Motivation and Emotion最新文献_第4页

Interplay of intrinsic motivation and well-being at school 内在动力与学校幸福感的相互作用

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2024-02-18 DOI: 10.1007/s11031-024-10057-2

引用次数: 0

Sounds boring: the causal effect of boredom on self-administration of aversive stimuli in the presence of a positive alternative 听起来很无聊：在有积极替代品的情况下，无聊对厌恶刺激自我施用的因果效应

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2024-02-13 DOI: 10.1007/s11031-023-10053-y

{"title":"Sounds boring: the causal effect of boredom on self-administration of aversive stimuli in the presence of a positive alternative","authors":"","doi":"10.1007/s11031-023-10053-y","DOIUrl":"https://doi.org/10.1007/s11031-023-10053-y","url":null,"abstract":"<h3>Abstract</h3> Previous studies demonstrated that boredom leads to increased self-administration of painful electric stimulation, a proxy for non-suicidal self-injury (NSSI). However, in these experimental studies, participants had no behavioral alternatives besides electric stimulation to break the monotony. A first aim in the current experimental study was to examine whether boredom still leads to self-administering aversive stimuli when positive behavioral alternatives are present. This boredom effect was furthermore compared to an anger induction. The second aim was to examine whether history of NSSI and negative urgency (i.e., the tendency to engage in impulsive action in response to negative emotions) positively moderate the link between boredom and self-administered aversive stimuli. In a between-subjects design using college students (N = 129), participants were randomly assigned to one of three emotion induction writing tasks (i.e., boredom, anger, neutral), during which frequency of self-administered positive (chirping birds) and aversive (screaming pig) sounds was measured. The latter was used as a proxy for NSSI behavior. Results showed that boredom led to increased selection of aversive sounds compared to the neutral and anger conditions, despite the presence of a positive alternative (i.e., positive sounds). No difference in frequency of selecting the aversive sounds was observed between the anger and neutral condition. Neither history of NSSI nor negative urgency moderated the effect of condition on self-administered aversive stimuli. The current results tentatively support a causal and specific link between boredom and NSSI, and warrant further examination of the role of boredom in maladaptive behaviors such as NSSI.","PeriodicalId":48282,"journal":{"name":"Motivation and Emotion","volume":"11 1","pages":""},"PeriodicalIF":4.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intact modulation of response vigor in major depressive disorder 重度抑郁障碍中反应活力的完整调节

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2024-02-08 DOI: 10.1007/s11031-024-10059-0

Shirel Bakbani-Elkayam, Tohar Dolev-Amit, Eitan Hemed, Sigal Zilcha-Mano, Baruch Eitam

{"title":"Intact modulation of response vigor in major depressive disorder","authors":"Shirel Bakbani-Elkayam, Tohar Dolev-Amit, Eitan Hemed, Sigal Zilcha-Mano, Baruch Eitam","doi":"10.1007/s11031-024-10059-0","DOIUrl":"https://doi.org/10.1007/s11031-024-10059-0","url":null,"abstract":"Blunted motivation is a core symptom of Major Depressive Disorder (MDD). Although the empirical picture is mixed, cognitive processes that can be collectively referred to as reward processing have been found to be consistently muted in MDD; most notably, reward sensitivity and reinforcement learning. Works on the modulation of response vigor in individuals with MDD have examined various types of reward, but recent research has shown that in the general population, response vigor is not modulated by type of reward on tasks that are highly similar to those used in these experiments. The present study implemented a form of non-reward related reinforcement which has repeatedly been shown to modulate response vigor in the general population. It investigated whether modulation of response vigor by this type of reinforcement would be effective in individuals with MDD. Clinically depressed individuals (N = 121; 76 post-exclusion) engaged in a task in which their responses led to predictable and immediate sensorimotor effects, or no such effects. Response vigor increased when responses led to sensorimotor effects, which was comparable to the increase found in the general population. These findings support the utility of isolating the computations leading to different reinforcement types and suggest that motivational deficits in MDD may be specific to the type of reward (i.e., hedonically or otherwise explicitly desired stimuli). These results contribute to the literature by suggesting that the reinforcement from sensorimotor predictability stems from processes devolved to motor control, whereas reinforcement from rewards may depend on more general-purpose processes.","PeriodicalId":48282,"journal":{"name":"Motivation and Emotion","volume":"38 1","pages":""},"PeriodicalIF":4.8,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do hints make students become curious about boring content? 提示会让学生对枯燥的内容产生好奇心吗？

