified a theoretical framework, reviewed the evidence, used a feasibility study, and considered clinical practice and deliverability within UK National Health Service (NHS) outpatient physiotherapy secondary care. Through a collaborative workshop, we refined the intervention, involved patients again and re-tested the intervention. Finally, we manualised the intervention, produced patient and physiotherapist materials and trained physiotherapists for delivery. ResultsThe OPTIN intervention uses a motivational interviewing approach and captures information about patient goals, barriers, and facilitators to exercise. Physiotherapists assess exercise capability, opportunities and motivation and utilise at least three behaviour change approaches, selecting from an intervention toolkit of nine approaches to support exercise behaviour. Ninety minutes of additional physiotherapy are provided to deliver the intervention, integrated within the assessment and six follow-up visits. ConclusionsA theory-informed intervention to support exercise adherence was developed and delivered by physiotherapists trained in the intervention to older adults with VFF and back pain in the intervention arm (n = 63) of the OPTIN trial. Trial Registration numberISRCTN 14465704. Contribution of Paper•Describes the development of an intervention to support adherence to physiotherapy exercise for people with vertebral fragility fracture.•Reports in detail the intervention for replication.

Reflections and insights on a mindfulness, acceptance, and commitment-based (MAC) intervention with complementary Self-Determination Theory (SDT) principles delivered by a coach

This paper presents a case of implementing a MAC-based intervention, empowered by SDT principles, delivered by the coach. As the MAC-based approach becomes dominant in the sport psychology field and SDT is a leading motivational approach applied to sports coaching, a 10-session program was delivered by the head coach to a group of 28 gymnasts. The intervention included psychoeducation on core MAC principles (e.g., values, acceptance, defusion) and was guided by the coach's efforts to fulfill the basic psychological needs of autonomy, competence, and relatedness. The intervention program protocol aligned with the coach's reflections are presented in each session. In conclusion, despite some constraints, this intervention framework holds potential for contributing to youth athletes' performance, well-being, and psychological development.

Social identity improves collaborative memory: a motivational approach

Social identity improves collaborative memory: a motivational approach

Contextual Factors Influencing Online Support Providers’ Motivations and Message Provision

This study examined how contextual factors influence support providers’ motivations and message provision. Participants (N = 602) provided supportive messages in response to support-seeking posts sent either publicly or privately through either Facebook or an online support group. Findings revealed that providers’ motivations and message provision varied as a function of the channel and privacy of communication. Moderated mediation analyses showed that privacy moderated the indirect effect of channel on verbal person-centered message provision through approach motivation. This project advances extant understanding regarding direct and indirect effects of contextual factors and motivations on the quality of supportive messages people produce.

What does motivation mean to a teen afraid of treatment?

Motivation has long been considered key to sending substance use disorder (SUD) patients in the direction of recovery. But how do you motivate an adolescent, to whom motivational approaches may feel like a call to battle — or even worse, an excuse for running away? Lauren Sbarbaro, Ph.D., a psychologist licensed in alcohol and drug treatment who trained at Hazelden, shared some insights with attendees at the Cape Cod Symposium on Addictive Disorders (CCSAD) in Hyannis, Massachusetts last week.

ReSG: A Data Structure for Verification of Majority-based In-memory Computing on ReRAM Crossbars

Recent advancements in the fabrication of Resistive Random Access Memory (ReRAM) devices have led to the development of large-scale crossbar structures. In-memory computing architectures relying on ReRAM crossbars aim to mitigate the processor-memory bottleneck that exists with current complementary metal-oxide semiconductor technology. With this motivation, several synthesis and mapping approaches focusing on the realizations of Boolean functions in the ReRAM crossbars have been proposed earlier. Thus far, the verification of the designs realized on ReRAM crossbars is done either through manual inspection or using simulation-based approaches. Since manual inspections and simulation-based approaches are limited to smaller designs, they cannot be applied to the verification of complex designs on large-scale ReRAM crossbars. Motivated by this, we propose, for the first time, an automatic equivalence checking flow that determines the equivalence between the original function specification (e.g., Majority-inverter Graph ) and the crossbar micro-operations file formats. We consider two crossbar structures, zero-transistor, one-memristor (0T1R) and one-transistor, one-memristor (1T1R) to implement the micro-operations. While the micro-operations file format exists for 0T1R crossbar structures, no representations for micro-operations to be executed in 1T1R crossbars exist yet. In this work, we introduce the micro-operation file format for 1T1R crossbar structures to efficiently represent the micro-operations as ReRAM crossbar netlists. Afterwards, we introduce two intermediate data structures, ReRAM Sequence Graph for 0T1R crossbars (ReSG-0T1R) and for 1T1R crossbars (ReSG-1T1R) , that are derived from the 0T1R and 1T1R crossbar micro-operations file formats, respectively. These ReSGs are then translated into Boolean Satisfiability (SAT) formula, and then the verification is done by checking the generated SAT formulae against the golden functional specification (represented in Verilog) using Z3 Satisfiability solver. Experimental evaluations confirm the effectiveness of the proposed verification methodology on MCNC and ISCAS benchmarks.

