No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
On the Self-Regulation of Behavior
... Therefore, our research question is to investigate whether calling and money motivation impact entrepreneurial performance in a complementary or an oppositional manner. To reach this aim, we drew on self-regulation theory, which suggests that humans are goal-oriented and regulated by feedback control processes (Bandura, 1991;Wright et al., 2000), to propose our hypothesized model. Specifically, this study believes that calling will motivate entrepreneurs' innovative behaviors, thereby improving entrepreneurial performance. ...
... Theoretical background and hypothesis development Self-regulation theory. Self-regulation theory suggests that humans are goal-oriented and regulated by feedback control processes (Bandura, 1991;Wang et al., 2023;Wright et al., 2000). Specifically, this theory proposes that once individuals have a clear goal, they will take action to achieve it. ...
... Innovative behavior as a mediator. The self-regulation theory states that individuals driven by goals will exhibit self-regulation behaviors conducive to goal achievement, which in turn leads to resultant outcomes (Wright et al., 2000). One of the entrepreneurial goals of entrepreneurs with strong calling is to meet social needs through their own products or services and have a positive impact on society (Da Palma et al., 2018;Stevens et al., 2015;Yitshaki & Kropp, 2016). ...
Although calling is frequently stated in entrepreneurial practice, empirical study examining the impact of calling on entrepreneurial activities is scarce. Based on self-regulation theory, two-wave survey is administered among 174 Chinese entrepreneurs to investigate the influence of calling on entrepreneurial performance. The results indicate that calling has a significant and positive impact on entrepreneurial performance of entrepreneurs. Innovative behavior mediates the positive association between calling and entrepreneurial performance. Money motivation negatively moderates the indirect effect of calling on entrepreneurial performance via innovative behavior. Precisely, the positive effect of calling on entrepreneurial performance via innovative behavior is stronger at low level of money motivation. This study theoretically enriches the understanding of factors driving entrepreneurial performance and extends the application of calling to the entrepreneurial field.
... Life goal framing interventions aim to make some reasons for engaging with instruction more salient than others, toward enhancing learners' their motivation, self-regulation, and achievement. We begin by presenting a theoretical account of motivated engagement in instructional activities [17], building upon principles from Control Theory [18] and Self-Determination Theory (SDT) . We then use this theoretical account to generate predictions regarding the effects of a life goal framing prompt and present a randomized controlled trial (RCT) testing these predictions. ...
... Control Theory construes engagement with instruction as goal-directed and controlled by a feedback loop [18]. When learners sit down to complete instruction (e.g., an e-learning module), they set goals for what they want to accomplish, and then use learning strategies that they think will help them attain their goals. ...
... We refer to these overarching aims as life goals. When learners pursue their life goals, they work to manifest their ideal self [18]. Accordingly, learners' life goals are among the most selfdefining and meaningful goals that they possess [18]. ...
Introduction
Educators need design strategies to support medical students’ motivation in online environments. Prompting students to frame a learning activity as preparing them to attain their life goals (e.g., helping others) via their clinical practice, a strategy called ‘life goal framing’, may enhance their autonomous motivation, learning strategy use, and knowledge retention. However, for students with low perceived competence for learning (PCL), life goal framing may have an adverse effect. A randomized controlled trial was conducted to test the effectiveness of life goal framing and the moderating effect of students’ PCL.
Methods
First- and second-year medical students across four Canadian universities (n = 128) were randomized to receive a version of an online module with an embedded prompt for life goal framing, or one without. Students’ motivation, learning strategy use, and knowledge retention were assessed. Differences between conditions on each outcome were estimated using Bayesian regression.
Results
Students’ PCL was a moderator for autonomous motivation but no other outcomes. The prompt did not have a statistically significant effect on any outcome, even for learners with high PCL, except for a small effect on link-clicking behaviour.
Discussion
The results of this study suggest that learners’ autonomous motivation is influenced by how they make meaning of instruction in terms of their future life goals and their present confidence. We cannot recommend life goal framing as an effective design strategy at this point, but we point to future work to increase the benefit of life goal framing for learners with high confidence.
... In general, Bolino et al.'s model uses self-regulation theory to explain OCBs over time focusing on the role of SCO. Self-regulation theories (e.g., see Carver & Scheier, 1998;Lord et al., 2010) outline goal-related processes including setting goals, planning related to goals, pursuing goals, and processing goal-related feedback. Within these theories, goals are defined as internal representations of desired states (Austin & Vancouver, 1996) and are viewed as existing within a hierarchy such that higher-level goals are more abstract and specify the purpose of action and lower-level goals are more concrete and specify how to accomplish the higher-level goals. ...
... As noted, the current conceptualization indicates that individuals may form OCB-related intentions to achieve their goals. Based on selfregulation theories (e.g., Bolino et al., 2012;Carver & Scheier, 1998), these OCB intentions should predict corresponding OCBs. More specifically, within the goal hierarchy mentioned previously, specific intentions can be seen as relatively lower-level goals. ...
... These results are consistent with the self-regulation view adopted in this research (e.g., Bolino et al., 2012;Carver & Scheier, 1998; Note: Alternative Model a = the OCB intention items and the OCB items loaded on the same factors (i.e., OCB-Supervisor intention items and OCB-Supervisor items load on one factor, OCB-Coworker intention items and OCB-Coworker items load on one factor, and OCB-Organization intention items and OCB-Organization items load on one factor); Alternative Model b = the motive items and the OCB intention items loaded on the same factors (i.e., IM items and OCB-Supervisor intention items load on one factor, PV items and OCB-Coworker intention items load on one factor, and OC items and OCB-Organization intention items load on one factor); Alternative Model c = the SCO items and the motive items loaded on the same factors (i.e., SCO-Individual items and IM items load on one factor, SCO-Relational items and PV items load on one factor, and SCO-Collective items and OC items load on one factor). ...
Organizational citizenship behaviors (OCBs) represent an important aspect of job performance, as these actions contribute to organizational functioning in several ways. Although there is growing recognition of the importance of within‐person OCB dynamics over time and some work is beginning to suggest self‐concept may be an important antecedent of OCBs, previous research does not appear to have integrated these two lines of work. Thus, the present research proposed and examined such an integration, focusing on self‐concept orientation and targeted OCBs using a within‐person daily survey approach. More specifically, drawing from Greenwald et al.'s unified theory of implicit social cognition and Bolino et al.'s self‐regulatory framework, this study examined within‐person relationships between self‐concept orientation, motives, intentions, and targeted OCBs. Participants (99 employed individuals from the United States) completed daily measures of these variables for up to 15 days. Results from multilevel modeling analyses were largely supportive of the proposed hypotheses, highlighting the relevance of self‐concept components in the context of OCBs over time. These findings may contribute to both theoretical development and practical applications, as they provide a more detailed view of self‐concept and OCBs over time that might be considered in attempts to enhance citizenship behaviors in organizations.
... The dominant mechanism of the impulsive system is reducing overall error meaning that the system satisfies as many constraints as possible, leading to minimal tension in the system. Tension is defined as the sum of unsatisfied constraints of the system (62). Consequently, associative patterns, which can be viewed as processes of the impulsive system, emerge in a self-organized way and are created or strengthened through repeated coactivation of external stimuli, a ective reactions, and associated behavioral tendencies (60). ...
... When an individual is in a state of a ective and cognitive dysregulation, they are highly stressed and cognitive and control resources for reflective operations are reduced resulting in a diminished capacity for higher-order mental operations such self-monitoring or exercising restraint in accordance with important long-term goals (32,60). Under such conditions, the system is unstable and rapid state changes become very likely, including the emergence of suicidal behavior as an impulsive suicidal pattern for reducing high tension in the system (16,54,62,65). These assumptions are in line with recent findings showing that individuals with impulsive suicidal behavior demonstrate having a stress reactivity pathway characterized by fleeting suicidal thoughts and cognitive and a ective dysregulation (11,18). ...
... With regard to suicidal impulsive precursors, we want to refer back to the Action Identification Theory (41) introduced in the self-regulation part of this article. A low-level identification was defined as an orientation to the present, an awareness of concrete stimuli, and striving for lower-level goals at the cost of higher-order goals and a high-level identity (32), phenomena which have been repeatedly linked to the operating modus of the impulsive system (62). This indicates that suicidal individuals operating in that modus are likely to be rather lowlevel identifiers, something that puts them at further risk of developing an impulsive suicidal pathway. ...
