Willful stereotype control: The impact of internal motivation to respond without prejudice on the regulation of activated stereotypes
Fehr, J., Sassenberg, K., & Jonas, K. J. (in press). Willful stereotype control: The impact of internal motivation to respond without prejudice on the regulation of activated stereotypes. Zeitschrift für Psychologie / Journal of Psychology.
Internal motivation to behave nonprejudiced leads to heightened control of stereotype activation. However, it is not... more Internal motivation to behave nonprejudiced leads to heightened control of stereotype activation. However, it is not clear whether internal motivation to behave nonprejudiced only reduces stereotype activation or whether individuals high internally motivated to behave nonprejudiced are also more successful in intentionally controlling already activated stereotypes. Two studies show that internal motivation to behave nonprejudiced when measured as well as when manipulated leads to more efficient control of activated stereotypes. This underlines the powerful potential of internal motivation to behave nonprejudiced to support the intentional control of previously activated stereotypes.
Autonomy and Desire in Machines and Cognitive Agent Systems
by Kevin Magill
Co-authored with Yasemin J. Erden, published 'Online First' in 'Cognitive Computation', 2012, DOI DOI 10.1007/s12559-012-9140-9. Available through subscribing institutions. Drop me a line if you can't access.
Substantially revised from 2011 paper of same title.
The development of cognitive agent systems relies on theories of agency, within which the concept of desire is key.... more The development of cognitive agent systems relies on theories of agency, within which the concept of desire is key. Indeed, in the quest to develop increasingly autonomous cognitive agent systems, desire has had a significant role. We argue, however, that insufficient attention has been given to analysis and clarification of desire as a complex concept. Accordingly, in this paper, we will draw on some key philosophical accounts of the nature of desire, including what distinguishes it from other mental and motivational states, in order to identify some key characteristics of desire as a complex concept. We will then draw on these in order to investigate the role, definition and adequacy of concepts of desire within applied theoretical models of agency and agent systems.
The Angry Spotlight: Trait Anger and Selective Visual Attention to Rewards
Ford, B.Q., Tamir, M.A., Gagnon, S.A., Taylor, H.A., & Brunye, T.T. (in press). European Journal of Personality.
This investigation examined links between trait anger and selective attention to threats and rewards. Existing... more This investigation examined links between trait anger and selective attention to threats and rewards. Existing research has focused mainly on trait anxiety and is equally consistent with several competing theoretical accounts of trait emotion and visual attention. Both valence-based and motivation-based accounts predict that trait anxiety would be associated with biased attention toward threats. In contrast, a valence-based account predicts that trait anger would be associated with biased attention toward threats, whereas a motivation-based account predicts that it would be associated with biased attention toward rewards. To test these predictions, we measured trait anxiety, trait anger and selective attention to threats and rewards. Consistent with a motivation-based account, we found that trait anger was associated with selective attention toward rewarding but not threatening information, whereas trait anxiety was associated with selective attention toward threatening but not rewarding information. Copyright © 2012 John Wiley & Sons, Ltd.
Reconceptualizing Strategic Learning in the Face of Self-Regulation: Throwing Language Learning Strategies out with the Bathwater
by Heath Rose
Published in Applied Linguistics
This forum article examines the conceptualization of strategic learning over the past 30 years, focusing on recent... more This forum article examines the conceptualization of strategic learning over the past 30 years, focusing on recent conceptualizations that shift towards the notion of self-regulation. In recent years, scholars have argued that language learning strategies are too general, undefined, and incoherent and the questionnaires designed to measure language learning strategies are inaccurate and unreliable (see, for example, Dörnyei 2005; Woodrow 2005; Tseng et al. 2006). Instead Dörnyei proposes a new theory to replace language learning strategies based on the psychological concept of self-regulation encased within his own model of motivation control. This article will argue that this reconceptualization might be a matter of throwing the baby out with the bathwater, in that it throws out a problematic taxonomy and replaces it with another one, which is also problematic—including the same ‘definitional fuzziness’ for which previous taxonomies have been criticized.
Venting, joining and educating: Motivations for knowledge sharing in the UK police blogosphere
Published in Business Information Review 2012 29: 57
This article examines motivations for knowledge sharing in blogs written by police officers. It draws on the findings... more
This article examines motivations for knowledge sharing in blogs written by police officers. It draws on the findings of a
research project completed in 2011 based on content analysis of 63 blogs.
