Questions related to Motivational Psychology
Please understand and note that I am not involved or interested in any preference of anybody at all .
The question is just only about very critical decision in relation with very expansive & risky surgery/surgeries & also hormonal with other chemical procedures which may even be fatal on short or long run !?
I would like to know what are the differences between a language learning mindset and self-efficacy in language learning. What resources do you recommend that explain such notions in detail? Also, are there any other similar notions?
In the vein of the self-determination theory, three basic needs of autonomy, competence, and relatedness positively shape autonomous motivation. Do you think increase in autonomous motivation may discourage external regulation?
I'm conducting research and am looking to find a simple and validated instrument that will categorize university students as either intrinsically or extrinsically motivated. The survey will be administered in multiple sections of the same university course taught by the same instructor. I appreciate any suggestions. Thank you!
There must be a reason to work, so there must be an idea of pursuing research career. Let us share our experiences and motivate others.
Do you have any idea of how it may impact the following -
What are Health effects ?
How it effects sustainability ?
Is there any study on growth impacts ?
What about energy and environment ?
How it impacts the ecology and environment ?
How it impacts the local economy ?
This anonymous survey is open to all UK and Middle East academics, researchers, postgraduate students, and professionals. It takes 10 minutes to complete. At the end of the survey you will be offered the opportunity to fill in your details on a separate online form, in case you wish to be considered for the prize draw. To participate, please click on the link below. You are welcome to share the link with your professional and/or social network too.
This is a survey for a Master’s thesis and your support is greatly appreciated. The title of the study is ‘‘The role of leadership self-efficacy (LSE) in developing academic and professional leaders’’. You can find more information in the Participant Information Sheet, which is available with the survey.
What tool can be used to measure motivation in scholars, teachers and students who are in home isolation or work remotely?
Any specific tool suitable for all people involved in Academia and Education? Or any brief standard measure to investigate motivation?
This question rised from a recent talk with my colleague, who expressed a bit of regret about students' lack of attention (camera offs, chating with smb else) via Zoom classes.
Moreover, many scientists and school teachers have admitted this on social media or even in Nature column (https://www.nature.com/articles/d41586-020-01292-x).
Please, share your thoughts. Thank you.
Work-family conflict (WFC) results when work interferes with family time or space; or when family matters interfere with work. These WFC events can cause tension within family or at work. Can you suggest what theoretical lens (or theories or conceptual frameworks) can be used from sociology, organisational theory, family literature, feminist studies or psychology or conflict literature to study WFC?
I'm working on the relation of trust and mental well-being of managers at the moment. However, the field is blurred from what I have seen so far. Has anyone done any research on the topic? Any insights are much appreciated.
Hello, guys. So, I'm doing an informative speech for my Public Speaking class and I had originally done some posts to catch some ideas about the topic of Motivation, when I had suddenly come across this idea after something that happened in my life recently.
So, I wanted to ask if any of you guys have ideas for subtopics and articles for those subtopics, that I can use in my 6-7 minute presentation time frame. Thank you, guys.
UPDATE: I completed my speech presentation a long time ago and got a good grade on it. Now, I'm doing my best to exemplify what it means to be a good person.
So, I'm going to have to do a speech about the topic of motivation and I want to be able to have resources I can use to help put together 3 Subtopics or Points to talk about. This presentation will be given to other classmates in my Public Speaking class. They will not know a whole lot about a topic such as this entering in.
My goal is to inform the audience the different factors that tie into lack/loss of motivation along with some of the effects and to show them that there is also a difference between laziness and apathy, and on the side, possibly even more important, keeping it simple enough to where I don't lose the audience's attention. The thesis also needs some work and fine-tuning, right now as well.
I was just wondering if there was any recent and interesting research articles I could have immediate access in order to try and look at to help spur some ideas. There's a certain outline and such I need to follow for this as well that will be attached to this question for further details. Thank You.