Within the ideation-to-action framework, existing theories of suicidal thoughts and behaviors (STBs) primarily focus on the linear progression of suicide risk. This, however, neglects growing evidence that many suicidal individuals do not experience their suicide attempt as a planned action, and in some instances deny even having experienced any suicidal thoughts. Furthermore, recent research has found that risk factors differ substantially between persons and that this is reflected in the variety of suicidal pathways. Considering the strong variability of STBs, new innovative theoretical concepts and assessment methods are needed to advance our understanding of multiple suicidal pathways. In this review, we apply a dual-system framework to suicidality, the Dual-System Model of Suicidality (DSMS), which accounts for two different systems of information processing and behavior. The first of these described is the reflective system, whereby STBs are viewed from a self-regulation perspective and thusly considered as maladaptive coping behavior to perceived discrepancies regarding important goals. Applying a feedback-based view such as this to STBs provides a deeper understanding into underlying psychological processes involved in the development of STBs. The second system described by the DSMS is the impulsive system. Here, STBs are seen as a maladaptive self-organizing pattern that gets activated in high-risk situations of acute stress, negative affect, and when resources of the reflective system are depleted. In this context, the DSMS is informed by a strength model of self-regulation, which assumes that self-regulation resources are limited, an aspect with important theoretical and clinical implications for the development of STBs. In order to demonstrate the theoretical and practical utility of the DSMS, this review draws mainly on studies using ecological momentary assessment (EMA), a technology that allows to investigate moment-to-moment changes in STBs, and is therefore well suited for capturing the complex interplay of self-regulatory and impulsive processes proposed by the DSMS. The application of a dual-system framework to suicide research represents an innovative and integrative approach for expanding our knowledge about fundamental processes and how their dynamics lead to STBs. The usefulness of the DSMS, implications for future suicide research with EMA, and clinical implications are discussed.
... This positive outlook appears to help optimistic people to develop more positively in several areas of life, including work, health, social relations, and education (Ramli et al. 2023). It is because dispositional optimism helps guide human thoughts and behavior across multiple contexts, including educational context (Carver and Scheier 2001). Students' future con dence is an important indicator of whether they are disproportionately optimistic (Joutsenniemi et al. 2013;Stankevicius et al. 2014). ...
... This positive mindset signi cantly impacts students' motivation and learning behaviors in the academic setting. Students who are con dent about their future demonstrate higher academic engagement and greater persistence in achieving their academic goals (Carver and Scheier 2001). They actively participate in the learning process and exert sustained effort (Segerstrom 2007). ...
Rural students often experience lower levels of future confidence compared to their urban peers due to limited access to resources, which can hinder their learning motivation, active learning, and ultimately, their computer and information literacy (CIL). Addressing a critical gap in the literature, this study ( N = 2,393) draws on Dispositional Optimism Theory and educational learning research to examine the chain mediating effects of learning motivation and active learning on the relationship between future confidence and CIL among rural 8th graders in China. The findings revealed three key insights: (1) future confidence is positively associated with CIL; (2) learning motivation and active learning independently mediate the relationship between future confidence and CIL; and (3) learning motivation and active learning together form a chain mediation effect, further strengthening the future confidence–CIL link. These results provide a novel theoretical model to understand how students’ psychological attributes and learning behaviors influence their digital literacy. Practically, the study offers actionable strategies for educators in rural China, such as fostering students’ future confidence, promoting intrinsic learning motivation, and encouraging active participation in computer-based learning activities. The findings provide a pathway to improving rural students’ CIL and bridging the digital divide between rural and urban students.
... The theoretical models that guided this study were self-regulation theory and positive organizational behavior (POB). Self-regulation theory suggests that behavior is goaldirected and feedback-controlled and that the goals underlying behavior form a hierarchy of abstractness [26]. Goal constructs bring a dynamic quality to the conceptualization of the self, and possible selves are future-oriented. ...
... Goal constructs bring a dynamic quality to the conceptualization of the self, and possible selves are future-oriented. In self-regulation theory, perseverance, optimism, and self-efficacy are factors related to goal pursuit that lead to positive outcomes in life [26]. Positive organizational behavior is the organizational application of positive psychology, the study and application of positively oriented human-resource strengths and psychological capacities that can be measured, developed, and effectively managed for performance improvement [27]. ...
To provide high-quality nursing care, nursing education requires the basic quality of self-leadership from professional nurses so that they can make self-directed and responsible judgments and decisions. Therefore, this study aimed to investigate relationships among self-leadership, positive psychological capital, consciousness of calling, and nursing professionalism in nursing students. A cross-sectional online survey of 202 students from two universities in South Korea was conducted between August and September 2022, using a convenience sampling method. A structured questionnaire was used to collect data. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient analysis, and bootstrapping using Hayes’ PROCESS macro for mediation. A significant positive correlation was found between self-leadership, positive psychological capital, consciousness of calling, and nursing professionalism. Positive psychological capital and consciousness of calling showed an indirect mediating effect on the relationship between self-leadership and nursing professionalism. To improve nursing professionalism, programs should be developed to educate nursing students, strengthen their self-leadership skills, and increase the influence of positive psychological capital and consciousness of calling for nursing. This will ultimately contribute to improving the quality of patient care by fostering competent nursing experts.
... "quantified self, self-surveillance, self-tracking, and personal analytics" (Wolf, 2009;Yau & Schenide, 2009). The information gathered by personal informatics systems can be utilized for self-reflection, enabling individuals to gain a better understanding of their behavior (Carver & Scheier, 2001), make informed choices about their health and overall well-being (Endsley, 1997), and encourage behavioral changes in various areas such as health and energy conservation (DiClemente et al., 2000;Seligman & Delay, 1977). Similar to personal informatics systems for humans, dog activity monitors quantify dog behavior and provide caretakers with various health metrics of their companion animals, such as daily activity and sleep levels, energy expenditure, and rest time. ...
... As mentioned before, people use dog monitoring data to reflect on the issues related to their dogs' welfare, such as their physical activity and feeding. This self-reflection on the data can help people to become more aware of their own behavior (Carver & Scheier, 2001), make better decisions (Endsley, 1997), and change their behavior (DiClemente, 2001). However, users' self-reflection processes differ based on their unique characteristics and personalities regarding their personal data (Bentvelzen et al., 2021), also affected by a number of interconnected variables related to data and lifestyle (Coşkun & Karahanoğlu, 2022). ...
In the last ten years, wearable technologies for animals have become increasingly popular, and activity monitoring systems are one of the most commonly used types of technology. However, there is a limited amount of research on dog activity monitoring systems and their impact on the lives of caretakers and their awareness, despite the growing number of studies on wearable technologies for humans. This thesis aims to fill this gap by conducting a longitudinal study with 30 participants, exploring the dimensions of interaction with dog activity monitoring systems, caretaker personas related to the use of these systems, and their potential to contribute to the caregiving of dogs. The study involves participants using a specific dog activity monitoring device for six weeks, along with in-depth interviews, experience sampling method, and complementary questionnaires. The findings are used to develop the Dog Activity Monitoring Systems-mediated stage-based awareness model that explains how dog activity systems can mediate the human-dog relationship and support the caregiving of dogs.
... Individuals with low MCS may struggle with accurately assessing difficulty and effort 57 , especially in the new context of beginning university studies. In some cases, high levels of hope combined with low MCS may lead to setting overly ambitious goals and difficulties in monitoring progress, limiting selfregulation effectiveness 106 and exposing them to more frequent setbacks. Hope develops throughout life and is experience-dependent, so when experiences outweigh successes, hope levels may decrease. ...
Self-regulation is a critical component of adaptive functioning, and individual differences in traits like metacognitive self-awareness (MCS), general self-efficacy (GSE), and hope play significant roles in influencing this ability. Self-awareness of cognitive biases is particularly relevant as it may enhance one’s capacity to manage challenges and pursue goals effectively. Prior research suggests that higher levels of MCS are associated with improved self-regulation, greater self-efficacy, and stronger hope for success. This longitudinal study sought to explore the development of self-regulation across 3 years of college education, with a specific focus on the role of MCS in shaping the trajectories of GSE and hope. Over 400 undergraduates were assessed five times throughout this period. Growth curve and causal mediation analyses were employed to examine the extent to which MCS contributed to changes in GSE and hope. Our findings indicate that self-awareness of cognitive biases (MCS) significantly influences the development of self-efficacy. Participants with higher levels of MCS exhibited a slightly faster increase in coping skills than those with lower levels. Additionally, MCS moderated the development of hope: individuals with above-median MCS scores showed a faster increase in hope, whereas those with below-median scores experienced an irregular decrease. In conclusion, MCS serves as a valuable resource for developing self-efficacy and hope. However, the influence of real-life challenges on hope appears to depend on an individual’s metacognitive skills, with better outcomes observed among those with higher MCS.
