Previous studies have shown that the use of motivational regulation strategies has the potential to sustain invested effort and persistence in the learning process. Combining different methods (questionnaires and standardized diaries), the present study aimed to determine the role of motivational regulation in an exam preparation period. Motivational regulation is differentiated in a quantitative (extent of strategy use) and a qualitative (planning, implementing, monitoring and correcting strategy use) aspect. One hundred and fifteen university students (...) reported the quantity and quality of their motivational regulation strategy use in a pretest and kept a standardized learning diary focused on motivational difficulties and invested effort over a 14-day period just before an exam in their studies. Exam performance was assessed afterwards. Results revealed positive effects of both aspects of motivational regulation on invested effort in exam preparation and exam performance. Moreover, a high quality of motivational regulation was associated with reduced negative effects of motivational difficulties on invested effort during studying—implying that motivational regulation can buffer against specific motivational problems occurring in the learning process. (shrink)

Motivational regulation is crucial to explaining autonomous self-regulated learning, yet has received relatively little empirical attention. This study therefore examined how 230 college students’ motivational-regulation strategies affected their proximal and distal second-language writing-achievement emotions, and sought evidence of interactive effects of such strategies and self-regulated learning strategies on each of these two types of emotions. All the studied types of motivational-regulation strategy were found to directly predict both proximal and distal writing enjoyment, under a (...) “the more the happier” principle, but only a performance-oriented motivational regulation strategy predicted proximal or distal writing anxiety. A social-behavior learning strategy was found to counteract the high proximal anxiety caused by heavy use of the performance self-talk motivational regulation strategy; and motivational-regulation predictors also emerged as stable predictors of both proximal and distal writing well-being. These findings are expected to be both theoretically valuable to the study of motivational regulation under the self-regulated learning framework, and of practical value to educators, learners, and curriculum designers. (shrink)

Affective experiences such as pains, pleasures, and emotions have affective phenomenology: they feel pleasant. This type of phenomenology has a loopy regulatory profile: it often motivates us to act a certain way, and these actions typically end up regulating our affective experiences back. For example, the pleasure you get by tasting your morning coffee motivates you to drink more of it, and this in turn results in you obtaining another pleasant gustatory experience. In this article, we argue that reflexive imperativism (...) is the only intentionalist account of affective phenomenology—probably, the only account at all—that is able to make sense of its loopy regulatory profile. (shrink)

Compassion collapse is a phenomenon where feelings and helping behavior decrease as the number of needy increases. But what are the underlying mechanisms for compassion collapse? Previous research has attempted to pit two explanations: Limitations of the feeling system vs. motivated down-regulation of emotion, against each other. In this article, we critically reexamine a previous study comparing these two accounts published in 2011 and present new data that contest motivated down-regulation of emotion as the primary explanation for compassion (...) collapse. (shrink)

Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The “IMPROVE” metamotivational self-regulatory model was embedded at three different phases of secondary students' engagement with scientific texts and exercises to examine effects of timing on groups' science literacy and motivational regulation. Israeli 10th graders in eight science classrooms received the same scientific texts and reading comprehension exercises in (...) four groups. Three treatment groups received metamotivational scaffolding before, during, or after text engagement. The control group received standard instructional methods with no metamotivational scaffolding. Pretests and posttests assessed science literacy, domain-specific microbiology knowledge, and metamotivation regulation. Intergroup differences were non-significant at pretest but significant at posttest. The “before” group significantly outperformed all other groups. The “after” group significantly outperformed the “during” group, and the control group scored lowest. Outcomes suggested delivery of metamotivational scaffolding as a potentially important means for promoting students' science literacy and effortful perseverance with challenging science tasks, especially at the reflection-before-action stage for looking ahead and also at the reflection-on-action stage for looking back. More theoretical and practical implications of this preliminary study were discussed to meet the growing challenges in science teaching schoolwork. (shrink)

In the context of English as a Foreign Language, burnout study dominantly revolves around teachers but learners’ academic burnout is largely underexplored. Academic burnout is a concerning issue worldwide that is particularly predicted by academic motivation. However, we know little about the association between motivation and burnout among EFL learners and whether maladaptive emotion regulation strategies could moderate their association. To fill this research gap, we recruited 841 EFL undergraduates from two universities in China. Descriptive analysis showed that participants (...) reported high levels of language learning burnout. Correlational and bootstrapped moderation analysis found that motivation and maladaptive ERS were significantly correlated with burnout in opposite directions and the correlation between motivation and burnout was significantly influenced by students’ use of two maladaptive ERS. The more frequently students chose to avoid and vent unpleasant feelings, the protective role of motivation on burnout was weaker. The implications of these findings are discussed. (shrink)

