Rightly crossing the Rubicon: Evaluating goal self-concordance prior to selection helps people choose more intrinsic goals
We studied how people ‘‘cross the Rubicon” when making personal goal selections. In Studies 1 and 2 participants rated the self-concordance of four candidate goals, two with intrinsic and two with extrinsic content, before selecting two goals to actually pursue. Intrinsic goal content predicted higher selfconcordance, as did matching between goal content and participant values and motives. Selfconcordance in turn explained participants’ actual goal-selections. In longitudinal study 2, intrinsic goal selection predicted increased well-being. In experimental Study 3, participants randomly assigned to rate candidate goals prior to selection made more intrinsic selections on average, compared to those not afforded this opportunity. We conclude that considering one’s motivations for various candidate goals prior to selecting among them can improve one’s goal choices.
Studies have shown that learners’ motivation is a significant predictor of the level of engagement in a MOOC. However, the role of motivation in a MOOC’s completion remains questionable. In our study, we estimated the role of motivation in a MOOC’s completion, controlling for the characteristics of participants and their level of engagement with the course materials. The research database includes the survey and trace data on participants of nine MOOCs related to the economic field, launched on Coursera in 2014–2015. Two research models were created: the first model for all MOOCs’ participants; the second model for university-affiliated participants. The results of the logistic regression showed that learners’ motivation has a significant relationship with a MOOC’s completion. However, not all motives for participation in MOOCs are significantly related to the chances of earning a certificate of completion. Intrinsic motivation, a motive for getting skills that could be useful for changing the workplace, and a motive for earning a certificate significantly increase the chances of a MOOC’s completion. In turn, amotivation has a negative relationship with a MOOC’s completion.
Is self-esteem motivation a problem? Although Crocker and Park (2004) suggest that it often is, little research has directly evaluated self-esteem as a motive; instead, self-esteem has been studied primarily as a trait. Self-esteem motivation defined as a desire to prove oneself that he is able to perform the task, so he could respect himself we consider as a type of extrinsic motivation based on competence need (Deci & Ryan, 2002). Participants were 504 10th grade students. Students’ reasons for studying were assessed with a modified version of the AMS (Vallerand et al., 1992) with additional self-esteem motivation subscale. The subscales show adequate internal consistency (Cronbach’s alphas ranged from .71 to .90) and the results of CFA performed through SEM support the structural validity of the questionnaire. The results demonstrate that self-esteem motivation lies in between identified motivation and introjected motivation. We show that self-esteem motivation is a reliable predictor of time for homework and academic persistence (grit), which in its turn predicts GPA (χ2=70.49; df=39; p<0.01; RMSEA=0.054; CFI=0.933). In sum, self-esteem motivation is quite common type of academic motivation that has some obvious benefits comparing to external and introjected motivation, although it is not as desirable as intrinsic motivation.
Data obtained in interviews with doctoral students and their academic supervisors as well as in doctoral student surveys conducted across six Russian universities is used to explore the motives for embarking on and pursuing a PhD, and evaluate their incidence. Drawing from Deci and Ryan’s self-determination theory, three basic types of motivation are identified — intrinsic motivation, extrinsic motivation, and amotivation — and described in the context of doctoral education. Even though academic labor has been losing its prestige in Russia, intrinsic motivation associated with interest for research, science and education remains the most popular motive for embarking on doctoral study. At the same time, a significant percentage of doctoral students are driven by external non-academic motives, such as specific social benefits or desire to use PhD as an asset in a non-academic career.
Encyclopedia of Personality and Individual Differences
In this introductory article, we first describe the impetus for this special issue. What made us think that self-determination theory (SDT) might provide a sort of foundation for the rest of personality psychology? For readers unfamiliar with SDT, we then provide a historical overview that covers the evolution of the six “mini-theories” that currently compose SDT: cognitive evaluation theory, causality orientations theory, organismic integration theory, basic psychological needs theory, goal contents theory, and relational motivation theory. Following each section are preliminary suggestions about how each mini-theory might be useful or informative in other branches of personality. This special issue contains nine articles, each of which makes its own attempt to newly link its area of personality research to SDT. Even if SDT is not the appropriate seed for greater consilience in personality psychology, we urge the field not to neglect the search for unifying principles (Sheldon, Cheng, & Hilpert, 2011); it may finally be time to renew the search for a “grand theory” in personality.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.