... En primer lugar, es responsabilidad del docente mostrar su vocación por conseguir que los alumnos aprendan y también su propia pasión por lo que enseña. Asimismo, debe procurar aumentar las expectativas de eficacia (Bandura, 1997(Bandura, , 2018 y las de consecución (Carver y Scheier, 2001) de los alumnos, para que crean en su propia capacidad de aprendizaje y confíen en el método de instrucción/estudio propuesto. También, hay que ofrecerles oportunidades de éxito a corto plazo, por ejemplo, permitiéndoles resolver apartados por su cuenta (Valls, 2015). ...
Introducción: El objetivo de este estudio es mostrar con evidencias que el Método “5L” de instrucción/aprendizaje, mejora el rendimiento académico en matemáticas y comporta una experiencia de estudio satisfactoria. Metodología: La metodología empleada responde a un estudio de campo dirigido a una muestra de alumnos voluntarios de una población de estudiantes de la asignatura de Fundamentos de Matemáticas en los Grados de ADE y/o Márquetin y Comunicación Digital en Euncet Business School, a los que se pasaron semanalmente encuestas cerradas de satisfacción, basadas en una escala Lickert (del 1 –muy insatisfactorio- al 5 –muy satisfactorio-), y fueron sometidos a cuatro pruebas evaluativas, midiendo su rendimiento académico (notas de 0 a 100), frente a un grupo-control similar. Resultados: Los estudiantes que implementaron el Método “5L” obtuvieron notas significativamente mejores (87,09 vs. 59,65) y afirmaron haber tenido una experiencia de estudio satisfactoria (4,07). Discusión: deberían evitarse sesgos en la muestra valorando las eventuales diferencias en el nivel de motivación intrínseca. Conclusiones: el Método “5L” de instrucción/aprendizaje gestiona adecuadamente la carga cognitiva de las sesiones formativas según la doctrina neuroeducativa; mejora significativamente el rendimiento académico frente a los métodos de estudio tradicionales; y genera una experiencia de aprendizaje satisfactoria.
... For instance, factors, such as the presence of children, education level, and income, can influence marital satisfaction (Amato & Booth, 1991). Individual characteristics, like personalities, attachment style, and emotional intelligence, also, play a significant role in relationship dynamics (Carver & Scheier, 1998). Additionally, interpersonal factors, including communication, intimacy, forgiveness, sacrifice, and religious beliefs, can have an impact on marital satisfaction (Reis & Shaver, 1988). ...
Public interest statement
The experiences of students, instructors, and school administratos, have all been, directly, impacted by a wide range of external factors. They have, significantly, changed how education functions, and how it is conducted. Along with this, it has become, increasingly, difficult for school administrators to ensure that schools are, efficiently, administered; due to the numerous reforms, taking place around the world, that are designed to make education systems suitable for their function in an increasingly-virtual global context. Hence, concerns about school accountability, and scrutiny, have had a negative impact on the decision-making procedures used by school leaders all over the world. Meanwhile, one of the most important aspects of leadership practice is decision making; because it is, strongly, influenced by a leader’s capacity to recognise, and control, their own emotions. The emotions, that school leaders, successfully, control, inform and affect their cognitive processes. Consequently, a leader’s capacity for emotional self-control may influence their behaviour and decision-making abilities. This method is known as emotional intelligence (EI). Without a doubt, the most important area for progress in the world now is education. This is so because the primary goal of education is to advance human growth. In fact, every type of schooling helps one to become a valued asset. However, there has been a deterioration in children’s academic achievement over time; especially, with regard to Ghana’s public schools. The purpose of this study, thus, is to determine whether the low academic performance of Ghanaian children is due to a lack of emotional intelligence (EI), and/or its related marital satisfaction, among instructors who are supposed to be inculcated with this value while completing training at educational colleges.
... Updating, which is closely associated with the construct of working memory, refers to the capacity to retain information in mind and mentally manipulate it (Baddeley & Hitch, 1974;Conway et al., 2008;Smith & Jonides, 1999). This ability is essential for achieving goals since thoughts, feelings, and actions can only adapt to standards and methods of achieving them when they are actively held in mind (Carver & Scheier, 1998;Hofmann et al., 2011Hofmann et al., , 2012. Inhibition is the ability to regulate one's attention, emotions, thoughts, and behaviour to resist urges to act on internal predispositions or external stimuli (Diamond, 2013). ...
Significant resources have been allocated to the development of training programmes designed to enhance executive functions. Recently, digital games have emerged as a promising tool for this purpose. However, the impact of adaptive games, which adjust game difficulty based on the player's performance, on trained and untrained executive functions (i.e., near and far transfer) remains to be investigated. In the present study, 59 young adults participated in an executive function game designed to improve shifting abilities for a total duration of 120 min, distributed over four consecutive days. The differential effects of both an adaptive and a non-adaptive game version on shifting (i.e., near transfer), and updating and inhibition (i.e., far transfer) were examined. The findings indicated that while near and far transfer effects were identified, there were no discernible variations in training outcomes between the two game versions. The present study thus contributes to the expansion of the evidence base in the field of executive function games. Educational relevance statement The study's primary objective was to investigate the impact of adaptive game design on enhancing executive functions. The findings indicated that, while adaptive difficulty levels in games may increase challenge, they do not necessarily result in greater improvements in executive functions compared to non-adaptive versions. These findings provide educators, game developers, and policymakers with insights into the complexities of game design in cognitive training, guiding the development of evidence-based strategies for incorporating educational games into curricula.
... Most studies based on questionnaires of adolescents reveal that non-antisocial young people with high CU traits have greater self-regulation than young people who score high on both CU traits and Conduct Problems [43]. Thus, the ability to regulate behavior considering individual goals, potential actions [44], and strategic planning [45] can differentiate young people with positive personality traits with and without Conduct Problems. Moreover, social competence has been a popular topic for research because it is not only a key aspect of children's development but also a significant indicator of their functioning in other domains, such as academic achievement [46] or externalizing and internalizing psychopathology [47]. ...
In recent decades, many researchers have focused on the development of Conduct Problems from childhood to adolescence. Understanding behavior problems also requires an understanding of well-regulated characteristics. Focusing our assessment on strengths makes it possible, on the one hand, to help children or adolescents with deficits in important areas (e.g., socio-emotional deficits) to develop emotional regulation skills and adapt their responses to different contexts. This study aims to understand the role of self-competence, self-regulation, empathy, and responsibility (strength variables) in the relationship between Callous Unemotional characteristics and Conduct Problems, with a sample of 236 children aged between 3 and 10 years (M = 7.51, SD = 1.63), through mediation analysis. In general, our findings suggest that self-regulation significantly explains the relationship between the callous dimension of the Inventory of Callous-Unemotional Traits and Conduct Problems, pointing out that this strength variable seems to act as a protective factor against the development of behavior problems. No other mediation effects were found, and these results are considered in light of some limitations.
... This attractor dynamics implies non-proportionality between variations of the system's components and those of the emergent behavior, which results in nonlinear dynamics of that behavior. This nonlinear dynamics can account for some well-documented typical motivational patterns, such as persistence of effort despite negative experiences, oscillation between motivated and unmotivated states, and abrupt shifts in motivation following a tiny variation in one of its putative determinants (Carver & Scheier, 1998;Gernigon et al., 2015;López-Pernas & Saqr, 2024). In its current form, Murayama and Jach's feedback loop could neither explain nor simulate such dynamics. ...
Manuscript accepted for publication at Behavioral and Brain Sciences, as a commentary on:
Murayama, K. & Jach, H. (in press). A critique of motivation constructs to explain higher-order behavior: We should unpack the black box. Behavioral and Brain Sciences. https://doi.org/10.1017/S0140525X24000025
Murayama and Jach rightfully aim to conceptualize motivation as an emergent property of a dynamic system of interacting elements. However, they do not embrace the ontological and paradigmatic constraints of the dynamic systems approach. They therefore miss the very process of emergence and how it can be formally modeled and tested by specific types of computer simulation.
... John's development gradually shows first signs of holistic integration patterns in certain contexts. Specifically in his private interactions with friends and his progressing self-care he shows new regulated behavior that underlines structural and dynamic adaptation via feedback processes (see Personality Dynamics Approach Carver and Scheier, 1998;see Dynamic Skill Theory Powers, 1973;Fischer, 1980). At John's age (23) brain maturation is still in full progress, certain domains are in between growth cycles (Tamnes et al., 2010), so that it would be too early to expect a full range of holistic integration level in any domain. ...
An emerging body of research attends to grasp the concept of authenticity. Nonetheless, a view on the developmental part with its underlying facets of Inner Work processes, is rare. In this paper, we aim to take a deeper look into the dynamics of inner work processes, that define certain authenticity developmental stages. Building upon our recently proposed “4C-view” of authenticity, we approach this developmental perspective from two different angles: from a process characteristic angle and a developmental level angle. Using vignettes of authentic client personality coaching processes, we propose that the interwoven dynamic between those two aspects yields several combinations of maturity levels within the individual. Continuity as an overarching concept thus contains various developmental authenticity stages that could be identified through different markers and vary in particular contexts.