This article analyzes efforts to govern men’s reproduction in postwar India’s population control program from 1960 to 1977. It argues that the Indian state’s unconventional emphasis on men was linked to a gendered strand of social scientific research known as family planning communications and its investments in reframing reproductive control in behavioral terms. Communication scientists’ goal to understand the role of mass communications in shaping “reproductive decision-making” dovetailed with prevailing cultural ideologies of masculinity that readily associated men with economic rationality (...) and calculative reasoning. Consequently, scientists cast Indian men as indispensable targets of behavioral interventions into reproduction due to their ostensible status as familial and social “decision-makers.” This reframing prompted Indian family planning officials to create novel interventions into men’s reproductive bodies and beliefs, exhorting them to use contraception and desire fewer children. The study thus offers new approaches for theorizing how men become framed as legitimate subjects of reproductive control. (shrink)

: In the past five years, China has experienced increased efforts to regulate activities in biomedical research and practice. Background is provided on some of the key developments in Chinese bioethics especially in relation to genetics, stem cells, cloning, and reproductive medicine. This background sets the stage for a document entitled "Ethical Guidelines for Human Embryo Stem Cell Research," proposed by the Bioethics Committee of the Southern China National Human Gene Research Center, Shanghai, which is reprinted in this volume of (...) the Kennedy Institute of Ethics Journal. (shrink)

It can be stated that self-regulated learning (SRL) brings broad benefits to the process of students' learning and studying. However, research has yet to be undertaken in relation to one of its components, namely self-regulation of motivation and affectivity. The main objectives of this study are to examine the use of self-motivation strategies that involve classmates and to obtain models on the influence of academic goals and self-efficacy on such self-motivation strategies. To this end, was conducted a study using (...) two different samples of students in the compulsory secondary education or baccalaureate stages in Spain (N = 613 and N = 910). The results obtained indicate that, with regard to gender, differences only exist in the use of the strategy of deception (t = 5.450, p <.001, d =.364). That the two pairs of strategies positively and significantly correlated with one another (r =.239, p <.01 and r =.355, p <.01). That only the strategy of annulation of others correlates with a more adaptive type of motivation. Thus, the group of students that reported the greatest level in its use also did so in relation to task and ego self-enhancing goals, to self-efficacy, and being negatively associated with the goal of work avoidance. Finally, were offered models on relationships between academic goals, self-efficacy and enhancement and annulation strategies (χ² (8) = 5.204, p =.736) and deception and annulation strategies (χ² (4) = 3.228, p =.520). (shrink)

This study examined the relationship between L2 motivation and engagement in academic reading skill from the lenses of L2 motivational self-system and transformative experience. More specifically, following the transformative experience framework, we investigated the level of students’ engagement in academic reading skills inside and outside English classes. We also explored what motivational factors act as strong predictors of transformative experience and whether L2 motivation and engagement of students differ across different disciplines. Stratified purposive sampling was followed to recruit (...) 419 undergraduate English for academic purposes students studying in different majors. As such, we developed a questionnaire for measuring TE and utilized a pre-established questionnaire to operationalize L2 motivational self-system. We found that L2 motivation significantly covaried with students’ level of engagement in English academic reading skill. Furthermore, the results of multiple regression analysis revealed that L2 learning experience and ideal L2 self were strong predictors of transformative engagement; ought-to L2 self played a marginal role in the occurrence of TE. Discipline-wise, Life Sciences students were considerably more motivated than those in Arts and Humanities. However, no significant difference was observed in the extent of transformative engagement among students across disciplinary groups. Implications for EAP instructors, educational authorities, and material and curricula developers are discussed. (shrink)