Oxytocin modulation of explicit pandemic stigma in men with varying social anxiety levels

ObjectiveStigma can create divisions within societies, hindering social cohesion and cooperation. Notably, it has significant public health implications, especially during infectious disease outbreaks like COVID-19. However, little is known about the neural and molecular basis of disease-related stigma and their association with individual differences. MethodsTo address this gap, we performed a double-blind, placebo-controlled, within-subject design study with 70 males, to investigate the effect of intranasal oxytocin (OT) administration on the explicit and implicit processing of disease-related stigma (i.e., COVID-19 stigma). After self-administrated 24 IU of OT or placebo, participants completed a stigma evaluation task and an Implicit Association Test (IAT) to assess the explicit and implicit processes of stigma evaluation, respectively. ResultsThe results showed that oxytocin amplified the differences between participants with high and low social anxiety in explicit COVID-19 stigma, with a higher inclination to attribute the stigmatized status of the stigmatized targets (i.e., COVID-19 related group) to personal causes in high social anxiety individuals, but reduced blame towards the stigmatized targets in low social anxiety individuals under oxytocin compared to placebo treatment. Furthermore, oxytocin strengthened the connections between responsibility attribution and the other processes (i.e., emotional, approach motivation, social deviance). While no modulation of oxytocin on implicit stigma emerged, oxytocin did modulate the associations between specific dimensions of explicit stigma (i.e., social deviance and approach motivation) and implicit stigma. ConclusionIn conclusion, these findings demonstrated that intranasal oxytocin administration could temporally impact the explicit cognitive judgment in disease-related stigma but not the implicit aspect; furthermore, it modulated in distinct ways in individuals with different levels of social anxiety. These findings highlight the trait-dependent oxytocin modulation on disease-related stigma, implying that oxytocin is partly involved in the endocrine system of disease-related stigma. By unraveling the molecular basis of stigma and its association with individual traits, such as social anxiety, we can tailor interventions to meet specific needs of different individuals in the future.

Analisis Pola Interaksi Edukatif Antara Guru dan Siswa dalam Pembelajaran Matematika

This study aims to determine the pattern of educational interaction that occurs between teachers and students, and how the impact and factors that influence the mathematics learning process. The pattern of educational interaction is a process of teaching and learning interaction activities carried out by teachers and students in the classroom in order to influence the course of the learning process to achieve certain goals. This study uses a qualitative descriptive method. The subjects of the study were mathematics teachers and students of grade IX of SMP N 3 Nusawungu and students of grade VIII of SMP PGRI 18 Cimanggu. In determining the research subjects in this study, a purposive sampling technique was used, namely a technique for taking samples of data sources with certain considerations. Data collection techniques used observation sheets, interview guidelines, and field notes. The data analysis used was a qualitative descriptive data analysis based on Flanders' analysis theory. The results of this study are that educational interactions that occur in mathematics learning produce 3 interaction patterns, namely teacher-centered interaction patterns, student-centered interaction patterns, and balanced teacher-student interaction patterns. Interaction patterns will have many impacts on the learning process such as discussions between students, questions and answers between teachers and students, noise and silence. The impact will appear according to the teaching method used by the teacher, as well as factors that influence the learning process such as student attitudes, motivation, and learning approaches used.

Do inflammation and relational motivation coordinate having better sex? The interplay between C-reactive protein and relational approach motivation on sexual well-being

Much evidence on heightened inflammation and social behavior focuses on social withdrawal. Building on recent theory (Muscatell and Inagaki, 2021), we focused instead on the socially affiliative experience of sex. We investigated the interplay between immunology and motivation on sexual well-being among 158 individuals in romantic relationships. Inflammation, indexed by C-reactive protein (CRP), and sexual well-being were measured multiple times over a month. Relational approach motivation (i.e., motivation toward rewards in relationships) was measured at study entry. Results revealed significant associations between CRP and sexual satisfaction and partnered orgasms frequency for those most motivated to approach rewards with their partner. Interaction effects were replicated with relationship-focused psychological correlates of sexual well-being (e.g., touch, shared laughter, social support), but not with individual-focused outcomes (e.g., adapting to change, goal progress). This is one of the first human studies to demonstrate the body and mind coordinate to promote satisfying sexual experiences within romantic relationships.

Blended learning in physical education: application and motivation.

