Motivation In Context Research Articles

When focus and vision become a nightmare: Bottom-line mentality climate, shared vision, and unit unethical conduct.

Drawing on goal shielding theory (Shah et al., 2002), our study highlights the roles of bottom-line mentality climates and shared vision in encouraging collective unethical conduct in pursuit of financial results. Consistent with the theory, we hypothesize that high bottom-line mentality leaders shape their unit's bottom-line mentality climate by explicitly clarifying the importance of prioritizing financial results above all else and using motivational resources to encourage a sole focus on bottom-line attainment. We further hypothesize that a unit's shared vision, which captures a collective sense of purpose and direction, is a critical aspect of the unit's motivational context that increases the likelihood for collective bottom-line enhancing, unethical behaviors (i.e., concealing errors, bribery, and unethical pro-organizational behavior) in units with a salient bottom-line mentality climate. We test our hypotheses in a two-wave, multi-industry field study of work units in central Italy (N = 96). Results indicate that leaders with a bottom-line mentality foster a bottom-line mentality climate in the units they lead, and the linkages with unit unethical conduct are dependent on the unit's shared vision. While shared vision strengthened the effects of bottom-line mentality climates on concealing errors, it served as a necessary condition to motivate more severe forms of unethical conduct. Our study thus demonstrates a dark side to shared vision in that it channels motivational resources toward a unit's bottom-line priorities. When those priorities are singularly focused on the bottom line, shared vision can help to motivate undesirable behavior. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Multinational Corporations’ Interactions with Host Institutions: Taking Stock and Moving Forward

Over more than 30 years, research on the interactions between multinational corporations (MNCs) and their institutional host environments has produced rich but scattered insights, which this review organises and integrates. We map the current state of knowledge and build an integrative model involving motivation and host context as antecedents; interaction strategy and actors as the phenomenon; and consequences, especially at the organisational level, as outcomes. By reviewing 176 articles published in leading journals, we reveal previously hidden relationships between host-country institutional context, proactive and reactive strategies, and positive and negative outcomes for the focal organisation. We also identify three future research frontiers focused on understudied aspects of interactions between MNCs and institutions: dynamics of strategies, dynamics of impact, and microfoundational dynamics. We suggest that combining organisational institutionalism and comparative institutionalism offers a pathway to push the outlined research frontiers.

Book Review: Organizational, Motivational, and Cultural Contexts of Volunteering: The European View by Stefan T. Güntert, Theo Wehner and Harald A. Mieg

Book Review: <i>Organizational, Motivational, and Cultural Contexts of Volunteering: The European View</i> by Stefan T. Güntert, Theo Wehner and Harald A. Mieg

Implicit beliefs and automatic associations in smoking

Background and objectivesDual process models of addiction suggest that controlled, goal-directed processes prevent drug-use, whereas impulsive, stimulus-driven processes promote drug-use. The most frequently used measure of automatic smoking-related processes, the implicit association test (IAT), has yielded mixed results. We examine the validity of two alternative implicit measures: 1) the affect misattribution procedure (AMP), a measure of automatic evaluations, and 2) the relational responding task (RRT), a measure of implicit beliefs. MethodsSmokers and non-smokers performed smoking-related versions of the AMP and the RRT and filled in questionnaires for smoking dependence. Smokers participated in two sessions: once after they just smoked, and once after being deprived for 10 h. Smokers also kept a smoking diary for a week after the second session. ResultsWe found significant differences between smokers and non-smokers on the RRT, t (86) = 2.86, p = .007, d = 0.61, and on the AMP, F (1, 85) = 6.22, p = .015, pƞ2 = 0.07. Neither the AMP nor the RRT were affected by the deprivation manipulation. Smoking dependence predicted smoking behavior in the following week; the AMP and RRT did not explain additional variance. LimitationsPossibly, our manipulation was not strong enough to affect the motivational state of participants in a way that it changed their implicit cognitions. Future research should examine the sensitivity of implicit measures to (motivational) context. ConclusionsWe found limited evidence for the validity of the smoking-AMP and the smoking-RRT, highlighting the need for a critical view on implicit measures.

Posturography Approaches: An Insightful Window to Explore the Role of the Brain in Socio-Affective Processes.