I'm developing a video game for the Cerebral Palsy patients, to increase the hope and motivation in them. but the Question is: how much excitement is useful for them?
as you know, The high excitement causes spasticity in patients with cerebral palsy. and also if the video game does not have enough charm, the patient will not be motivated.
Are there any evidence that state that hygiene factors must be reached first in order to better address motivator factors?
Free research is good, but not for a Phd student with empty pockets and without a real research grant.
Subject: An academic dishonesty - its psychological and cultural predictors
The subject matter of the present project is linked to a current problem in every stage of education, namely academic dishonesty among students. The phenomenon of academic dishonesty is widespread and it is treated lightly and indulgently in some countries. The analysis in this project is focused on academic dishonesty namely: cheating, plagiarism and falsification. The main aim is twofold; firstly, to determine the role of culture and personal characteristics in academic dishonesty and secondly, to verify the prevalence of academic dishonesty in different countries.
The study will test a model of academic dishonesty in different countries. It will verify the relationship between academic dishonesty, self-control, perfectionism, flourishing, distress, and culture. It is assumed that a positive verification of the relationships assumed in the model will be a significant and original contribution to an ongoing international debate on the academic dishonesty. Moreover, I would also like to test cultural differences using the model. The research is based on 300 students from different countries and we are going to collect data via Internet using e-questionnaires.
If you would like to collect data in your country, contact me. I intend to disseminate the results of the project in a form of articles published in the international journals with a recognized impact factor; I can therefore offer you a co-authorship. If you have any questions, please don’t hesitate to contact me us.
I look forward to hearing from you.
You can see a list of my publications from the previous projects:
If you would like to join us, contact me: firstname.lastname@example.org I would welcome your collaboration!
Agata Błachnio, PhD with habilitation
The John Paul II Catholic University of Lublin, Poland
Emotion and Motivation Psychology Department
I understand that controlling behaviours thwart individual needs and suppress motivation leading to amotivation, but what is the mechanism that causes students to become disruptive, to actively damage the classroom climate? Or in other words, SDT explains why students become amotivated, but can it also explain why students become actively 'naughty'.
The literature of motivation, specifically in the framework of the Self-Determination Theory, lacks from more higher-level or implicit measurements. For example, Wismer, Ziegler, Kurian, Jacoris and Pollak (2005) found lower levels of oxytocin for children who scored high levels of social neglect in response to an interaction with their adoptive mothers. Such research show biological evidence for processes of accommodation or desensitization, which is interesting for the current ways of research we want to do. Are there other methods we can use to measure more psychophysiological artefacts of motivation and psychological need frustration/satisfation (e.g. EEG, etc.) ?
We know that the employee's attitudes express his or her positive or negative feelings towards a specific thing such as the organization or the leader, which can change over time to turn from positive to negative or vice versa. Can Attitudes turn into personal traits that are hard to change?
As per requirement of my class assignment. I need to conduct a research related to Mobile Banking with Expectation Confirmation Model. I want to test the correlation between the construct " Sociability of User" is positively correlated with perceived performance and satisfaction. Hence I need a scale ( Preferably free and short) to measure extroversion of respondents
For my master thesis, I analysed my quantitative data, with SPPS.
I conducted an experiment within-subject, 6 type of resume with 2 different level of education attainment. 2 Dutch resumes, 2arabic, 2 anonymouse- vary in MBO/HBO education level. I'm testing for the effect of the introduction of anonymous resume on recruiters perception of the hirerability.-education level is my moderator. I run mixed linear model analyses, how to report the results?
Because there are papers favoring both the relationships. Please provide your take regarding the directionality of this relationship.
I would like to identify large public datasets that can support within and between subjects analysis among cognitive, emotional, and behavioral measures. The goal is to achieve a diverse sample of human psychological and behavioral functioning. Data that have many (20+) observations for two or more measures over time within subjects are desired. The subjects dimension should preferably also be about 30+. Any pointers are greatly appreciated!
I am looking for a perfectionism questionnaire and many researches about this, and also I'm looking for a questionnaire measuring ability to cooperate.