... Among laypeople and scholars alike, there is a belief that an optimistic outlook may have widespread positive consequences for human experience and behavior. To explain these all-around advantages, scholars have proposed that optimism plays a central role in guiding human thoughts and behavior across multiple life stages and developmental contexts Carver & Scheier, 1998;Purol & Chopik, 2021). Various mechanisms have been discussed: Optimists direct more of their attention toward positive stimuli and less of it toward negative stimuli, thus maintaining a positive view on situations. ...
This study examined whether optimism in early adolescence predicts occupational and psychosocial outcomes in early adulthood and explored the functional form of this relation. We also investigated whether these associations continue to hold after accounting for concomitant factors and whether optimism acts as a protective factor that helps early adolescents deal with socioeconomic adversity. We followed a large sample of German seventh graders ( N = 1596; 63.8% females; baseline M age = 12.9) at two measurement points over a period of 18 years and estimated latent regression models. Optimism in early adolescence predicted several adult outcomes, including occupational prestige, social integration, psychosocial symptoms, and depression. Analyses with social integration, depression, and life satisfaction revealed a nonlinear association: Optimism promoted life outcomes, but this positive association reached a plateau in above-average ranges of optimism and a minimum value in below-average optimism ranges. Moreover, optimism in early adolescence buffered the negative effects of low parental socioeconomic status on occupational prestige, job satisfaction, and psychosomatic symptoms in adulthood. The findings offer increased knowledge about the long-term significance of optimism and underscore the necessity of considering these effects from a more comprehensive and interactional point of view.
... Narratives can be used to foster consistency among self-related expectations that are temporally recent and distant (Berntsen and Rubin, 2004), grounding the ever-evolving facets of identity in accounts of the personal past and extrapolating them forward in a life trajectory that links stories of origins with current circumstances, and future aspirations or possible selves (Carver and Scheier, 2001;McAdams, 2001;Conway, 2005;Erikson, 2007). This process can integrate temporally local or focal narratives into longer accounts. ...
While the ubiquity and importance of narratives for human adaptation is widely recognized, there is no integrative framework for understanding the roles of narrative in human adaptation. Research has identified several cognitive and social functions of narratives that are conducive to well-being and adaptation as well as to coordinated social practices and enculturation. In this paper, we characterize the cognitive and social functions of narratives in terms of active inference, to support the claim that one of the main adaptive functions of narrative is to generate more useful (i.e., accurate, parsimonious) predictions for the individual, as well as to coordinate group action (over multiple timescales) through shared predictions about collective behavior. Active inference is a theory that depicts the fundamental tendency of living organisms to adapt by proactively inferring the causes of their sensations (including their own actions). We review narrative research on identity, event segmentation, episodic memory, future projections, storytelling practices, enculturation, and master narratives. We show how this research dovetails with the active inference framework and propose an account of the cognitive and social functions of narrative that emphasizes that narratives are for the future—even when they are focused on recollecting or recounting the past. Understanding narratives as cognitive and cultural tools for mutual prediction in social contexts can guide research on narrative in adaptive behavior and psychopathology, based on a parsimonious mechanistic model of some of the basic adaptive functions of narrative.
... • It is worth mentioning that there are some existing work to understand human psychology, perception, behaviour and emotion with the control theory in the last few decades [Glasser, 1985, Powers, 2005, Carver and Scheier, 2001, Cochrane, 2021, Mansell et al., 2023. The use of control theory gave insightful understanding of human behaviour and emotions from the point views of seeking goals or meeting expectation via the feedback scheme, which enjoys holistic structure, simplicity and effectiveness. ...
Among the rich brain mind activities, two distinct modes have been identified: the driven doing mode often linked to mental health problem generation and the being mode known for its healing qualities. However, fully understanding these modes is challenging because measuring brain-mind performance is not straightforward and often indirect. In this paper, we propose a holistic approach, employing systems and control theory, to gain insights into these brain-mindful modes. In a typical control system, there are two main components: the controller, analogous to the brain-mind, and the system, which symbolizes the tasks and processes governed by the mind. By applying the framework of systems and control theory, we effectively interpret the two distinct mind modes through the concepts of open-loop and closed-loop (feedback) control strategies. Furthermore, the work in this paper primarily reveals that various brain-mind related issues, such as depression, delusion, and conflict, are often viewed as instabilities in control systems. We reinforce this perspective with numerical examples that not only illustrate the root causes of these issues but also highlight how altering goals, controllers, and models within brain-mind systems can potentially alleviate these problems. Finally, the work explores how mindfulness and biofeedback practices can be interpreted within the framework of systems and control theory, enhancing our understanding of these practices.
... Motivation is a psychological force that empowers people to take desired action (Carver & Scheier, 1998;Festinger, 1962;Fishbein & Ajzen, 1974;Hull, 1932;Gollwitzer & Bargh, 1999;Lewin, 1935;Miller et al., 1960;Mischel et al.,1989). Direct measurement of motivation is not possible; therefore, measurement of motivation is based on cognitive, behavioral, affective, and psychological responses of the individuals. ...
This study examines the compatibility of Information and Communication Technology adoption model in rural China including the impact of ICT adoption on entrepreneurial outcome. Sample size for this study composed of 350 observations and 19 Likert items. Impact of benefit of ICT and government initiation on technology adoption process is examined both directly as well as indirectly via mediating variables using structural equation modeling. Study uses exploratory factor analysis, confirmatory factor analysis, and structural equation modeling to reach the conclusion. Study reveals significant impact of benefit of ICT on technology adoption process whereas impact of government initiation on technology adoption process is insignificant. There is strong and positive association between technology and entrepreneurial outcome in China. Adoption of Information and Communication Technology in China highly depends on expected benefit of technology rather than on government initiatives to promote ICT.
... Rather than action, the output function of the second loop is assumed to be affective in nature: Negative affect occurs when progress is slower than the expected or needed reference value; positive affect occurs when progress is faster than expected, needed, or desired (for greater detail see Carver & Scheier, 1998). The authors assume that negative affect leads to increased effort (pushing); positive affect leads to reduced effort (coasting). ...
... As we mentioned, recent research leverages how personality predicts goal setting behaviors [11] and how individuals interpret information [7] to inform visualization design. Two of the most studied personality traits are the LoC [38] and the FFM [17,25,57]. ...
Recent research on information visualization has shown how individual differences such as personality mediate how users interact with visualization systems. Although there is a robust body of research on this relationship, these studies focus on a particular subset of personality constructs. Therefore, there are still personality traits with untapped potential that can provide new findings and inform the design of user-centered visualization systems. This chapter focuses on the conscientiousness personality trait, which measures a person’s preference for an organized approach to life over a spontaneous one. In particular, we believe that conscientiousness may regulate how one prefers graphical encodings and organization. We leverage design guidelines based on user preferences and conscientiousness levels to prototype different information visualization systems. We conducted a user testing phase to understand how these prototypes affect user task efficiency, task efficacy, perceived ease of use, perceived usefulness, and preference. Our findings show that conscientiousness levels lead to distinct user preferences, suggesting an interaction effect between conscientiousness and design guidelines in task efficiency. Additionally, individuals with low conscientiousness scores appear to be faster at completing tasks independently of the design guidelines. Moreover, individuals with high and low conscientiousness scores prefer a visualization specifically designed based on their preferences. Finally, the design guidelines lead to different perceived ease-of-use scores. Our study sheds new light on the relevance of personality as an adaptation technique in the design pipeline of visualization systems.
... This selfmonitoring leads individuals to compare their behavior to an internally or externally imposed standard, reference point, or aspirational goal state (Lord, Diefendorff, Schmidt, & Hall, 2010), whichif achieved-would establish moral equilibrium . This process involves assessments of moral self-regard (i.e., "How moral am I?" ]) that produce positive or negative discrepancies between current behavior and aspirational states (Carver & Scheier, 1998). In contrast to the (assumed) stability of moral identity, which refers to the importance to one's self-concept of being or appearing moral (Aquino & Reed, 2002), moral self-regard is expected to fluctuate over time (Bandura, 1986) and result in compensatory behaviors. ...
