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183
Choice and ego depletion: The moderating role of autonomy
- Personality and Social Psychology Bulletin
, 2006
"... For example, emotional self-control often has been associated with ego-depletion. Participants who suppressed reactions to an emotionally evocative film (humorous or sad) performed worse on a subsequent anagram task than did participants who were free to express their emotions and thus did not have ..."
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For example, emotional self-control often has been associated with ego-depletion. Participants who suppressed reactions to an emotionally evocative film (humorous or sad) performed worse on a subsequent anagram task than did participants who were free to express their emotions and thus did not have to exert self-control (Baumeister et al., 1998, Study 3). In a study by Muraven, Tice, and Baumeister (1998), participants were exposed to a distressing, sad film clip and were instructed either to stifle their emotional response or to amplify it. Participants in both of these emotion-regula-tion conditions (i.e., either decreasing or increasing their response) persisted for less time on a subsequent handgrip task that required physical stamina, relative to control group participants who were not told to alter their emotional states. Appetite regulation, another form of self-control, also has been regularly linked to ego-depletion in the literature. For instance, resisting the temptation of choco-late chip cookies caused participants to give up more quickly on a subsequent, unsolvable, geometric, figure-tracing task (Baumeister et al., 1998, Study 1). Vohs and Heatherton (2000) found that dieters asked to sit next to a bowl of candies were more ego-depleted, as indi-cated later by their eating more ice cream (Study 1) and persisting less on a demanding cognitive task (Study 2)
Engagement and Disaffection in the Classroom: Part of a Larger
"... A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, auto ..."
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A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal dynamics, emotional components of engagement contributed significantly to changes in their behavioral counterparts; feedback from behavior to changes in emotion were not as consistent. Teacher support and students ’ self-perceptions (especially autonomy) contributed to changes in behavioral components: Each predicted increases in engagement and decreases in disaffection. Tests of process models revealed that the effects of teacher context were mediated by children’s self-perceptions. Taken together, these findings suggest a clear distinction between indicators and facilitators of engagement and begin to articulate the dynamics between emotion and behavior that take place inside engagement and the motivational dynamics that take place outside of engagement, involving the social context, self-systems, and engagement itself.
Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis
- Journal of Educational Psychology
, 2007
"... The authors investigated students ’ profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both contr ..."
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The authors investigated students ’ profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation but low levels of amotivation, and (c) students with moderate levels of both autonomous and controlled motivations but low levels of amotivation. These first 2 studies revealed that students in the high autonomous/high controlled group reported the highest degree of academic adjustment. Study 3 performed on college students revealed 3 profiles: (a) students with high levels of autonomous motivations but low levels of both controlled motivation and amotivation, (b) students with high levels of both autonomous and controlled motivation but low levels of amotivation, and (c) students with low to moderate levels of the various motivational components. Study 3 indicated that students in the autonomous group were more persistent than students in the other groups. Results are discussed in light of self-determination theory (E. L. Deci & R. M. Ryan, 1985).
Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-175. doi: 10.1080/00461520903028990
- Psychological Bulletin
, 2009
"... A recurring paradox in the contemporary K-12 classroom is that, although students educa-tionally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the art ..."
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A recurring paradox in the contemporary K-12 classroom is that, although students educa-tionally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the article characterizes the controlling style by defining it, articulating the conditions under which it is most likely to occur, linking it to poor student outcomes, ex-plaining why it undermines these outcomes, identifying its manifest instructional behaviors, and differentiating it from an autonomy-supportive style. Second, the article identifies seven reasons to explain why the controlling style is so prevalent. These reasons show how pressures on teachers from above, from below, and from within can create classroom conditions that make the controlling style both understandable and commonplace. Third, the article offers a remedy to the paradox by articulating how teachers can become more autonomy supportive. Three essential tasks are discussed. Special attention is paid to practical examples of what teachers can do to support students ’ autonomy. Controlling is the interpersonal sentiment and behavior teachers provide during instruction to pressure students to
Latent motivational change in an academic setting: A 3-year longitudinal study
- Journal of Educational Psychology
, 2005
"... This research examined changes in intrinsic and extrinsic motivation during the transition from junior to senior high school as well as the impact of motivational changes on various educational consequences (i.e., dropout intentions, absenteeism, homework frequency, and educational aspirations). A t ..."
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This research examined changes in intrinsic and extrinsic motivation during the transition from junior to senior high school as well as the impact of motivational changes on various educational consequences (i.e., dropout intentions, absenteeism, homework frequency, and educational aspirations). A total of 646 participants completed a questionnaire in 8th, 9th, and 10th grade. Using the true intraindividual change modeling technique (R. Steyer, I. Partchev, & M. J. Shanahan, 2000), the authors reached results revealing that students ’ intrinsic motivation and extrinsic motivation decreased gradually from 8th to 10th grade. Furthermore, less educational adjustment was observed for students experiencing a decline in external regulation during the transitional year and students experiencing a decline in intrinsic motivation and identified regulation during the year after the transition.
Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion
, 2002
"... When motivating others during uninteresting activities, people typically use ex-trinsic contingencies that promote controlling forms of extrinsic motivation. In contrast, we investigated a motivational strategy that could support another per-son’s capacity to personally endorse and value the effort ..."
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When motivating others during uninteresting activities, people typically use ex-trinsic contingencies that promote controlling forms of extrinsic motivation. In contrast, we investigated a motivational strategy that could support another per-son’s capacity to personally endorse and value the effort he or she put forth during the uninteresting activity. That strategy is the provision of an externally provided rationale when communicated in an autonomy-supportive way. In two studies, we tested and found support for a motivational mediation model, based on self-determination theory, in which the presence of such a rationale (vs. its absence) adds to participants ’ identification with the task’s personal value which, in turn, explains participants ’ subsequent effort. These studies suggest that extrinsically motivated behaviors can become self-determined through the process of identi-fication and that the promotion of this identification experience depends on the presence of a rationale that is communicated in an autonomy-supportive way. KEY WORDS: internalization; identified regulation; extrinsic motivation; rationale; self-determination; autonomy support.
Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomysupportive versus controlling communication style on early adolescents' academic achievement
- Child Development
, 2005
"... The present experimental research examined whether framing early adolescents ’ (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally cont ..."
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Cited by 28 (4 self)
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The present experimental research examined whether framing early adolescents ’ (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indi-cated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation. Various studies indicate that children’s natural inter-est and engagement in learning declines over the el-ementary school years (Anderman & Maehr, 1994; Lepper & Hodell, 1989), which most likely negatively affects their achievement as well. Several researchers have claimed that this trend is, at least in part, due to
On the psychology of passion: In search of what makes people’s lives most worth living
- Canadian Psychology
, 2008
"... The purpose of the present paper is to present a new conceptualisation on passion for activities, the Dualistic Model of Passion (Vallerand et al., 2003) and an overview of related research. Passion is defined as a strong inclination toward an activity that people like, find impor-tant, and in which ..."
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The purpose of the present paper is to present a new conceptualisation on passion for activities, the Dualistic Model of Passion (Vallerand et al., 2003) and an overview of related research. Passion is defined as a strong inclination toward an activity that people like, find impor-tant, and in which they invest time and energy. This model further posits the existence of two types of passion each associated with different outcomes and experiences. Harmonious passion originates from an autonomous internalisation of the activity in identity and leads people to choose to engage in the activity that they love. It is expected to mainly lead to more adaptive outcomes. Conversely, obsessive passion originates from a controlled internalisation in identity and leads people to experience an uncontrollable urge to engage in the activity. It is hypothesised to predict less adaptive
Motivational profiles from a self-determination perspective: The quality of motivation matters
- Journal of Educational Psychology
, 2009
"... The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a clu ..."
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Cited by 27 (4 self)
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The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled). To compare the 4 groups, the authors derived predictions from qualitative and quantitative perspectives on motivation. Findings generally favored the qualitative perspective; compared with the other groups, the good quality motivation group displayed the most optimal learning pattern and scored highest on perceived need-supportive teaching. Theoretical and practical implications of the findings are discussed.
Motivational clusters in a sample of British physical education classes.
- Psychology of Sport and Exercise,
, 2002
"... Abstract Objectives: Based on recommendations from a recent review of self-determination theory Design: Cross-sectional survey. Method: Questionnaires were administered to 428 British students, aged between 14 and 16 years, from two schools in the Northwest of England. Results: A cluster analysis ..."
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Cited by 25 (2 self)
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Abstract Objectives: Based on recommendations from a recent review of self-determination theory Design: Cross-sectional survey. Method: Questionnaires were administered to 428 British students, aged between 14 and 16 years, from two schools in the Northwest of England. Results: A cluster analysis produced three motivational profiles in the first school, which were replicated in the second school. The first was named the 'self-determined profile' because the students displayed high self-determined motivation, effort, enjoyment, and cooperative learning, and low controlling motivation, amotivation, boredom, and unequal recognition. The second profile was the 'moderate motivation profile' with moderate scores on all variables measured. The third was named the 'controlling motivation/amotivation' profile because the students demonstrated high controlling motivation, amotivation, boredom, and unequal recognition, and low self-determined motivation, effort, and enjoyment. Conclusions: The results demonstrate the importance of developing self-determination in physical education, as it is associated with desirable behavioural and affective outcomes.