Good evening, colleagues!
In one of our qualitative study, we investigate organizational identity (employees' identity, organizational citizenship). Now we would like to collect some quantitative data. Do you know any validated measurements (questionnaires preferred) on identity? Any suggestion would be helpful!
Im writing my bachelor thesis and want to make a questionnaire to compare energy-using-strategies (electricity) from solarexperts and "normal people". Also using the theory of planned behaviour.
The tricky part is to operationalize sufficiency and efficiency for my questionnaire.
Do you have any good paper or questionnaire for me to recommend?
Thanks and greeetings
ps. Sorry for my bad english. My Motherlanguage is german. So I'd prefer papers written in german :)
my personal work and passion is about supporting individuals in getting awareness about their personal values in order to enable them to set autonomous goals and to strive for intrinsically rather than extrinsic aspirations. I measure the effects on variables like goal attainment, subjective well-being, psychological well-being, and ecological as well as social behaviour.
To measure psychological well-being I use the psychological well-being scale by Ryff (1989). As I read a lot of studies in the area of self-determination theory, I read the very insightful empirical study by Brown & Ryan (2003) about the effects of mindfulness on different well-being scales. In that study they state (Brown & Ryan, p. 828) that they used subscales of Ryff's psych. wb scale to measure the satisfaction of the three psychological needs for autonomy, competence and relatedness. I wonder if this is possible with the subscales of Ryffs scale and if so, which subscales can be used to measure the three psychological needs validly.
I ask that question because I did a lot of studies with Ryff's psychological well-being scale and it would be very interesting for me, if I could use the scales also to measure the satisfaction of the psychological needs for autonomy, competence and relatedness. This could generate more insights.
Kind regards and thank you!
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of personality and social psychology, 84(4), 822-848.
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of personality and social psychology, 57(6), 1069-1081.
I want to apply self determination theory to motivate technology adaption. to test the this experimentally, are the three needs (autonomy, relatedness, and competence) all required together? or one of them is enough for self determined motivation?
Some researches define it as 'personal and professional influences'. And some define it as internal and external influences. Some of these influences (or I call it as factors) are personality, religion, life philosophy, supervisor preference, training received, peer orientation etc...
Is there any recent study about these influences that affecting theoretical orientation choice of counselors?
Originally i use the work 'factors'. Should I change it to 'influences'?
Dear friends on Researchgate,
for my current research project I marvel about the relationship between classical affective conditioning and mere exposure with respect to preference acquisition for brands.
In particular I do not understand whether classical conditioning is only possible with positive or negative affect as the unconditional stimulus and a brand as the conditional one, OR whether neutral affect could also be used? If neutral affect were present, would it not be classical conditioning, but mere exposure?
An example to clarify my question: Person A goes to a friend's house and sees Brand X, which Person A finds very surprising.
In line with appraisal theory the valence of the emotion (surprise) would be classified as neutral, because it was unexpected. Would Person A in that case be subject to classical conditioning or mere exposure? Sources to help me answer the question would be very welcomed.
THANK YOU :)
I am interested in conducting research in bush Alaska for my masters thesis. I teach in a village of 100 at school with 18 students. What research questions come to mind? I seek to help the struggling community or do research that could help empower the students to change the cycle of abuse and apathy that exists in the current climate.
As a teacher, I am constantly trying to move away from using external motivators to "get" my students to do things. Instead, I seek to help students build their own internal motivators so that when they leave my class, they will be prepared to combat anything with the right frame of mind, pursuing tasks without the need for dangling carrots or gold stars.
I am wondering if anyone knows of research that deals with the letting go of extrinsic motivation.
Or... the adopting of intrinsic motivators as the reason for accomplishing goals and tasks.
The main goal would be to get some research or thoughts on how to help shift motivations without using extrinsic motivators along the way. Teaching students to seek understanding and to then share that knowledge with others, but never using external motivators to get them there.
This is kind of an out there idea, but one I've been seeking an answer to for a long time.