In contrast to the prevailing interindividual and interactionist perspectives on (un)ethical behavior, recent research has demonstrated that employees can dynamically transition between ethical and unethical behavior as part of an intraindividual moral self-regulation process.We review over 300 empirical studies that examined within-person processes (e.g., moral licensing, moral cleansing, and slippery slope) as explanations for a variety of organizationally relevant behaviors (e.g., [un]ethical behavior, organizational citizenship behaviors, and counterproductive work behaviors). From our review, we develop a multistage model that integrates the influences of individual traits and contextual factors with intraindividual moral self-regulation processes. Combining findings from diverse research domains (e.g., management, psychology, marketing, and economics), we emphasize the importance of these factors in understanding the evaluation of initial and compensatory (un)ethical behavior, the selection of targets for compensatory behavior, and shifts immoral reference points. In doing so, we highlight conceptual, empirical, and methods-related contributions to this literature, and we identify paths for future research that integrates different perspectives on behavioral ethics.
... According to Lazarus and Folkman (1984), anxiety is a negative feeling characterized by a sense of trepidation or worry. Anxiety is more closely related to the avoidant mental process than to the approach mental process (Wright et al., 2000), this feeling is characterized by a degree of apprehension when confronted with danger (Saint and Moscovitch, 2021). Researchers found evidence for anxiety (traitlevel) to be associated with CWB overall (Fox and Spector, 1999;Fox et al., 2001). ...
This research investigates the intricate relationship between mental health and workplace behaviors, specifically focusing on organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). OCB and CWB are recognized as significant components of organizational behavior, with employees displaying these behaviors when they experience either job satisfaction or perceived threats. However, the factors influencing the choice of these behaviors remain elusive. This study contends that emotional states, shaped by the complex interplay of individual mental health, organizational climate, and culture, play a pivotal role in determining an employee's propensity to engage in OCB or CWB. Anxiety, stress, and depression are natural emotional responses to workplace situations, and they can both trigger and be triggered by OCB and CWB. This article aims to comprehensively investigate the impact of these emotional states on OCB and CWB behaviors. Furthermore, it explores the application of the conservation of resources (COR) theory in understanding these dynamics. The article underscores the necessity for further research in this area to enhance our comprehension of the intricate relationships among mental health, emotions, and workplace behaviors. This study contributes to the growing body of knowledge at the intersection of psychology and organizational behavior.
... Традиційно оптимізм розглядався та вимірювався як риса особистості, що досліджувалася у контексті позитивних очікувань майбутнього, орієнтованих на досягнення мети [4,5]. Носії риси оптимізму характеризуються вірою в те, що їх життєві обставини гармонізуються, за рахунок чого вони справляються з викликами більш гнучко та успішно [25]. Риса оптимізму забезпечує людям схильність розглядати негативні фактори в якості зовнішніх та тимчасових, що дозволяє їм бути незламними перед труднощами [22]. ...
Оптимістичний стан, порівняно з рисою оптимістичності, має динамічний характер, і великою мірою обумовлений контекстом подій та ситуацій. Для вимірювання риси оптимістичності переважно застосовують опитувальники самооцінки, що складаються із запитань щодо узагальнених очікувань людей відносно свого майбутнього (Life Orientation Test (LOT), Life Orientation Test-Revised (LOT-R)) та стабільності їх атрибуцій відносно причин обставин власного життя (Attributional Style Questionnaire (ASQ)). Методику «State Optimism Measure» (SOM) було розроблено спеціально для виявлення міри оптимістичного стану. У статті описано процедуру україномовної адаптації англомовної методики «State Optimism Measure» (SOM). На вибірці студентів перевірено її психометричні показники. Доведено, що україномовна адаптація має високі показники дискримінативності тверджень (середнє значення – 0,82), високу надійність-узгодженість складових шкали (α Кронбаха=0,88), сталу внутрішню структуру, яка пояснює понад 76% індивідуальних розбіжностей. Встановлено, що важливим фактором оптимістичного стану є вік: особи середнього віку мають нижчі показники міри оптимістичного стану, ніж особи юнацького віку (р=0,036). Значення за шкалою корелюють з показниками суб’єктивного благополуччя (р=0.000), частотою переживання позитивних (р=0.000) та негативних афектів (р=0,032), що доводить конвергентну валідність шкали. Отже, авторську структуру методики було повністю збережено. У результаті, запропоновано методику «Шкала оптимістичного стану» (ШОС), що складається з 7 тверджень, спрямованих на виявлення інтегрального показника – міри оптимістичного стану. Адаптована методика постає першим україномовним психодіагностичним інструментом для вимірювання оптимістичного стану, що характеризується достатніми психометричними властивостями.
... Efklides (2006) lists several metacognitive experiences that are based on the monitoring of task-processing features and of its outcomes: feelings of familiarity, difficulty, knowing, confidence, satisfaction, etc., as well as judgments/estimates of learning, effort, time, source memory information, etc. All these metacognitive experiences can be divided into two broader classes of positive vs negative meta-experiences, and play important role in self-regulatory loops involved in the learning process (Carver and Scheier 1998;Efklides 2009). Metacognitive experiences inform about the effectiveness of online regulatory processes and have a significant impact on control decisions regarding effort put in learning, the strategy of learning, etc. ...
... The 3PP is an analytical perspective by which perseverance can be qualitatively described and measured. The framework reflects perspectives of concept (Middleton et al., 2015;Sengupta-Irving & Agarwal, 2017), problem-solving actions (Pólya, 1971;Schoenfeld & Sloane, 2016;Silver, 2013), self-regulation (Carver & Scheier, 2001;Zimmerman & Schunk, 2011), and making and recognizing mathematical progress (Gresalfi & Barnes, 2015). The 3PP has been used in several studies across different contexts to make explicit the perseverance process for an individual and/or group of ...
Recent reform efforts state the importance of providing students with opportunities to persevere with challenging mathematics to make meaning. We posit translanguaging practice as a vital option by which Latinx bilingual students can sustain collective perseverance during problem solving. In this paper, we employ a constant-comparative overlay analysis to simultaneously study the discursive translanguaging and perseverance practices of Latinx bilingual students and the corresponding classroom supports. We observed collaborative problem solving in two classrooms of 12th-grade Latinx bilinguals working to make sense of an exponential function and the involvement of the same monolingual English-speaking teacher. Working within similar, supportive classroom environments, we describe how one group of students spontaneously and dialogically leveraged communicative resources to help persevere with in-the-moment obstacles, while another group of students worked together across languages but did not engage in a translanguaging mathematical practice to persevere. We suggest that only establishing a classroom environment conducive for translanguaging and perseverance practice is insufficient and that teachers should not solely rely on students spontaneously engaging in these practices. To complement this environment, we recommend specific teacher moves and scaffolds that could help Latinx bilingual students initiate collaborative translanguaging and support their ongoing perseverance to make meaning of mathematics.
... Accepted psychological theories are widely reinforced, with an emphasis on values, wants, aspirations, and objectives (McCarthy & Wright, 2004). (Carver & Scheier, 1989). On a tactical level, action is influenced by context and conditions, but it is also influenced by broader psychological requirements (Rezaei, 2015). ...
ABSTRACT
The purpose of this study was to conduct a literature review in order to gather material that would serve to underpin and
support a link between UX requirements and psychological theories. In the paper, relevant sources from extant literature
were accessed and synthesized. The outcome revealed that psychological theories support user experience needs. UX
needs as psychological needs are fully supported by psychological theories. In the light of this, the search for ways to
meet these needs should be done using psychological needs fulfillment strategies. Further studies will investigate ways of
meeting these user experience needs and how these needs can be modeled for UX design and evaluation.
KEYWORDS
Psychological Needs, Psychological Theories, User Experience Needs
... Approach-coping strategies are activities designed to change stressful situations or accept their presence, such as seeking comfort and understanding. In contrast, avoidant-coping strategies aim to increase emotional or physical distancing from stressful situations, such as drug and alcohol use [28]. In a study which examined the coping strategies used by teachers during the COVID-19 lockdowns, the authors found that the approach-coping strategies were linked to increased happiness, welfare, health, and resilience [29]. ...
Background
During the COVID-19 pandemic, which enforced social distancing and isolation, teachers were required to handle multiple challenges related to their work, including dealing with remote teaching, in addition to personal, medical and financial challenges. The goal of the current research was to examine factors that contributed to professional burnout and commitment to work among teachers during the first and second waves of the COVID-19 pandemic.
Methods
A total of 344 elementary school teachers in Israel completed online self-report questionnaires, including assessments of stressors, anxiety, resilience, self-efficacy beliefs, and coping strategies. Structured Equation Modeling [SEM] was used to examine the contribution of these factors to professional burnout and commitment.
Results
The gaps between needed and received support had a direct effect on teachers’ burnout and commitment, and an indirect effect through anxiety and self-efficacy beliefs. Stress relating to remote teaching and support-gaps regarding remote teaching were the most significant of all the stressors and sources of support.