A significant amount of research has highlighted the importance of a motor component in the brain's processing of emotional, motivational and social information. Posturography has emerged as an interesting way to assess motor correlates associated with this process. In this review, we highlight recent results within the functional context of painful stimulus perception and discuss the interest in broadening the use of posturography to other motivational and societal functional contexts. Although characterized by significant feasibility, the single measurement of the COP's anteroposterior displacement presents limitations for attesting approach-avoidance behavior towards a visual target. Here, we discuss a number of methodological avenues that could go some way towards overcoming these limitations.

Unraveling the influence of trial-based motivational changes on performance monitoring stages in a flanker task

Performance monitoring (PM) is a vital component of adaptive behavior and known to be influenced by motivation. We examined effects of potential gain (PG) and loss avoidance (LA) on neural correlates of PM at different processing stages, using a task with trial-based changes in these motivational contexts. Findings suggest more attention is allocated to the PG context, with higher amplitudes for respective correlates of stimulus and feedback processing. The PG context favored rapid responses, while the LA context emphasized accurate responses. Lower response thresholds in the PG context after correct responses derived from a drift–diffusion model also indicate a more approach-oriented response style in the PG context. This cognitive shift is mirrored in neural correlates: negative feedback in the PG context elicited a higher feedback-related negativity (FRN) and higher theta power, whereas positive feedback in the LA context elicited higher P3a and P3b amplitudes, as well as higher theta power. There was no effect of motivational context on response-locked brain activity. Given the similar frequency of negative feedback in both contexts, the elevated FRN and theta power in PG trials cannot be attributed to variations in reward prediction error. The observed variations in the FRN indicate that the effect of outcome valence is modulated by motivational salience.

Examining different motivational patterns in individualized learning

Past research on situated expectancy-value theory has regularly provided evidence of different motivational patterns indicating that not only can students be characterized by different levels of motivation (e.g., low vs. high), but also by divergent profiles (e.g., high success expectancies, low task values). This person-oriented two-wave study (a) identified and compared the motivational patterns of secondary school students from different learning environments (i.e., Student-Centered Learning vs. Teacher-Directed Learning), (b) analyzed the stability of and changes to these patterns during a school year, and (c) examined whether achievement-related choices and performance predicted the pattern changes. Using data from German secondary school students (T1: N = 1153; M = 13.97 years, SD = 1.37; 49% girls) multigroup latent transition analysis revealed four different motivational patterns, including a (a) High Motivational pattern, (b) Medium Motivational pattern, (c) Low Motivational pattern, and (d) Highly Confident/Hardly Interested pattern. The distribution of these patterns differed significantly between students from Student-Centered-Learning and Teacher-Directed-Learning environments. Approximately 47% of students in Teacher-Directed Learning were in the low motivational class whereas the Student-Centered Learning environment exhibited approximately half of that number. The extremely stable nature of these classes highlights the strong relevance of the educational context for student motivation and supports situated expectancy-value theory.

METHODOLOGY OF THE LINGUOGRAPHY OF THE IDIOM LANGUAGE SYSTEM: SYNTHESIS OF INTERDISCIPLINARITY AND INTERPARADIGMALITY

The article is devoted to the study of the implementation of important properties of interdisciplinarity and interparadigmality in the methodology of linguography of the language system of a separate idiom. The methodological basis of the researched lingual as an integrative paradigm of the idiom is determined, and the description is qualified by the manifestation of interdisciplinary and multifunctionality in the multifaceted scientific analysis of the idiom discourse. Positioning the theoretical justification, methodological and technological expression of the analysis, it is proved that the linguography of the idiom system is a combination of scientific interdisciplinarity and linguistic interparadigmality The purpose of our research is an attempt to determine interdisciplinarity and interparadigmality in the methodology of linguography of the idiom system. The methodology of lingual description as a fragment of idiomological research has a linguistic system approach, different from dialectological studies, with the definition of the main methods of theoretical and experimental linguography, conceptual technologies of linguography, etc. The object of research is linguarium, that is, the language system of a separate speech (idiom). The subject of the study is the methodology of the linguistic description of speech in the plan of realizing interdisciplinarity and polyfunctionality in the verbalization of realities-representatives of the idiom discourse. The actual material of the research is the results of the methodological analysis of the lingual as a language system, in which the linguistic context is modeled on the basis of the ideas of polyparadigmality, polyapplicability, which is the integration of communicative, social, semantic, subjective, motivational, production and other contexts. The methodological concept of idiomological research is the language-systemic approach – the linguographic one, which is defined by us, based on the priority ideas of the new field of scientific knowledge, and in the lens of linguistic interpretation is the idiom as a phenomenon, in particular, its theoretical sphere. The object of linguistic methodology as an idiom description is the lingual of the idiom, and therefore the implementation of the research task reflects the macro process of the formation of a new linguistic paradigm. The methodology of description of monoidiomic lingual offers a wide interdisciplinary approach to the linguistic means of embodying the phenomenon of lingual and a multifaceted characterization of the elements of the idiom system. Methodologically justified linguistic completeness of an idiom represents a high level of proof of linguistic research. We see the perspective of the linguistic description of the idiom system in the integration of research methods, techniques, processes and procedures in an interdisciplinary plane.

