Comparing the current and long-term career motivations of artists and business-people: Is everyone intrinsic in the end?
We considered the interplay of intrinsic and external career motivation by comparing two relevant vocational groups: artists and businesspersons. In Study 1 business students, relative to art students, reported more external and less intrinsic motivations for their current majors, and aspired more to money, status, and appearance in the future. However, the two groups were no different on intrinsic future aspirations for growth, connection, and contribution. In Study 2 business students again had more external and less intrinsic career motivation. However, they were again no different in their intrinsic future aspirations, and also, were no different from art students in their longer-term career motivations. Study 3 used a sample of mTurk workers and replicated the basic pattern of three-way interactions. Physical scientists/science students, also examined in all studies, tended to have current and longer-term motivations lying midway between the art and business groups. Consistent with organismic perspectives on human nature, it appears that everyone aspires for a meaningful and enjoyable future; however, business types may put off these motivations in the present, whereas artistic types pursue them directly. This lends support to the notion that despite motivational differences in the present, everyone desires to be intrinsic in the end.
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.
Encyclopedia of Personality and Individual Differences
The process of goal setting and attainment, as well as the role of their content, in the framework of psychological well-being is considered. We review of a number of Western empirical studies aimed at understanding this relationship, especially in the framework of self-determination theory (SDT). The concepts of internal and external goals are introduced. The role of universal basic needs in the process of goal-setting is highlighted. Goal contents theory is presented. The concept of goal self-concordance (K. Sheldon) is introduced as a predictive factor of both goal attainment and subjective well-being.
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.