The aim of the research was to evaluate outdoor aerobic sport activities (OASA) in the physical education (PE) of university students using wearables and their potential to personalize the learning process and enhance motivation. In total, 368 university students participated. The OASA structure and the key points of application in PE were described. Descriptive statistics of the training units (n = 3,680) were processed. The students recorded their training data in the Strava app (10 sessions per semester), and the data were shared in the online sport community created on the Strava platform. Motivation was evaluated using a questionnaire. The focus was both on intrinsic motivation and extrinsic "ICT" motivation, based on Strava app features and tools. The most preferred outdoor aerobic sport activities were running (58%), cycling (13%), and walking (16%). The results provided insight into motivation and performance analysis. Students' motivation to participate in OASA was mainly in health concerns, such as staying in shape (94%), staying healthy (90%), and psychological concerns, such as having fun (88%), improving state of mind (88%), or relieving stress (83%). In achievement concerns, the motivation was a personal challenge (72%), while competing with others was ranked lowest (32%). The Strava app was a motivating tool for students to record, monitor, and analyze their individual activities and feel "connectedness" to the online sport community. 70% of students were motivated by the non-competitive character of PE, which gave them a personalized opportunity to train without being compared to others. The OASA management, with the use of blended learning methods and the Strava app, uses a motivational approach to create, support, and maintain students' healthy habits of physical activity through PE lessons. The need for students to be motivated to exercise can be confirmed in the analysis of the statistical descriptive parameters of running, cycling, and walking. There was a tendency for students to complete only the minimum required distance/time (not more). On the other hand, students enjoyed the training, and 99% of students confirmed that they would enroll again. That fact underlined the importance of motivating students with an effective learning strategy and giving support and guidance.

Academic motivations and the risk of not in employment, education or training: university and vocational college undergraduates comparison

PurposeThis study aims to investigate the relationship between academic motivations and the risk of Not in Employment, Education or Training (NEET) among university undergraduates and Vocational Education and Training (VET) undergraduates.Design/methodology/approachThe sample included 402 Vietnamese university undergraduates and 250 VET undergraduates in the southern region of Vietnam. Students took part in a survey, with all participants being informed about the study’s purpose and assured that their involvement was entirely voluntary. In addition to descriptive statistics, the study employed linear regression in SPSS to examine hypotheses.FindingsThe findings indicate that, for university students, intrinsic motivation and mastery approach motivation are associated with reduced NEET risk, while performance avoidance motivation is positively linked to this tendency. In contrast, for VET students, extrinsic motivation and performance approach motivation are negatively associated with NEET risk, but mastery approach motivation may exacerbate the risk.Originality/valueGrounded in the principles of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), the study proposes that university students may prioritize competence improvement, knowledge acquisition and the satisfaction of their learning interests, which they believe will help them acquire valuable knowledge beneficial for their future careers. Conversely, VET students emphasize performance and external achievement, which may enhance their outcome and reduce NEET risk. These findings offer significant theoretical and practical insights into the adoption of SDT and AGT and also provide educators or policymakers with more detailed information regarding university and VET students’ learning and development.

Impact of Teacher Motivation on Academic Performance of Primary School Pupils in Uriri Sub-County, Kenya

This paper explores the Head teachers’ motivational skills on learners and teachers in influencing performance in Public Primary Schools in Uriri Sub-County. Using correlational methodology and survey techniques, the study investigates how motivational practices of School Head teachers’ influence learners’ motivation, subsequently affecting the performance outcomes of pupils within the school. The study population comprises of Head teachers and teachers from Public Primary Schools in Uriri Sub-County, Kenya. Questionnaires were developed and validated for both Head teachers and teachers, focusing on motivational approaches. Data analysis involved descriptive statistics and Pearson correlation. Findings indicate a positive correlation between effective practices by Head teachers and teacher motivation levels on learners’ academic. Additionally, teacher motivation has been linked to improved performance outcomes among both educators and students. This research contributes to understanding the critical role of school Head teachers’ motivational approaches in shaping educational outcomes. By elucidating the dynamics of motivational approaches, insights for better educational practices are enhanced for a conducive learning environment.

Research on the effect of mixed teaching strategies on students' ambidextrous innovation

Mixed teaching strategies have caused a fierce debate about teaching quality in China's higher education. Based on theories of constructivism and self-regulation, we examine the impact of mixed teaching strategies on learners' ambidextrous innovation capacities. Utilizing a questionnaire survey of 412 undergraduate and graduate students from 36 Chinese higher education institutions, this research demonstrates that combining metacognitive strategies with motivational and collaborative approaches enhances exploratory innovation ability, while the pairing of metacognitive and collaborative strategies promotes exploitative innovation. Furthermore, the study identifies significant differences in the effectiveness of mixed teaching strategies based on students' self-efficacy and teaching acceptance levels. These findings highlight the importance of tailoring mixed teaching strategies to individual characteristics for optimal learning outcomes and fostering students' innovative potential. This research contributes to the discourse on effective teaching practices in Chinese higher education by proposing a mixed teaching strategies matrix informed by self-efficacy and teaching acceptance, offering valuable guidance for educators seeking to cultivate students' innovative abilities.