A systematic review of the use of virtual reality in teaching Chinese as a foreign language

Abstract The purpose of this review is to provide a thorough analysis of existing research on the implementation of virtual reality (VR) in teaching Chinese as a foreign language (TCFL). In recent years, there has been a growing interest in the potential benefits of VR for language learning, and multiple studies have explored its application in TCFL. However, to date, no systematic reviews on the specific uses of VR in TCFL have been conducted. This study aims to bridge this gap by conducting a comprehensive review of empirical articles on the topic, identified from the Scopus and Web of Science databases. The search terms include “VR”, “virtual reality”, and “Chinese language”. The findings of this review shed light on the current trends in VR-related publications in the field of TCFL, the research settings where VR is used to support learning, and the potential benefits and effectiveness of VR in enhancing Chinese language learning, such as linguistic growth, communication skills, motivation, and immersive and authentic learning contexts. The review also highlights the challenges and limitations of using this technology in TCFL. The significance of this review lies in its potential to inform educators, researchers, and practitioners interested in using VR in TCFL about the current state of research and its implications for language learning. It can also contribute to the development of best practices for the effective use of VR in TCFL, ultimately leading to improved language learning outcomes for students.

Winning or losing: Children’s proportional reasoning across motivational contexts

Children tend to prioritize whole number information over relational information in proportional reasoning tasks, such that they judge a spinner with 4/10 red pieces as more likely to land on red than a spinner with 2/3 red pieces, because 4 > 2 (e.g., Hurst & Cordes, 2018a; Jeong et al., 2007). This whole number bias is hypothesized to be a driven by fluency in verbal counting in early childhood, which is thought to promote attention to whole number information. In this study, we explored (1) the relation between verbal counting abilities and whole number biases and (2) whether distinct framing contexts – either encouraging children to maximize the number of stickers won, or minimizing the number of stickers lost - differentially impact children’s proportional reasoning. Three- to nine-year olds (N = 210, Mage = 5.7 years) chose which of two spinners they preferred to spin. Children in the Gain condition learned that if the spinner landed on red, they would win a sticker and if it landed on blue, nothing would happen; children in the Loss condition learned that if the spinner landed on red, nothing would happen, but if it landed on blue, they would lose a sticker. Counter to prior work, performance of both older (6–9 year olds) and younger (3–5 year olds) children revealed whole number biases. Notably, whole number biases were not related to counting abilities. Importantly, we find framing the task in a Loss scenario lessened whole number biases, suggesting that task framing can alter children’s attention to whole number information in a proportional reasoning context.

Self-regulated learning as a mediator of the relation between executive functions and preschool academic competence

Executive functions (EF) and self-regulated learning (SRL) are processes for the goal-directed control of cognition and (learning) behavior that positively affect academic outcomes. Based on the finding that EF form the developmental basis for SRL, this study tested a model that assumes SRL as a mediator of the relationship between preschool EF and academic competence. Previous studies that found evidence for this mediation considered as predictors cool EF, which are important in emotionally neutral situations. However, since (pre)school-based learning is also associated with motivational incentives (e.g., praise from teachers and educators), this study aimed to test the validity of the above-mentioned mediation model using as predictors hot EF, which are important in emotional–motivational contexts. To this end, the constructs included in the model were cross-sectionally examined using performance measures and parent ratings in a sample of n = 77 German preschoolers (Mage = 71.61 months, SD = 4.13; 51.9 % girls). Results show that SRL mediates the relationship between hot EF and academic competence. Methodological limitations of the present study and implications for research and practice are discussed.