Because white supremacy is designed to deliver unearned privileges and advantages to white people, they especially have a responsibility to engage in antiracism. However, many white people fail to do so, time and time again. We posit that, in many cases, antiracist efforts are thwarted because individuals face what we call “the motivation problem.” The motivation problem is a persistent lack or reduction of motivation to engage in antiracist praxis. We suggest that “emotion regulation”—acts performed with the goal of (...) modifying an emotion—plays a key role in the creation of the motivation problem. In some cases, emotion regulation can cause individuals to experience emotions ill suited for motivating antiracism. In other cases, individuals experience emotions that are well suited for motivating antiracism but they undergo emotion regulation that counteracts these feelings. In both cases, emotion regulation reduces motivation for antiracist praxis. To redress the motivation problem, we propose that people can repurpose emotion regulation strategies to increase motivation for antiracism. We thus suggest that emotion regulation is both a cause of and a solution to the motivation problem. Overall, the paper’s 164 first aim is to show that emotion regulation plays a unique and devious role in sustaining white supremacy via the motivation problem. Our second aim is to show that emotion regulation can and should be repurposed for antiracist ends. (shrink)

Attention is automatically allocated to stimuli that are opposite in valence to the current motivational focus (Rothermund, 2003; Rothermund, Voss, & Wentura, 2008). We tested whether this incongruency effect is due to affective–motivational counter-regulation or to an increased salience of stimuli that mismatch with cognitively activated information. Affective processing biases were assessed with a search task in which participants had to detect the spatial position at which a positive or negative stimulus was presented. In the motivational (...) condition, positive or negative affective–motivational states were induced by performance feedback after each trial. In the cognitive activation condition, participants memorised the word “good” or “bad” during the search task. The affective incongruency effect was replicated in the motivational condition, whereas an affective congruency effect obtained in the cognitive activation condition. These findings support an explanation of affective incongruency effects in terms of automatic counter-regulation that is motivational in nature. (shrink)

The aim of this study was to validate the Polish adaptation of the Treatment Self-Regulation Questionnaire, which measures the degree of self-determination in risk behaviour changes. The study comprised 219 patients, beginning to undergo treatment. The Global Motivation Scale was used to test a convergent validity. The confirmatory factor analysis did not support the theoretical four-factor model, thus an exploratory analysis was conducted to determine an optimal model across risk behaviours. The adopted two-factor model matched original TSRQ subscales: autonomous (...) motivation and external regulation. The internal consistency of factors ranging from.78 to.89. Structural equation modeling revealed the impact of global motivation on contextual motivation, limited to the equivalent type of regulation. The action aimed at supporting patient’s autonomy should consider the particular behaviour and the global motivation as a resource in disease. (shrink)

To orchestrate behaviors for survival, multiple psychological components have evolved. The current theories do not clearly distinguish the distinct components. In this article, we provide a unified theoretical framework. To optimize survival, there should be four components; (1) “need”, an alarm based on a predicted deficiency. (2) “motivation”, a direct behavior driver. (3) “pleasure”, a teacher based on immediate outcomes. (4) “utility”, a teacher based on final delayed outcomes. For behavior stability, need should be accumulated into motivation to drive behavior. (...) Based on the immediate outcome of the behavior, the pleasure should teach whether to continue the current behavior. Based on the final delay outcome, the utility should teach whether to increase future behavior by reshaping the other three components. We provide several neural substrate candidates in the food context. The proposed theoretical framework, in combination with appropriate experiments, will unravel the neural components responsible for each theoretical component. (shrink)

This article evaluates the effects of two types of rewards (performance-contingent versus engagement-contingent) on self-regulation, intrinsic motivation and creativity. Forty-two undergraduate students were randomly assigned to three conditions; i.e. a performance-contingent reward group, an engagement-contingent reward group and a control group. Results provide little support for the negative effects of performance rewards on motivational components. However, they do indicate that participants in the engagement-contingent reward group and the control group achieved higher rated creativity than participants in the performance-contingent (...) reward group. Alternative explanations for this finding are discussed. (shrink)

Player motivation is a key research area within games research, with the aim of understanding how the motivation of players is related to their experience and behavior in the game. We present the results of a cross-sectional study with data from 750 players of League of Legends, a popular Multiplayer Online Battle Arena game. Based on the motivational regulations posited by Self-Determination Theory and Latent Profile Analysis, we identify four distinct motivational profiles, which differ with regards to player (...) experience and, to a lesser extent, in-game behavior. While the more self-determined profiles "Intrinsic" and "Autonomous" report mainly positive experience-related outcomes, a considerable part of the player base does not. Players of the "Amotivated" and "External" profile derive less enjoyment, experience more negative affect and tension, and score lower on vitality, indicating game engagement that is potentially detrimental to players' well-being. With regards to game metrics, minor differences in the rate of assists in unranked matches and performance indicators were observed between profiles. This strengthens the notion that differences in experiences are not necessarily reflected in differences in behavioral game metrics. Our findings provide insights into the interplay of player motivation, experience, and in-game behavior, contributing to a more nuanced understanding of player-computer interaction. (shrink)