Conclusions
Collectively, these findings highlight the significance of remote teaching as the main cause of stress and professional burnout and suggest that proper preparation of teachers—before and during times of crisis, may have a significant impact on their mental and professional well-being.
... For example, a person may need to spend time alone after spending time in social gathering and having satiated their need to be with other people. This is in line with the view that focusing both on the self and on others may serve an individual, who is at the receiving end of all of their actions (Carver and Scheier, 2001). Perceived discrepancies between self and others generate emotional discomfort that leads to either cognitive or behavioral re-adjustments (Brandtst€ adter and Greve, 1994; Higgins, 1997). ...
There is a consensus that values serve as ideal standards that motivate and influence behavior. Previous research concludes that certain universal values promote well-being and others undermine it. In line with the idea that values behave as a dynamic system and do not influence well-being as independent elements, the present findings indicate that all universal values may contribute to well-being. A new measure assessing the degree 10 universal value domains serve as ideals is administered on an online sample (N = 933) from the United Kingdom. Participants completed three well-being measures. Latent Profile Analysis in a within study cross-validation (Sample 1: n = 468, Sample 2: n = 465) replicates three distinct latent value profiles denoting high, moderate and low levels of value orientation. Analysis of Variance shows that the level of value orientation explains differences in average levels of well-being. A high-level of value orientation is associated with higher average levels of well-being compared to a low-level of value orientation. This evidence suggests that the degree values influence well-being depends on the level they represent people's ideals. In conclusion, the type of value pattern and not the type of prioritized values can systematically explain variability in well-being. Implications are discussed.
... Comme le remarquent Austin et Vancouver (1996), un même but peut s'atteindre par différents moyens ou sous-buts indépendamment de l'état initial et un même individu peut poursuivre plusieurs buts à la fois. Consécutivement, afin de guider le comportement humain, ces derniers s'organisent en fonction d'une hiérarchie qui dépend notamment du niveau d'abstraction des buts et de la durée nécessaire pour les atteindre (Carver & Scheier, 1998 (Emmons, 1989) ou encore be goals (Carver & Scheier, 2000) peuvent être assimilés à des principes de vie ou des aspirations personnelles (Austin & Vancouver, 1996). En ce sens, ils permettent aux individus de structurer et donner du sens à leur vie (Carver & Scheier, 2000;Karoly, 1999). ...
L’auto-évaluation est un processus essentiel de l’autorégulation permettant à l’apprenant de détecter l’écart entre l’état actuel de ses connaissances et l’état souhaité. Le produit de cette estimation lui permet de prendre la décision de poursuivre ou non son activité, mais aussi de la réguler ou non. Cependant, la littérature sur le sujet démontre que cette auto évaluation est souvent imprécise. Ainsi, les apprenants ne s’autorégulent pas efficacement et ont besoin d’un feedback externe. Fournir à l’apprenant un feedback évaluant son travail peut alors devenir un « outil puissant » pour promouvoir un apprentissage autorégulé de qualité et favoriser les performances académiques. Toutefois, le contenu d’un feedback est susceptible d’influencer l’autorégulation notamment en modifiant l’orientation des buts d’un apprenant. Aussi, l’objectif de ce travail est de déterminer quel contenu est le plus à même de favoriser la motivation, l’autorégulation et la performance dans un dispositif écologique d’entraînement en ligne. Nous avons réalisé trois études pour mener à bien cet objectif. La première étude visait à valider la traduction française d’un questionnaire évaluant les stratégies d’autorégulation misent en œuvre dans des environnements d’apprentissage en ligne et hybride, l’OSLQ. La seconde étude visait la validation de la traduction française d’un questionnaire mesurant les buts d’accomplissement, l’AGQ-R. Enfin, l’objectif de la troisième étude était de tester différents types de feedback à fournir aux apprenants pour favoriser la motivation, l’autorégulation de l’apprentissage et la performance académique. Plus précisément, nous avons comparé l’effet de trois types de feedbacks (classique, autoréférencés, à la fois autoréférencés et normatif) sur la performance à l’examen, les stratégies d’autorégulation auto-rapportées et tracées ainsi que sur l’orientation des buts dans le cadre d’un enseignement à distance.Les résultats de l’étude 1 indiquent que le modèle à trois facteurs que nous proposons s’ajuste mieux à nos données que les deux autres modèles testés. Les qualités psychométriques de l’OSLQ-Fr sont satisfaisantes pour la validité interne mais peuvent être améliorées pour la validité externe. Cette traduction a été utilisée dans l’étude 3 et se compose de trois sous-échelles évaluant les compétences de planification, de gestion de l’environnement et d’autoréflexion.Pour l’étude 2, les résultats montrent que le modèle à trois facteurs que nous proposons s’ajuste mieux à nos données que les sept autres modèles testés. De plus, les qualités psychométriques de l’AGQ-R-Fr sont satisfaisantes en termes de validité interne et externe. Cette traduction a été utilisée dans l’étude 3 et mesure les buts de maîtrise-approche, les buts de performance-approche et les buts de performance-évitement. Enfin, les résultats de l’étude 3, contrairement à nos attentes, ne montrent pas d’effet du type de feedback sur la performance à l’examen, ni sur les comportements autorégulés. Toutefois, bien que les buts de maîtrise des apprenants chutent dans le temps, seule la condition proposant un feedback autoréférencé semble réduire cette baisse. Les analyses supplémentaires montrent un écart de trois points entre la moyenne obtenue à l’examen en faveur des utilisateurs du dispositif d’entrainement comparativement aux autres étudiants.Ces résultats suggèrent que modifier le contenu d’un feedback, dans un contexte d’entraînement en ligne, n’est peut-être pas suffisant pour influencer l’orientation des buts, l’autorégulation de l’apprentissage et la performance académique. Néanmoins, l’étude 3 laisse penser qu’un dispositif d’entraînement en ligne conçu en s’appuyant sur la théorie de l’apprentissage multimédia et proposant des supports à la régulation peut favoriser la performance académique indépendamment du feedback proposé à la fin de l’exercice.
... Poor individual goal progress can reinforce this tendency because individuals become more dependent on the collective, as they count on group outcomes to compensate for their low individual goal progress (Van Lange, 2014;Weber et al., 2004). Supporting this idea, research evidence suggests that poor goal progress can trigger individuals to shift attention from their focal goals to other instrumental goals in their environment (e.g., Carver & Scheier, 1998;Fitzsimons & Fishbach, 2010;Louro et al., 2007). In other words, group members who are unsuccessful in their individual goal progress may rely on the group's collective performance to ensure security and are thus likely more attentive and responsive to the group's goal demands (Fitzsimons & Fishbach, 2010;Parks, 2015). ...
Creativity is important for a group’s success, and thus, groups often demand that their members contribute creativity by setting up group goals. Group goal external regulation arises when individual members feel that their behavior is externally initiated and enforced. While research from the self-determination perspective suggests that such external regulation undermines creativity, emerging research also suggests the opposite: external regulation has motivational functions boosting creativity. To integrate these seemingly contradictory perspectives, we developed a contingency model (based on social dilemma theory) to explain the impacts of group goal external regulation. Specifically, conceiving creativity in the individual-group context of multiple goals, we suggest that group goal external regulation can prompt or hinder individual member creativity, depending on their individual goal progress (“concern for me”) and group identification (“concern for us”). We found support from two studies that when group identification is high, individuals demonstrate higher levels of creativity, irrespective of their individual goal progress and group goal external regulation experienced. When group identification is low, individuals demonstrate more contingent responses—that is, external regulation is positively (negatively) related to individual member creativity when their individual goal progress is poor (good).
... At this level, PE process is influenced by several direct factors including the level of education, profession, marital status, presence of support, motivation, and attitude of patients [22,27]. PE approach has been influenced by several theories of health behavior change [28][29][30][31], including the salutogenic theory proposed by Antonovsky [32][33][34]. We consider an integrated approach linking the salutogenic theory [32] to the health belief model including patient belief [31] and to the patient satisfaction theory [35]. ...
Background
Hypertension and diabetes are chronic noncommunicable diseases ranked among the leading causes of morbidity and mortality in resource-limited settings. Interventions based on patient empowerment (PE) have been shown to be effective in the management of these diseases by improving a variety of important health outcomes. This study aims to examine from the healthcare providers’ and policymakers’ experiences and perspectives, the facilitators and barriers in the management of hypertension and diabetes for patient empowerment to achieve better health outcomes in the context of the healthcare system in Cameroon.
Methods
We carried out a qualitative study involving three levels of embedded analysis in a public primary healthcare delivery system in Cameroon, through 22 semi-structural interviews with healthcare providers and policymakers and 36 observations of physicians’ consultations. We combined thematic and lexicometric analyses to identify robust patterns of differences and similarities in the experiences and perspectives of healthcare providers and policymakers about direct and indirect factors associated with patients’ self-management of disease.