Directed retreat and navigational mechanisms in trail following Formica obscuripes

Ant species exhibit behavioural commonalities when solving navigational challenges for successful orientation and to reach goal locations. These behaviours rely on a shared toolbox of navigational strategies that guide individuals under an array of motivational contexts. The mechanisms that support these behaviours, however, are tuned to each species’ habitat and ecology with some exhibiting unique navigational behaviours. This leads to clear differences in how ant navigators rely on this shared toolbox to reach goals. Species with hybrid foraging structures, which navigate partially upon a pheromone-marked column, express distinct differences in their toolbox, compared to solitary foragers. Here, we explore the navigational abilities of the Western Thatching ant (Formicaobscuripes), a hybrid foraging species whose navigational mechanisms have not been studied. We characterise their reliance on both the visual panorama and a path integrator for orientation, with the pheromone’s presence acting as a non-directional reassurance cue, promoting continued orientation based on other strategies. This species also displays backtracking behaviour, which occurs with a combination of unfamiliar terrestrial cues and the absence of the pheromone, thus operating based upon a combination of the individual mechanisms observed in solitarily and socially foraging species. We also characterise a new form of goalless orientation in these ants, an initial retreating behaviour that is modulated by the forager’s path integration system. The behaviour directs disturbed inbound foragers back along their outbound path for a short distance before recovering and reorienting back to the nest.

Breeding effects on durum wheat traits detected using GWAS and haplotype block analysis.

The recent boosting of genomic data in durum wheat (Triticum turgidum subsp. durum) offers the opportunity to better understand the effects of breeding on the genetic structures that regulate the expression of traits of agronomic interest. Furthermore, the identification of DNA markers useful for marker-assisted selection could also improve the reliability of technical protocols used for variety protection and registration. Within this motivation context, 123 durum wheat accessions, classified into three groups: landraces (LR), ancient (OC) and modern cultivars (MC), were evaluated in two locations, for 34 agronomic traits, including UPOV descriptors, to assess the impact of changes that occurred during modern breeding. The association mapping analysis, performed with 4,241 SNP markers and six multi-locus-GWAS models, revealed 28 reliable Quantitative Trait Nucleotides (QTNs) related to plant morphology and kernel-related traits. Some important genes controlling flowering time and plant height were in linkage disequilibrium (LD) decay with QTNs identified in this study. A strong association for yellow berry was found on chromosome 6A (Q.Yb-6A) in a region containing the nadh-ubiquinone oxidoreductase subunit, a gene involved in starch metabolism. The Q.Kcp-2A harbored the PPO locus, with the associated marker (Ku_c13700_1196) in LD decay with Ppo-A1 and Ppo-A2. Interestingly, the Q.FGSGls-2B.1, identified by RAC875_c34512_685 for flag leaf glaucosity, mapped less than 1 Mb from the Epistatic inhibitors of glaucousness (Iw1), thus representing a good candidate for supporting the morphological DUS traits also with molecular markers. LD haplotype block approach revealed a higher diversity, richness and length of haploblocks in MC than OC and LR (580 in LR, 585 in OC and 612 in MC), suggesting a possible effect exerted by breeding programs on genomic regions associated with the agronomic traits. Our findings pave new ways to support the phenotypic characterization necessary for variety registration by using a panel of cost-effectiveness SNP markers associated also to the UPOV descriptors. Moreover, the panel of associated SNPs might represent a reservoir of favourable alleles to use in durum wheat breeding and genetics.

Can action tendencies be counteracted by inducing incompatible emotions? Considering instances of anxiety and anger.