The way students perceive a learning climate (e.g. controlling or stimulating) is significantly influenced by feedback and assessment. However, at present much is unclear about the relation between feedback and motivational state. More specifically, the interplay with student characteristics is unclear. Since there is a strong increase of group work, the central research question is what are the effects of positive, neutral or negative feedback presented to collaborating teams of students, on students? intrinsic motivation, performance and on group processes? (...) One hundred thirty?eight higher education students participated in this study. There were no significant differences in performance across conditions. Multi?level analysis enabled a detailed comparison between groups and individual members of groups. Amongst others, it was found that feelings of competence facilitate the effect of positive feedback at the group level, which suggests that positive feedback boosts interest especially in groups of highly competent students. (shrink)

This study investigated Chinese university students’ technology-assisted self-regulated learning strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use (...) of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language. (shrink)

Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of (...) Intrinsic and Extrinsic Motivation: motivational climate  basic psychological needs  motivation  mental health outcomes. Elite team-sport athletes (140 females, 75 males) completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modelling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation. (shrink)

Medicine regulation demands the application of sound medical, scientific, and technical knowledge and skills, and operates within a legal framework. Regulatory functions involve interactions with various stakeholders (e.g., manufacturers, traders, consumers, health professionals, researchers, and governments) whose economic, social, and political motives may differ, making implementation of regulation both politically and technically challenging. This book discusses regulatory landscape globally and the current global regulatory scenario of medicinal products and food products comprehensively.

This two-wave study investigated the temporal interplay between motivation and the intensity and reported impact of athletes’ emotions in training settings. In total, 217 athletes completed self-report measures of motivational climate, motivation regulations, emotional states (i.e., pleasant states, anger, and anxiety) experienced before practice at two time points during a 3-month period. Latent change score modeling revealed significantly negative paths from task-involving climate at time 1 to the latent change in the intensity of dysfunctional anxiety and anger, and significantly (...) positive paths from ego-involving climate at time 1 to the latent change in dysfunctional anger (i.e., intensity and reported impact). The paths from controlled motivation at time 1 to the latent change in the intensity of dysfunctional anxiety and vice versa were significantly positive. The path from controlled motivation at time 1 to the latent change in the intensity of functional anger was significantly positive, but not vice versa. In addition, the paths from dysfunctional anger (i.e., intensity and reported impact) at time 1 to the latent change in motivation regulations were significant, but not vice versa. Overall, evidence provided suggested that the temporal interplay of motivation and emotions is contingent on the specific emotions. The findings highlight the role of coach-created motivational climate and the importance of identifying high levels of controlled motivation to help athletes better adapt to psychological stress. (shrink)

This study investigated contributions of pre-service teachers’ endogenous and exogenous instrumentalities, their intrinsic and extrinsic motivations, and their use of self-regulation strategies to explain the extent to which they used strategies to purposefully integrate their knowledge across courses. With a total of 254 pre-service teachers’ survey-responses, results of a hierarchical multiple regression analysis indicated that their endogenous instrumentality of their current coursework, their use of metacognitive strategies and their use of deeper cognitive learning strategies contributed to explaining their use (...) of extensive knowledge integration strategies for completing coursework. Our results suggest that to develop pre-service teachers’ teaching expertise, they may need to have a strong understanding that the current course conte... (shrink)

Entrepreneurs sometimes make unethical decisions that have devastating effects on their companies, stakeholders, and themselves. We suggest that insights into the origins of such actions can be acquired through attention to personal motives and their impact on moral disengagement—a cognitive process that deactivates moral self-regulation, thus enabling individuals to behave in ways inconsistent with their own values. We hypothesize that entrepreneurs’ motivation for financial gains is positively related to moral disengagement, while their motivation for self-realization is negatively related to (...) this process. Results obtained with a sample of founding entrepreneurs offered support for the first prediction, as well as support for the prediction that moral disengagement is positively related to the tendency to make unethical decisions. (shrink)