The standard studies focus on the magnitude question, but I’m wondering if there are studies on the question of the type of reward. Suppose a subject is indifferent between an infusion of glucose of a certain size, and finding out that she has won a certain amount of money. The specific cues predict the glucose, but instead she finds that she is to be paid the money. Indifference means that there’s no need for a reward prediction error concerning magnitude. But it’s surely surprising, relevant to learning, etc., that she got cash rather than glucose…
Self determination theory states that people have innate psychological needs ( autonomy, competence and relatedness) that are the basis for intrinsic motivation. I am interested in studies on interpersonal differences in the importance of these needs. Do some people need more autonomy or relatedness than others? Which factors contribute to these differences?
I would like to investigate the process of negotiation between two individuals, when one is trying to persuade the other to do something that they are unmotivated/unwilling to do (e.g. giving money to charity). Are there any established tasks using similar scenarios that have been employed in previous studies?
I am doing research in the field of Self-Determination Theory. I am looking for a way to measure a person's awareness about his or her personal values on the one hand and for measuring the use of his or her personal values on the other hand. Any recommendations?
Most of the teachers are always supposed to motivate learners while they themselves are not motivated enough! How can an unmotivated teacher motivate a group of unmotivated learners?
I'm using dynamic stimuli (17 morphed pictures : neutral to emotional valence (happy,angry,etc)). In each trial, the morphing stimulus was presented for 500ms.
Currently, the onset of stimulus is on the first picture (neutral).
Thank you for your answer.
Can anyone recommend any literature on horse racing event attendance motivation? Also, the festival motivation of attendees? I am looking for materials that could help me with my research on what motivates people to attend horse racing event and compare horse racing event cum festival. Is it any motivation different between horse racing event and horse racing event inject festival elements. It could be past research, journals, books, anything will be helpful really. Thank you.
I need to select and research an article on motivational speaking and making ethical decisions. I need to summarize the article and reflect and relate it to myself and determine how I would apply it to myself.
I constructed a third-order reflective model of psychological empowerment (see model in attachment), which is composed by:
- 12 first-order latent variables: PC, ACT, CIE, OCE, PTR, PF, SI, CC, CP, OI, SN, and SB
- 3 second-order latent variables: CE (reflected in PTR, PF, and SI), RE (reflected in CC, CP, OI, SN, and SB), and BE (reflected in ACT, CIE, and OCE).
To establish the measurement model of higher-order variables, all the indicators from the lower-order variables were assigned to the higher-order variables in the form of a repeated indicators approach.
Then, CTA-PLS was used to investigate the directionality for indicators associated with the psychological empowerment construct (see CTA-PLS results in attachment)
1) Should I use significance test at p = 0.1 or 0.05 level?
2) Since I'm testing for multiple model-implied vanishing at the same time, should I assess the significance of the tetrads based on CI Low adj. and CI Up Adj. values?
3) Should I analyze both first and second-order LV results? Should I report all the results in the paper (it's a very long table...)
4) Taking into account the results, 3 first-order LV (SI, SB and SN) and 1 second-order LV (RE) are formative ([CI Low Adj., CI Up Adj.] don't include 0). Should I conclude that psychological empowerment model is better measured formatively?
Your help will be sincerely appreciated.
I am looking specifically towards promoting pro-environmental behavior, using motivation as one of the variable .
I would appreciate it and be very happy if anybody could tell me which is the most recent Portraits Value Questionnaire (PVQ) based on Schwartz et al. 2012 with 57 items (not PVQ21 or PVQ40)? Additionally it would be wonderful to know, how to access the questionnaire/which paper has published the most recent version.
Looking forward for your answers.
Schwartz, S. H., Cieciuch, J., Vecchione, M., Davidov, E., Fischer, R., Beierlein, C., ... & Dirilen-Gumus, O. (2012). Refining the theory of basic individual values. Journal of personality and social psychology, 103(4), 663.