The incompatible response hypothesis suggests that emotions and other affective states can counteract each other when incompatible. With the present study, we focused on two negative emotions (anger and anxiety) associated with different action tendencies (approach vs. avoidance). Specifically, we wanted to investigate if an anxiety manipulation, subsequent to an anger manipulation, would show a counteracting effect of the approach action tendencies associated with the initial anger manipulation and vice versa for anxiety and avoidance tendencies. We conducted a preregistered online experiment (N=173). We evaluated changes from when the individual (1) was presented with a task in relation to a specific goal (e.g., anxiety induction: recordings of students' view on climate changes), (2) received a subsequent emotion induction framed within an unrelated task and goal (e.g., anger induction: student feedback on changes to the economic student compensation system), (3) after which they were asked to return to the initial task (e.g., from the anger induction back to the anxiety induction). Primary outcomes included visual and verbal measures of action tendencies, and secondary outcomes included appraisals and emotion experience. The results showed no evidence of a counteractive effect by inducing emotions unrelated to the initial task and with incompatible action tendencies. Rather, results pointed to spill-over effects, which should be seen in light of the anger conditions resulting not only in increase anger and irritability but also anxiety and nervousness. The lack of counteractive effects could be due to either the mixed emotions induced by the anger condition or the compatibility of motivational context (i.e., threat) of anxiety and anger. Future research needs to refine the incompatible response hypothesis, honing the ways in which incompatibility is needed for emotion alteration, for instance by investigating the role of the motivational context.

The power of the lens: Filming increases honesty in children as young as five

AbstractAs early as 5 years of age, children begin to manage their reputations strategically. We investigated whether the reputation concern elicited by filming affected children's mental cheating, which is a form of cheating that cannot be detected even if someone else is watching. During the test, the experimenter was in the room with children, and we operationalized reputational cues as whether the video camera was actively recording or not. We compared the self‐reported accuracy of a filmed group versus a non‐filmed group in a mental cheating game, under two motivational contexts: self‐interest and other‐interest. A total of 320 children aged 3 to 6 years played a mind game in which they were asked to predict the outcome of a dice roll and to report whether their prediction was correct. We found that 5‐ to 6‐year‐olds were less likely to cheat for their self‐interests when being filmed than when not being filmed. However, filming did not reduce 5‐ to 6‐year‐olds' other‐interested cheating. Furthermore, we found that filming did not influence the self‐interested or other‐interested cheating of 3‐ to 4‐year‐old children. This study highlights how reputation concern elicited by filming motivates children to appear honest to others, even in purely mental cheating scenarios. Additionally, our results suggest that young children are sophisticated in their early reputation management and that prosocial justifications can alleviate concerns about dishonesty.

What scholarly practice means to respiratory therapists: An interpretive description study.

Engagement in scholarly practice has been associated with professional empowerment, role satisfaction and improvements in care delivery and patient outcomes across many healthcare professions. However, in evolving professions like respiratory therapy, scholarly practice is excluded from competency frameworks, resulting in a gap in education and subsequent application of this competency in practice. An exploration of scholarly practice in respiratory therapy may provide insights into evolving professions that face tensions between meeting competency requirements as outlined in frameworks and providing quality healthcare to the populations they serve. The aim of the study was to explore what scholarly practice means, and how it manifests in practice from respiratory therapists' (RTs) perspectives. We used interpretive description methodology. We purposively sampled participants to obtain varied perspectives of scholarly practice in respiratory therapy. We conducted 26 semistructured interviews with RTs in different roles (clinicians, educators, researchers, leaders and managers) across Canada and analysed the data using inductive analysis. Data collection and analysis proceeded concurrently. We developed five main themes: (i) the identity of a scholarly practitioner in RTs; (ii) factors influencing scholarly practice; (iii) one's impression of their professional self-image; (iv) scholarly practice as a vehicle for changing practice and (v) the complex interconnections between knowledges and practices. Scholarly practice appears to be a multifaceted phenomenon encompassing a wide range of activities and skills including conducting research, reflective practice, application of research to practice, and contributing to the advancement of the profession and healthcare. Scholarly practice is influenced by organisational context and culture, available resources, intrinsic motivation and external political context. We identified similarities between professional identity and the description of the scholarly practitioner, suggesting that these two phenomena may be interconnected. Furthermore, participants believed that scholarly practice could enhance the image, credibility, legitimacy and professionalisation of the profession.

Integrating cognition in the laboratory with cognition in the real world: the time cognition takes, task fidelity, and finding tasks when they are mixed together.