Results
We identified 89 barriers and 42 facilitators at the central, organizational, and individual levels; they were preponderant at the organizational level. Factors identified by healthcare providers mainly related to self-management of the disease at the organizational and individual levels, whereas policymakers reported factors chiefly at the central and organizational levels. Healthcare providers involved in the decision-making process for the delivery of healthcare tended to have a sense of ownership and responsibility over what they were doing to help patients develop self-management abilities to control their disease.
Conclusion
While interventions focused on improving patient-level factors are essential to PE, there is a need for interventions paying more attention to organizational and political barriers to PE than so far. Interventions targeting simultaneously these multilevel factors may be more effective than single-level interventions.
Objective
The significance of the psychotherapeutic relationship in promoting psychotherapeutic change is widely recognized. In this paper, we contribute to the relational orientation of psychotherapy through a transtheoretical exploration of safety. We aimed to identify and integrate those relational and change-promoting principles and aspects of safety that are school-independent.
Method
We conducted an overview and synthesis of the clinical-theoretical and empirical literature that we believe has significantly addressed the role of safety in regulating change-promoting therapeutic relationships.
Results
The relational and change-promoting aspects of safety form a dynamic system involving the therapist, the client, and the relationship. These interact, influence each other, and perform multiple homeostatic functions: they allow to resist change, assimilate small changes that do not disrupt the client’s way of functioning, regulate major changes that disrupt and alter the client’s way of functioning, and regulate adjustments in the way the therapist and client work together. From an integrative-relational perspective, a safe therapist is a precondition for co-creating a safe environment. This establishes trust and fosters an affective bond that provides additional sources of safety for the therapeutic relationship and the client. To promote change, however, the relational aspects of safety need to be fine-tuned (calibrated and personalized) for each therapy in terms of intensity, duration, timing, scope, and sources, accommodating developmental, individual, and situational differences. Crucially, the safety of the therapist, the client, and the relationship must be neither perfect, steady, or static, but rather safe enough, adaptive, and dynamic, leaving space not only for self-discovery and self-awareness but also for the co-regulation of tolerable frustrations, disappointments, and insecurities that facilitate the client’s resilience and adaptation.
Conclusions
Focusing on school-independent, safety-based relational principles and understanding how they evolve and adapt over time and across circumstances can make a significant contribution to the current relational orientation in psychotherapy. This has important implications for psychotherapy practice, training, and research.
People often need to learn complex information as part of their daily lives. One of the most effective strategies for understanding information is to explain it, for instance to a hypothetical other (Pilots 1 and 2). Yet, we find that learners prefer equally effortful but less effective learning strategies, even when incentivized to perform well (Study 1). Critically, we propose and find that learners’ reluctance to explain is tied to their subjective knowledge of the material; learners who feel less knowledgeable about what they learned are most reluctant to explain it, despite the strategy being as effective for them (Study 2). An intervention that increased subjective knowledge (by having learners answer a few easy questions) increased learners’ choice to explain, which was mediated by learners believing that explaining would be more pleasant and effective (Study 3). Directly manipulating beliefs about how fun and effective explaining is also boosted learners’ willingness to explain (Study 4). Finally, because Studies 1–4 incentivized performance financially, we replicated key results in the classroom with students, finding improved scores on a class quiz (Study 5). The paradoxical implication of these findings is that those who need effective learning strategies the most are the ones least likely to use them. Put together, we find that subjective knowledge plays a key role in learning decisions and that boosting subjective knowledge is a simple intervention that can improve learning-related choices.
This chapter explores the future prospects of integrating behavioral economics with environmental sustainability, focusing on “The Road Ahead.” The chapter elucidates behavioral economics, delving into the impact of cognitive biases, nudges, and ethical considerations on decision-making pertaining to the environment. Bibliometric analysis is conducted to identify the present trends as well as future avenues in the area of behavioral economics and environmental sustainability and thus offers valuable insights into the patterns of publication, contributions made by authors, and the emergence of new themes within the realm of this interdisciplinary discipline. The examination of social dynamics, namely the influence of peers and adherence to social norms, is undertaken to understand their impact on the adoption and maintenance of sustainable behaviors. The chapter also explores the emerging themes in the area of integration of behavioral economics and environmental sustainability. The identification of limitations in the study and the exploration of potential areas for future study provide valuable insights for advancing the promotion of a sustainable and environmentally conscious society.
В статье рассматриваются теоретические проблемы адаптивного поведения людей в трудных жизненных ситуациях, особенности выбранных ими копинг-стратегий. Теоретической базой исследования послужили публикации по психологическим, демографическим и социологическим направлениям, исследующие проблемы адаптации населения через деструктивные и конструктивные копинг-стратегии социума. В результате исследования определено, что единой типологии копинг-стратегий в современной науке не разработано, имеются сложности с тем, чтобы разграничить совладающее поведение с психологической защитой и с адаптацией. Целью статьи является показать и проанализировать последствия выбранной деструктивной копинг-стратегии – алкоголизации. Проанализирована динамика производства и продажи алкогольной продукции, изменение рейтинга стран по потреблению алкоголя. Посредством метода статистического анализа выявлена взаимосвязь алкоголизации и структурных изменений в заболеваемости и смертности населения России, влияние ее на преступность и рост числа самоубийств, на среднюю ожидаемую продолжительность жизни. Выделены регионы – лидеры и аутсайдеры – по уровню потребления алкоголя, показано место Свердловской области в рейтинге регионов по следующим признакам: число организаций, выпускающих алкогольную продукцию, масштабы производства и потребления алкогольной продукции, смертности и преступности.
The article discusses the theoretical problems of adaptive behavior in difficult life situations, the features of their chosen coping strategies. The theoretical basis of the study was publications on psychological, demographic and sociological areas, investigating the problems of population adaptation through destructive and constructive coping strategies. As a result of the study, it was determined that a unified coping strategies typology has not been developed in modern science; there are difficulties in distinguishing coping behavior from psychological defense and adaptation. The purpose of the article is to show and analyze the consequences of the chosen destructive coping strategy - alcoholization. The production and sale dynamics of alcoholic products, the change in the ranking of countries in terms of alcohol consumption are analyzed. Using the method of statistical analysis, the relationship between alcoholization and structural changes in the morbidity and mortality of the Russian population, its impact on crime and an increase in the number of suicides, and on average life expectancy was revealed. The regions - leaders and outsiders - in terms of alcohol consumption are identified, the Sverdlovsk region’s place in the regions’ ranking is shown according to the following criteria: the number of organizations producing alcoholic products, the scale of production and consumption of alcoholic products, mortality and crime.
Intelligent technology introduces both opportunities and challenges in the realm of employee ethics. While intelligent technology is widely believed to combat employee unethical behavior by enhancing transparency and reducing discretionary decisions, it may also inadvertently promote unethical conduct by triggering awareness of job substitution (i.e., intelligent technology awareness [ITA]). This study investigates how ITA affects accountants’ unethical decision-making (i.e., UDM). Drawing on the cognitive appraisal theory of stress and self-regulation theory, we theorize a double-edged sword impact of ITA on UDM. Our results suggested that ITA could be appraised either as a challenge, leading to a reduction in self-regulation depletion and subsequent UDM, or as a threat, resulting in an increase in self-regulation depletion and subsequent UDM. Further, we found that organizational support for development attenuated the relationship between ITA and threat appraisal. However, the link was more pronounced when individual adaptability was high. This study offers vital insights for managing employee unethical behavior amid an evolving trend of intelligent technology-induced job replacement.
Книга посвящена актуальному направлению в совре-
менной психологии – исследованию ресурсов субъекта
на разных этапах жизненного пути. На основании теоре-
тических и эмпирических данных авторы описывают ха-
рактеристики и особенности, типологическое и индивиду-
ально-своеобразное в системе ресурсов человека. Основное
внимание уделяется представлению результатов эмпирических исследований.
Издание адресовано студентам факультетов психологии, аспирантам, преподавателям вузов.
This abstract explores the intricate relationship between dynamic self-regulation and effective time
management, delving into how self-regulation and adaptability jointly contribute to optimizing
time utilization. Time management is a critical skill in today's fast-paced world, with individuals
constantly striving to balance multiple responsibilities and commitments. Drawing upon
interdisciplinary research from psychology, behavioral economics, and organizational behavior,
this study investigates the mechanisms through which dynamic self-regulation enhances one's
ability to manage time effectively.