Objective: to develop and test the factorial structure of a new self-determination theory-based measure of behavioral regulation in children. Method: 590 (F = 51.7%) children aged 7-11 years completed the Motivation to Exercise and Diet (MED-C) questionnaire, which comprises 16 items (8 for exercise and 8 for diet) grouped into eight-factors (5 motivations and 3 needs). Psychometric testing included confirmatory factor analysis and internal consistency. Measurement invariance analyses were also performed to evaluate whether the factorial structure of the MED-C (...) was equivalent for gender (male vs. female), age ( 10yo) and the perception of having at least one parent with overweight or obesity (yes vs. no). Results: factorial analysis confirmed an acceptable factors solution for the MED-C and a good fit to the data for both the exercise and the diet subscales assessed independently. The Maximal Reliability coefficient revealed good reliability for the exercise and the diet subscales. Moreover, the MED-C factor structure was invariant across group comparisons. Discussion: findings support the construct validity and reliability of the MED-C. Therefore, it represents the first validated instrument simultaneously measuring motivational regulation and psychological need satisfaction in the context of children’s exercise and diet. Considering the goodness of these results, scale percentile ranks of the total score distribution as well as the z-score and the T-score were provided for clinical and research purposes. Conclusion: The MED-C might support the understanding of motivations and needs of children with weight problems and assist their process of behavioural change in primary and secondary prevention programs. Psychological factors represent, in fact, potential targets for interventions to increase children’s motivation to exercise and diet. (shrink)

The real-life complexity of moral motivation can be examined and explained by reintegrating time and development into moral inquiry. This article is one of the possible integrative steps in this direction. A dynamic developmental conception of moral motivation can be a useful bridge toward such integration. A comprehensive view of moral motivation is presented. Moral motivation is reconceptualized as a developmental process of self-organization and self-regulation out of which moral judgment and action emerge through the interplay of dynamically intertwined (...) cognitive and emotional components. Moral identity is proposed to emerge from long-term self-organization of moral motivation. In turn, as a higher-order construct, moral identity has a top-down influence on real-time self-organization. The article includes an account of short-term changes in moral motivation, and an account that connects real-time moral functioning with long-term changes. Moral motivation is qualified as a dynamic developmental process on the basis of self-organization, multicausality, nonlinearity, interconnectedness of time scales and substantial intrapersonal variability through motivational pluralism. (shrink)

Shifting learning to distant formats especially at the higher education level has been unprecedented during the past decade. Diverse digital learning media have been emerging which allow learner autonomy, and at the same time, require the ability of efficient regulation of various aspects of the learning process for sustainable academic progress. In this context, supporting students in self-regulated learning in an optimal way becomes an important factor for their academic success. The present study attempts through a systematic review of (...) 38 studies to provide an overview of the interventions identified as supporting all areas of SRL, in its three phases in distance education environments at the higher education level. As the study results show, there are a number of SRL support interventions available with proven positive effect on SRL. However, their distribution has been found to be uneven. Whereas metacognition regulation and the performance phase of learning is vastly investigated, the emotion regulation, and the preparatory and appraisal phases of the SRL cycle are somewhat underexplored. As complex and multi-component as the process of SRL is, the combination of various interventions, and specific features, for more comprehensive support has also been found beneficial. Additionally, it has been revealed that the emotion regulation, in most cases, is closely related to motivation regulation, and similar interventions support these two. Future studies can further explore the efficiency and relevance of the identified interventions, taking closer look at the effects of various digital media, learner characteristics as well as different levels of education on learners’ self-regulation needs. (shrink)

:Hume distinguishes natural obligation, the motive of self-interest, from moral obligation, the sentiment of approbation and disapprobation. I argue that his discussion of justice makes use of a third notion, in addition to the other two: rule-obligation. For Hume, the just person regulates her conduct by mutually advantageous rules of justice. Rule-obligation is the notion she requires to express her acceptance of these rules in so regulating herself. I place these ideas in relation to Hume's official theory of the will (...) and to early modern thinking about obligation and the will more generally. (shrink)

Esports are a rapidly growing phenomenon and understanding of factors underlying game performance are therefore of great interest. The present study investigated the influence of satisfaction of basic psychological needs (competence, autonomy, and relatedness), type of motivation (amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation), and number of matches played (time on task) on individuals’ performance on a matchmaking rating (MMR) in the video game Defence of the Ancients 2 (Dota 2). Collected (...) data from 315 participants was included in the analyses. A web-based questionnaire was used to collect data and structural equation modelling (SEM) was performed to analyze the data. The results show that perceived competence and autonomy were the only significant predictors of MMR performance beyond matches played. Fulfillment of relatedness, as well as motivational factors, were not found to be predictors of MMR scores. The strong effect of matches played, used as proxy of time on task, emphasize the effect of time and practice as a critical aspect of video-game expertise. (shrink)