Kasser distinguishes in the context of Self-Determination Theory intrinsic and extrinsic goals. Intrinsic goals are those which are more closely related to the satisfaction of human's psychological needs. Kasser argues that his model could be applied to values. I am searching for literature which applies the distinction of intrinsic/extrinsic to a valid model of human values (e.g. S.H. Schwartz's universal structure of human values). Any advices?
Does anyone know about a valid questionnaire, using likert-scales for determining the degree of both intrinsic motivation and regulation based on the self-determination and organismic integration theory, for any field of application?
I need information about the use of mental training in soccer. If nothing is present interesting , I'd like to do research in the near future on this topic.
Thank for your help!
Previously examined the effect of social-contextual environments on physical activity motives, but how designing environmentals in terms of architecture affect attitudes and motives for physical activity. For instance, some people would prefer to intend in environments for their physical activities which they enjoying because of its beautiful interior architecture and plan.
I would greatly appreciate if anyone kindly shares with me any plan, research and experience and guides.
just any research or task on the recognition of self-conscious emotion ( via social stories, scenarios, moral dilemmas, ...)?
In the theory of planned behavior (Ajzen, 1991), behavioral intention is influenced by three constructs : attitude, subjective norm and perceived behavioral control. In some paper, those constructs are supposed to be independent (Ogden, 2003) whereas they are all linked in some figures (Ajzen, 1991 ; Bamberg & Möser, 2003).
In an experiment I have conducted during my PhD, I have found links between these constructs. I was wondering if these results are consistent with previous studies.
Person-centered (or person-oriented) approach – in contrast to variable centered one – is more and more frequently used to analysis of individuals, e.g. personality traits. Did you meet any theoretically based papers and/or empirically sound studies where this analytical toolkit (e.g. various clustering methods, Latent Class Analysis and Latent Profile Analysis) was used for DYADIC data? Dyadic data is commonly analyzed by Actor Partner Interdependence Model (APIM) which is clearly a variable centered method. May be there examples of an alternative pattern oriented approach? How can these kind of results be interpreted? Any hints are highly appreciated!
A systematic literature review would be ideal, but anything would help.
Recently, I engaged in a conversation with a professor who concluded that intrinsic rewards differ from internal rewards. Moreover, he suggested that extrinsic rewards differ from external rewards. What are the differences (if any)?
Please include references.
I am looking for a theory of appreciation. So far, I only found studies which concentrated on appreciation as one factor in motivation theory. I am especially interested in the multiprofessional context of health professionals.
I am trying to explore the factors that are more implicated in banking sectors. Past studies have autonomy, competence, persistence etc as some of the factors of intrinsic motivation.
Can anyone suggest me if there are some more and new factors?
According to self-determination theory (Deci & Ryan) external regulation behaviors are performed to satisfy an external demand or obtain an externally imposed reward contingency. Individuals typically experience externally regulated behavior as controlled or alienated. This contrasts with intrinsic motivation which is deﬁned as the doing of an activity for its inherent satisfactions rather than for some separable consequence. When intrinsically motivated a person is moved to act for the fun or challenge entailed rather than because of external prods, pressures, or rewards.
According to self determination theory, the three psychological needs for autonomy, competence, and relatedness can be satisfied by the context or by behaviours in which individuals engage. Is there any research comparing whether the implications of need satisfaction differ depending on how the needs are satisfied (i.e. by the context or the person)?
In other words, are the outcomes of need satisfaction more positive when needs are satisfied by specific behaviours individuals engage in versus being in a context that satisfies the needs?
My students learn biology and other sciences in English. Recently they had the Mid-semester test. Two of my 90 students had an F grade. When I checked their answers I found they had many misconceptions. Even simple questions like formation of a dipeptide; simple structure of a nucleotide were wrongly answered. The students admitted that they studied at the last minute.
Any suggestions how to help such students with their misconceptions/confusions? I I believe it is related to their lack of motivation. They take life easy; so different from the time when I was a student. All my class mates worked hard to achieve, for the sake of our families. Besides that, we found that science was interesting, and this fueled our curiosity.