Dynamic self-regulation refers to the capacity to continuously monitor and adjust one's actions and
strategies in response to changing circumstances and goals. Through a comprehensive literature
review and empirical analysis, this research aims to elucidate the role of dynamic self-regulation
in shaping time management behaviors and outcomes. By examining how individuals regulate
their attention, motivation, and goal pursuit in the context of time management, this study seeks to
identify strategies and interventions that promote adaptive self-regulation for enhanced time
utilization.
This research endeavors to explore the boundary conditions and individual differences that
influence the effectiveness of dynamic self-regulation as a time management strategy. By
elucidating the interplay between self-regulation processes and environmental factors such as task
complexity, time pressure, and interruptions, this study seeks to provide practical insights for
individuals and organizations seeking to improve time management practices.
Overall, this abstract sets the stage for a comprehensive investigation into the dynamic interplay
between self-regulation and adaptability in the realm of time management, offering theoretical
advancements and practical implications for enhancing personal and professional productivity."
This study aimed to analyze whether there is a relationship between the variables: Positive Psychological Functioning (PPF), Emotional Regulation (ER) and Coping Strategies (CS) in relation to Adaptation to Illness (AI), and which of these variables is the best predictor of adaptation in adolescents undergoing cancer treatment. The clinical sample was of 33 adolescents aged 12-17 years (M =15.15, ST=1.67). The results indicated that emotional suppression was used more by females, while the coping strategies of religion and behavioral disengagement were used more by males. Participants from the interior of the country showed higher values in PPF than those from the city, and religious belief was more highly related with AI and ER. A linear regression study showed that, although the three independent variables predict the dependent variable, the best predictor is PPF, followed by ER and CS. The t value of the stepwise linear regression model indicated a significance of .02. These results may be useful when planning treatment in adolescents with cancer, with an approach based on psychological resources.
Dynamic systems theory provides a conceptual framework for the study of change in psychotherapy that is consistent with that used in other sciences. A dynamic systems model of change was proposed and evaluated in the context of cognitive therapy for depression. Consistent with this model, less client protection and more destabilization of depressive patterns predicted more improvement at the end of treatment. Less protection was associated with more therapist support/stabilization. More destabilization was associated with more affective intensity in the session and with more of a therapist focus on the historical antecedents of current problems, exposure to multiple sources of corrective information, and repeated practice of new skills. Although preliminary, this pattern of findings is consistent with the model proposed and with principles of dynamic systems from other sciences.
The main aim of the article is to point out the possibilities of researching the process of achieving goals from the perspective of regulatory fit theory. As part of the justification of this approach, the article presents the historically main theories of achieving goals – learning and performance goals (Elliot & Dweck, 1988), ego-involved and task-involved goals (Nicholls,1984), mastery and performance goals (Ames & Archer, 1988), which both may be in the dimension of approach or avoidance (Elliot & McGregor, 2001). Then attention is also focus to the motivational construct of regulatory focus (Higgins, 1997), which we connect with achieving goals. In the introduction, the achieved goals and types of regulatory focuses are presented in relation to their consequences. Mastery goals are focused on the development of one‘s own competence, and performance goals are characterized by the effort to overcome others, so they use social comparison. The approach dimension represents an effort to outperform others (performance goals) or one‘s previous performance (mastery goals), while the avoidance dimension represents an effort not to be worse than others (performance goals) or not to be worse compared to one‘s previous performance (mastery goals). For persons using the regulatory focus promotion, the occurrence of positive consequences is motivating, and for persons using the regulatory focus prevention, the fact that negative consequences do not occur is motivating. The article discusses the results of research dealing with which types of achievement goal (mastery and performance approach and avoidance goals) or regulatory focus (promotion and prevention regulatory focus) can be associated with more positive consequences in terms of achieving goals, while pointing out the inconsistency of these results. From this point of view, the hypothesis of regulatory fit appears to be a more unambiguous predictor of the success of achieving goals. Its principle is that the achieved performance goal is in accordance with an appropriate regulatory focus. For approach goals it is promotion regulatory strategy and for avoidance goals it is prevention regulatory strategy. In this case, regulatory fit is a better predictor of the success of achieving goals than the type of goal or regulatory focus itself. Even though the regulatory focus and achieved goals certainly have common features such as their definition through gains (promotion focus and approach goals) or losses (prevention focus and avoidance goals), they are different psychological constructs, because the goal rather represents the reasons for which behavior is realized and the regulatory focus is a concrete strategy for achieving goals. Thus, the fit between the focus and the type of goal may not always occur. At the end of the article we propose arrangements from the perspective of the regulatory fit hypothesis, which could improve the prediction of the success of the achieved goal. For example, studies conducted so far investigating regulatory fit did not take into account the possibility of changing the type of goal and the type of regulatory focus over time. Also, all studies are focused either on situational (which is relevant for the situation and is variable) or dispositional regulatory focus (a stable personality trait that refers to how a person typically strives to achieve a goal) independently and did not take into account that the fit between situational and dispositional regulatory focus equally positively predicts success in achieving the appropriate type of goal.
Negative feedback is a common practice in many organizations and has been proven to be an antecedent of employees’ shame in previous research. This study provides evidence that negative feedback leads to emotional exhaustion in employees through the mediator of shame. Moreover, the authors propose perceived supervisor humor, both positive (affiliative) and negative (aggressive), as a moderator in the relationship between negative feedback and shame. Using the Organizational Humor Model (Romero & Cruthirds, 2006) as a base, the authors theorize that employees who perceive their supervisors as generally having a high sense of affiliative humor will feel less shame from negative feedback, while those perceiving supervisor humor as aggressive will feel significantly more shame. The theoretical model was tested using a two-wave survey with a sample of 214 UK employees. Shame was found to partially mediate the relationship between negative feedback and emotional exhaustion, while the effect on organizational citizenship behavior was found to be insignificant. Furthermore, aggressive supervisor humor was found to be a significant moderator. Based on these findings, it is recommended that managers and leaders should avoid aggressive humor in the workplace and explore more effective methods of delivering negative feedback to alleviate feelings of shame.
Background
Reflective writing (RW) allows physicians to step back, review their thoughts, goals and actions and recognise how their perspectives, motives and emotions impact their conduct. RW also helps physicians consolidate their learning and boosts their professional and personal development. In the absence of a consistent approach and amidst growing threats to RW’s place in medical training, a review of theories of RW in medical education and a review to map regnant practices, programs and assessment methods are proposed.
Methods
A Systematic Evidence-Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure the two concurrent reviews. Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2022 in PubMed, Embase, PsychINFO, CINAHL, ERIC, ASSIA, Scopus, Google Scholar, OpenGrey, GreyLit and ProQuest. The Split Approach saw the included articles analysed separately using thematic and content analysis. Like pieces of a jigsaw puzzle, the Jigsaw Perspective combined the themes and categories identified from both reviews. The Funnelling Process saw the themes/categories created compared with the tabulated summaries. The final domains which emerged structured the discussion that followed.
Results
A total of 33,076 abstracts were reviewed, 1826 full-text articles were appraised and 199 articles were included and analysed. The domains identified were theories and models, current methods, benefits and shortcomings, and recommendations.
Conclusions
This SSR in SEBA suggests that a structured approach to RW shapes the physician’s belief system, guides their practice and nurtures their professional identity formation. In advancing a theoretical concept of RW, this SSR in SEBA proffers new insight into the process of RW, and the need for longitudinal, personalised feedback and support.
Introduction
Online impulse buying behavior is an unplanned urge to buy a product or service in an online setting and it has several negative consequences for customers, such as guilt and financial distress, and e-commerce firms, such as higher returns and customer complaints. Evidently, it is important to examine the various psychological processes which may assist in a better understanding, therefore addressing the high prevalence of online impulse buying. This study builds upon self-regulation theory to explore how mindfulness influences online impulse buying, and examines problematic internet use as a mediator in the relationship between mindfulness and online impulse buying. Further, this study investigates how emotional intelligence as a moderator plays the role of a suppressant on the adverse impact of problematic Internet use which fuels online impulse buying.
Method
A total of 598 individuals working with various servicebased industries responded to the questionnaire. Multiple regression and moderated mediation analysis was used using SPSS and AMOS for analyzing the data.
Result
Problematic internet use mediates the relationship between mindfulness and online impulse buying behavior. Emotional intelligence negatively moderates the relationship between problematic internet use and online impulse buying behavior.
Discussion
This study findings outlined the inverse relationship of mindfulness & online impulse buying, along with the mediating effect of problematic internet use between mindfulness and online impulse buying. Further, this study showed how emotional intelligence played an important role as a moderator by suppressing the adverse impact of problematic Internet use and preventing online impulse buying. The study offers implications to online marketers in regulating the unplanned purchase process—while minimizing uninhibited buying behavior that leads to regret, and the subsequent intention to return products. Further, social and theoretical implications are discussed.
ResearchGate has not been able to resolve any references for this publication.