The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning environments into informal work settings. More precisely, are (...) all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined. (shrink)

Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language learners’ use of self-regulated writing strategies when revising based on automated, peer, and teacher feedback in an online EFL writing context. Thirty-six Chinese university learners filled in three questionnaires. In addition, four learners followed a think-aloud protocol while revising and responding to (...) a stimulated recall interview to provide further data. The results revealed that learners employed an array of self-regulated writing strategies to attain their feedback revision goals. Learners used more cognitive strategies when revising based on automated feedback compared with peer and teacher feedback and more motivational strategies when revising based on teacher feedback. The think-aloud data and stimulated recall interviews coincided with the quantitative findings. Textual analysis revealed that feedback type and quantity were associated with self-regulated writing strategy use. (shrink)

This study attempts to analyse the relationship between two key psychological variables associated with performance in sports - Self-Determined Motivation and Competitive Anxiety - through Bayesian Networks analysis. We analysed 674 university students/athletes from 44 universities that competed at the University Games in México, with an average age of 21 years (SD = 2.07) and with a mean of 8.61 years’ (SD = 5.15) experience in sports. Methods: Regarding the data analysis, first a CHAID algorithm was carried out to determine (...) the dependence links between variables, and then a Bayesian networks was developed. The validation of the BN revealed AUC values ranging from 0.5 to 0.92. Subsequently, various instantiations were performed with hypothetical values applied to the “bottom” variables. Results showed two probability trees that have extrinsic motivation and amotivation at the top, while the anxiety/activation due to worries about performance was at the bottom of the probabilities. The instantiations carried out support the existence of these probabilistic relationships, demonstrating their scarce influence on anxiety about competition generated by the intrinsic motivation, and the complex probabilistic effect of introjected and identified regulation regarding the appearance of anxiety due to worry about performance. (shrink)

Action orientation is a volitional mode that promotes flexible self-regulation of emotional and motivational states; state orientation represents the conceptually opposite volitional mode that promotes fixation on (particularly negative) emotional and motivational states (Kuhl & Beckmann, 1994a). The present research investigated the link between action versus state orientation and implicit emotion regulation under demanding conditions. After inducing a demanding context, action-oriented participants displayed reduced affective priming effects of negative primes relative to state-oriented individuals (Studies 1–3). Action (...) versus state orientation did not moderate affective priming effects of positive prime words (Studies 1–3). Effects of action versus state orientation emerged only for a limited number of trials (Study 2) and were reversed under low-demanding conditions (Study 3). These findings support the notion that implicit emotion regulation is closely linked to volitional action control. (shrink)

The study investigated psychometric properties of the Sport Motivation Scale-6, assessing intrinsic regulation, four extrinsic regulation constructs, and amotivation among athletes competing at a regional and national level. In particular, we tested the factorial structure of SMS-6, its short-term stability, and the associations of SMS-6 constructs with self-efficacy, self-esteem, motivational climate, and satisfaction with sport performance. Participants were 197 athletes, representing team and individual disciplines. The measurement was repeated at the three-week follow-up. Results yielded support for the (...) six first-order factor structure. More autonomous forms of motivation were related to higher levels of self-efficacy, performance satisfaction, and taskoriented motivational climate in sport organizations. Sequential multiple mediation analysis showed that the association between general self-efficacy and performance satisfaction at a follow-up was mediated by introjected regulation and personal-barrier self-efficacy. (shrink)

Although convergence in emotion expressions within small groups is well documented, the motives that explain why members converge are rarely explicated. We approach expressive convergence from a conformity perspective and introduce the Emotional Conformity Framework, in which we posit that members match their groupmates’ emotion expressions because they are motivated to gain an accurate understanding of reality (informational conformity motive) or to form and maintain social relationships (normative conformity motive). These motives determine members’ standards for correctness, social responses, and plausible (...) convergence mechanisms, while members’ personalities and situational properties shape the relative strength of the two motives. By explicating these motivational underpinnings, the Framework improves our capacity to understand, predict, and regulate expressive convergence and emphasizes its functionality. (shrink)