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2024-01-13 DOI: 10.1007/s11031-023-10056-9

Dajung Daine Shin, Sung-il Kim, M. Bong

引用次数: 0

A backup plan for life? Alternative Life paths facilitate disengagement in an action crisis 生活的备用计划？替代性人生道路有助于脱离行动危机

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2023-12-20 DOI: 10.1007/s11031-023-10052-z

Christopher Mlynski, Swantje Mueller, Christopher M. Napolitano, Veronika Job

{"title":"A backup plan for life? Alternative Life paths facilitate disengagement in an action crisis","authors":"Christopher Mlynski, Swantje Mueller, Christopher M. Napolitano, Veronika Job","doi":"10.1007/s11031-023-10052-z","DOIUrl":"https://doi.org/10.1007/s11031-023-10052-z","url":null,"abstract":"While there is anecdotal evidence and some scientific support for the value of having multiple paths to reach one’s life goals, recent work concerning backup plans argues that their mere availability undermines commitment to and performance in the originally chosen path. In this paper, we evaluated this phenomenon amongst college students (N = 345) entering their first term with an already available family-based alternative life path. As expected, entering into college with an available family-based alternative life path led to a decrease in study commitment over the first semester and indirectly predicted lower end-of-semester grades through this reduction in commitment. However, results indicate that this only occurred when students reported experiencing an action crisis at the end of their first semester. If students did not report having an action crisis, an available family-based alternative life path did not influence study commitment and predicted a higher end-of-semester GPA. Ultimately, findings highlight the major role action crisis plays in the influence an alternative life path has on path trajectory.","PeriodicalId":48282,"journal":{"name":"Motivation and Emotion","volume":"7 1","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138817415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preventing boredom with gratitude: The role of meaning in life 用感恩之心防止无聊生命意义的作用

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2023-12-17 DOI: 10.1007/s11031-023-10048-9

Muireann K. O’Dea, Eric R. Igou, Wijnand A. P. van Tilburg

引用次数: 0

A sight for sore eyes? Attention allocation to obsession-provoking stimuli and stimuli reflecting compulsion completion 一目了然？对引起强迫的刺激和反映强迫完成的刺激的注意力分配

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2023-12-16 DOI: 10.1007/s11031-023-10054-x

{"title":"A sight for sore eyes? Attention allocation to obsession-provoking stimuli and stimuli reflecting compulsion completion","authors":"","doi":"10.1007/s11031-023-10054-x","DOIUrl":"https://doi.org/10.1007/s11031-023-10054-x","url":null,"abstract":"<h3>Abstract</h3> Research on attention allocation in OCD has exclusively used obsession-provoking threat stimuli, showing sustained attention over neutral ones. Recently, however, a study contrasting neutral stimuli with stimuli depicting the completion of compulsive acts (end-states stimuli), which is associated with a reduced anxiety (negative reinforcement), showed similar results. Yet, as relative to neutral stimuli end-state stimuli were also OCD-related, these results may still reflect obsession-related distress rather than relief brought on by stimuli signaling compulsion completion. Also, end-states stimuli were not systematically validated. In Study 1, participants rated the subjective discomfort experienced when viewing traditional obsession-provoking threat pictures and novel end-states pictures. We first compared participants with high (HOC) and low (LOC) levels of obsessive-compulsive symptoms, and then clinically diagnosed OCD participants and matched healthy controls. In study 2, we compared gaze patterns of HOC and LOC participants while freely viewing 2-by-2 matrices directly contrasting two threat and two end-state stimuli. Study 1 showed a larger difference in experienced discomfort when viewing the end-state stimuli, compared to threat stimuli, for both OC groups compared with their respected control groups. Study 2 showed that while LOC participants demonstrated no difference in dwell time on threat vs. end-state pictures, the HOC group allocated more attention toward the latter. Both groups were more prone to fixate first the threat pictures. Task reliability was high. Attention allocation in OCD may also be affected by cues signaling the completion of compulsive acts.","PeriodicalId":48282,"journal":{"name":"Motivation and Emotion","volume":"81 1","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138679736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How music teachers’ emotional expressions shape students’ performance: “C’est le ton qui fait la musique” 音乐教师的情感表达如何影响学生的表现："音色决定音乐"。