It is now possible for real-life activities, unfolding over their natural range of temporal and spatial scales, to become the primary targets of cognitive studies. Movement toward this type of research will require an integrated methodological approach currently uncommon in the field. When executed hand in hand with thorough and ecologically valid empirical description, properly developed laboratory tasks can serve as model systems to capture the essentials of a targeted real-life activity. When integrated together, data from these two kinds of studies can facilitate causal analysis and modeling of the mental and neural processes that govern that activity, enabling a fuller account than either method can provide on its own. The resulting account, situated in the activity's natural environmental, social, and motivational context, can then enable effective and efficient development of interventions to support and improve the activity as it actually unfolds in real time. We believe that such an integrated multi-level research program should be common rather than rare and is necessary to achieve scientifically and societally important goals. The time is right to finally abandon the boundaries that separate the laboratory from the outside world.

Improved attention and performance monitoring in high procrastinating students after positive relative to negative norm-referenced feedback

Procrastination is an irrational delay of task completion. Previous studies have demonstrated that individuals who often procrastinate present deficits in attentional control and performance monitoring and that these dysfunctions might be differentially manifested depending on the motivational context. Building upon these results, the present event-related potential (ERP) study aimed to investigate the impact of norm-referenced feedback on executive functions among students with high (HP; N = 75) or low (LP; N = 77) procrastination levels. Participants completed the parametric Go/No-Go task, while receiving either positive or negative false feedback indicating how well they performed in comparison to others. The results indicated that positive (as opposed to negative) feedback led to higher self-reported arousal and increased post-error slowing in HP (vs. LP) participants. Moreover, neurophysiological measures indicated lower neural activation linked to attentional control (P300) and performance monitoring (ERN, CRN and Pe) in HP than LP participants, while the groups did not differ in these indices during the positive feedback condition. Obtained findings indicate that HP might be more sensitive to the motivating effects of success and more vulnerable to the detrimental influence of failure.

Self-Service Aversion: correlations between Experience Design and rejection of bank ATMs by some users

This study addresses people’s resistance to using self-service terminals, especially bank ATMs. Many bank customers prefer seeking assistance from other people or auxiliary professionals when using an ATM. It was observed that this rejection or difficulty of use is not always directly related to bad interface designs of these self-service systems. An in-depth research was conducted, involving observation and a survey on-site at three bank branches in Brazil using the Contextual Inquiry method.The research used the contingency coefficient as a statistical method to determine the magnitude of the correlation between psychological and behavioral factors and ATM aversion.The results verified the existence of Self-service Aversion, which is the tendency of some to prefer human service instead of automated service, and is built upon four main constructs: sense of uncertainty, environment, sense of accountability, and user interface design. It was concluded that user experience is influenced by psychological and behavioral factors, such as expectations, cognition, emotion, motivation, and social context, impacting effectiveness and usability.

Motivational Congruence Theory: Beyond the Dualistic Approach to Human Motivation.

Dualism has long been part of human sciences, including psychology and its sub-discipline of motivation. In psychology, such dualism is reflected in the rationalism-empiricism dichotomy. This dichotomy has resulted in two seemingly contradictory perspectives, including empiricism and rationalism. From empiricism perspective, the primary contact between subject and object is the passive reception of inputs from the environment. From rationalism perspective, the primary contact is through the match between conceptual forms and empirical observations. Relying on the notion of "being-in-the-world", activity theories reconcile these discrepancies by stressing the role of individual's activity in the contact between individual and the world. Similarly, in the motivation literature, such duality is highlighted by the dissection of motivation into intrinsic and extrinsic categories. It has resulted in three contrasting streams on the relationship between extrinsic and intrinsic motivation. The first stream by reinforcement theories argues that these two motivational mechanisms act in an additive way. The second stream by undermining theories posits that they interact in a negative way. Yet, the third stream by contingency theories postulates that the simultaneous effect of these motivational mechanisms depends on reward salience. These theoretical streams either implicitly or explicitly give priority to one type of motivation over the other. Emphasizing a dialectical stance, motivational congruence theory gives equal weight to both types of motivation. It stipulates that the perceived congruence between motivational mechanisms and context determines overall motivation and performance. The theory goes beyond the dualistic approach in motivation and resolves discrepancies that have long afflicted the literature.