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Motivation and distance to goal in time: their effect on cognitive and affective manifestations
... Six items measured extraversion and six items measured neuroticism on a four-point scale (1 = not at all true of me, 2 = partly true of me, 3 = fairly true of me, 4 = very true of me). The present versions of the E (extraversion) and the N (neuroticism ) scales of the JEPQR-A have demonstrated good predictive validity in a sample of Norwegian elementary school children (Bjørnebekk (2008b)). ...
Previous research assumes personality based approach-avoidance temperaments to be predictors of domain-specific achievement goals in a hierarchical model within a trichotomous achievement goal framework (Elliot & Thrash, 2002). The present study investigates the relations between temperaments and achievement goals in a sample of 661 elementary school students to test the validity of this model in an alternative sample by means of a more contemporary 2 X 2 achievement goal framework. A structural equation model supports previous findings that approach temperament serves as predictor of mastery-approach goals, performance approach goals and avoidance temperament of mastery-avoidance goals, performance avoidance goals. In addition, there is some evidence of avoidance temperament as predictor of approach goal and approach temperament as predictor of avoidance goal. These results provide further support to the validity of the model proposed by Elliot and Thrash (2002), and suggests additional relations that add to the knowledge of the relationship between temperament and achievement goals.
... The items were taken from the Norwegian translations of the STAIC A-State scale (Spielberger 1973) and the Test Anxiety Scale for Children (TASC; Sarason et al. 1958) and were constructed to measure worry (W) and emotionality (E) during problem-solving sessions. Bjørnebekk’s (2008a) and Gjesme’s (1983b) empirical studies have documented the reliability and validity of using this measure for Norwegian elementary school children. In the present sample, a principal factor analysis with oblimin rotation showed that two factors had eigenvalues greater than one (the first three eigenvalues were, respectively, 5.99, 1.25, and 0.92). ...
In two studies, the influence of key emotional and motivational factors on performance in different achievement goal-type situations is examined. In study 1, based on 314 sixth-graders, two types of goal situations were induced; performance and mastery. The goals were examined with respect to important antecedents (e.g., motive dispositions) and several consequences (e.g., performance, satisfaction, pleasant affect, worry, and emotionality). The results showed that the motive to achieve success (M
s) produced positive affects, satisfaction, and increased performance, whereas the motive to avoid failure (M
f) produced worries and performance reduction. In study 2, based on 331 sixth-graders, three types of goal situations were induced; performance–approach, performance–avoidance, and mastery goals. The findings revealed that the most important single factors positively related to performance were M
s and mastery–goal situation. In addition, high M
s pupils performed better under mastery condition than under performance condition. Finally, avoidance-goal situation accentuate the negative effects of high M
f on performance.
Social avoidance goals have been linked to negative social outcomes and may contribute to the social impairment experienced by socially anxious individuals. In this study, we examined whether engaging in acts of kindness, a technique designed to increase happiness, decreases social avoidance goals in socially anxious participants and whether social anxiety reduction and hedonic enhancement (i.e., increased positive affect) mediate this effect. Socially anxious undergraduates were randomly assigned to three conditions: performing acts of kindness (AK; N = 38); exposure only (EO; N = 41); and recording life details (LD; N = 36), a neutral control condition. Participants engaged in these activities for 4 weeks. AK resulted in the greatest decrease in social avoidance goals by post-intervention. EO also reduced avoidance goals over time relative to LD. The effect of task condition on avoidance goals over time was fully mediated by social anxiety reduction over time. Neither AK nor EO increased positive affect. Implications for social anxiety treatment are discussed.
The present study combines Lykken's theory about the role of reward sensitivity and punishment insensitivity in the development of antisocial behavior with Gjesme's theory of future time orientation. 158 adolescents comprised a target group of 79 adolescents who had defined behavioral problems and a matched referential group of 79 adolescents who did not have notable behavioral problems. The results suggest that attributes related to primary psychopathy are associated with a relatively weak or hyporeactive behavioral inhibition system, behavioral approach reactivity, and low future time orientation. Moreover, attributes related to secondary psychopathy are related to an overly sensitive (hyper-reactive) behavioral approach system and low future time orientation. Robust positive associations for behavioral approach reactivity and low future time orientation with primary and secondary psychopathy suggest that high behavioral approach/low future time orientation may represent a core feature common to the two factors of psychopathy.
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