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2023-12-13 DOI: 10.1007/s11031-023-10051-0

Gerben A. van Kleef, Maybritt Larsen, Eftychia Stamkou

{"title":"How music teachers’ emotional expressions shape students’ performance: “C’est le ton qui fait la musique”","authors":"Gerben A. van Kleef, Maybritt Larsen, Eftychia Stamkou","doi":"10.1007/s11031-023-10051-0","DOIUrl":"https://doi.org/10.1007/s11031-023-10051-0","url":null,"abstract":"Teachers, parents, and other feedback providers commonly express positive emotions to stimulate learning. When students’ performance is below expectations, however, feedback providers may be inclined to express negative emotions. How these different emotional styles shape students’ development remains poorly understood. Here we investigate the effects of music teachers’ positive versus negative emotional expressions on their students’ musical performance. We draw on emotions as social information (EASI) theory, which postulates that the effects of emotional expressions depend on targets’ information-processing motivation (which determines whether feedback is extracted from emotional expressions) and agreeableness (which determines the perceived appropriateness of positive vs. negative expressions). We followed music teachers and students during regular learning sessions. One week before the sessions, we assessed students’ dispositional information-processing motivation and agreeableness. Immediately after the sessions, students reported on their teachers’ emotional expressions during the session, and teachers rated the performance of students on two musical tasks. An outside expert evaluated recordings of a subset of these performances. Consistent with the EASI framework, students who were confronted with stronger positive emotional expressions of their teachers performed better to the extent that they were lower on information-processing motivation and higher on agreeableness. Conversely, students who were confronted with stronger negative emotional expressions performed better to the degree that they were higher on information-processing motivation and lower on agreeableness. These findings indicate that both positive and negative emotional expressions of teachers can benefit students’ performance, depending on the student’s personality. We discuss implications for feedback, emotions and education.","PeriodicalId":48282,"journal":{"name":"Motivation and Emotion","volume":"9 1","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138629871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Factors mitigating the decline of motivation during the first academic year: a latent change score analysis 缓解第一学年学习动机下降的因素：潜在变化得分分析

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2023-12-08 DOI: 10.1007/s11031-023-10050-1

Steffen Wild, Sebastian Rahn, Thomas Meyer

{"title":"Factors mitigating the decline of motivation during the first academic year: a latent change score analysis","authors":"Steffen Wild, Sebastian Rahn, Thomas Meyer","doi":"10.1007/s11031-023-10050-1","DOIUrl":"https://doi.org/10.1007/s11031-023-10050-1","url":null,"abstract":"Research shows that in university education programs, students’ motivation decreases over time, which is associated with indicators of reduced academic success, such as student dropout rate. Consequently, researchers have analyzed motivation change and explored the options available to universities to maintain a high level of motivation among students. Using Person-environment fit theory, our research suggests that perceived support offered by lecturers and instructional quality influence students’ subject interest. We conducted a longitudinal design of 823 participants from Baden-Wuerttemberg Cooperative State University and estimated a latent change score model using data collected between the participants’ first and second academic years. Our findings suggest that perceived support from lecturers mitigated the decrease in subject interest. Moreover, our results support the hypothesis that universities can attenuate the decreasing change of subject interest from students. Our findings are contextualized with reference to contemporary research in the field and we offer practical suggestions for maintaining high motivation among students.","PeriodicalId":48282,"journal":{"name":"Motivation and Emotion","volume":"252 1","pages":""},"PeriodicalIF":4.8,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138562769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do my peers have a fixed or growth mindset? Exploring the behaviors associated with undergraduate STEM students’ perceptions of their peers’ mindsets about intelligence 我的同龄人是固定心态还是成长型心态?探索与STEM本科生对同龄人智力心态的认知相关的行为

IF 4.8 3区心理学

Motivation and Emotion Pub Date : 2023-12-05 DOI: 10.1007/s11031-023-10049-8

Katherine Muenks, Yiqiu Yan

引用次数: 0