Download (.pdf) Social Motives Polarity and its Impact on Knowledge Sharing
Co-authored with Eric Tsui
Purpose – The purpose of this paper is to look into the impact of important social motives on knowledge-sharing... more
Purpose – The purpose of this paper is to look into the impact of important social motives on knowledge-sharing behavior in a collaborative environment and how people might react to each of these motives.
Design/methodology/approach – The applied methodology used in this paper is based on an online survey and statistical hypothesis developed for each of the motives with different comparison means under two circumstances.
Findings – The paper exhibits the different impact of each of the motives over the sharing behaviour in collaborative platforms. Despite general beliefs, although many motives might not have a very significant impact under normal behavioral circumstances that is based on either an agreement or disagreement level, all of those tested motives show a positive tendency when tested on the neutral (Dilemma) position.
Research limitations/implications – This study has examined a small and generalized group of people for social networking analysis with a limited number of motivational factors tested. Future research can extend the findings on a greater scale and/or examination of more diverse motives.
Originality/value – This study tries to change the presumptions about the collaboration-sharing behaviours and motives and how social environment can behave differently under the same circumstances on a business-oriented platform. The study also suggests how the findings can be applied to leverage social collaboration more efficiently to enhance knowledge sharing for business purposes.
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The Principle and Practices Behind the Success of Abdul Sattar Edhi
by Uzair Mughal
"This project focuses on the life and successes of Abdul Sattar Edhi in the context of the Meaningful Life... more
"This project focuses on the life and successes of Abdul Sattar Edhi in the context of the Meaningful Life Framework. We will analyze these under the broad headings which come under the Meaningful Life Framework: Strategic Visions, Strategic Time Management, Competence and Leadership."
Note - The Meaningful Life framework has been developed by Suleiman Ahmer and is used in some of the workshops conducted by his consulting firm, Timelenders.
Validation of a Motivation-based Typology of Angry Aggression among Antisocial Youths in Norway.
Co-authored with Rick Howard
This article describes the validation of the Angry Aggression Scales (AAS), the Behavior Inhibition System and the... more
This article describes the validation of the Angry Aggression Scales (AAS), the Behavior Inhibition System and the Behavior Activation System (BIS/BAS) scales, the reactive aggression and proactive power scales in relation to a Norwegian sample of 101 antisocial youths with conduct problems (64 boys, 37 girls, mean age 15 ± 1.3 years) and 101 prosocial controls matched on age, gender, education, ethnicity, and school district.
Maximum likelihood exploratory factor analyses with oblique rotation were performed on AAS, BIS/BAS, reactive aggression and proactive power scales as well as computation of Cronbach's alpha and McDonald's omega. Tests for normality and homogeneity of variance were acceptable. Factor analyses of AAS and the proactive/reactive aggression scales suggested a hierarchical structure comprising a single higher-order angry aggression (AA) factor and four and two lower-order factors, respectively. Moreover, results suggested one BIS factor and a single higher-order BAS factor with three lower-order factors related to drive, fun-seeking and reward responsiveness. To compare scores of antisocial youths with controls, t-tests on the mean scale scores were computed. Results confirmed that antisocial youths were different from controls on the above-mentioned scales. Consistent with the idea that anger is associated with approach motivation, AAS scores correlated with behavioral activation, but only explosive/reactive and vengeful/ruminative AA correlated with behavioral inhibition. Results generally validated the quadruple typology of aggression and violence proposed by Howard (2009).
Social interaction in video game play: Motivations, interaction homophily, and social capital.
by Qinfeng Zhu
Co-authored with Dr. Vivian Hsueh-Hua Chen. accepted by the annual conference of the International Communication Association (ICA), Phoenix, Arizona, U.S.A., May 24-28, 2012
This study considered social interaction in game worlds (game-mediated social interaction) as purposive actions that... more This study considered social interaction in game worlds (game-mediated social interaction) as purposive actions that activated social ties in order to access the embedded social resources. On this basis, this study aimed at exploring the production of social capital through game-mediated social interaction. Specifically, with the guidance of Lin’s (2001) approach to social capital from a social action perspective, this study investigated the relationships between video game players’ instrumental and expressive motivations for engaging in game-mediated social interaction, homophily of the interaction, and perceived bonding and bridging social capital accumulated from the interaction. Findings of this study provided insights into how game-mediated social interaction contributed to its impact on individual players’ social life. To address these issues, a Singapore national telephone survey was conducted. Findings of this study revealed two patterns of game-mediated social interaction producing social capital. That is, for players driven by expressive motivations (goals that focus on the interaction itself) to play games with others, game-mediated social interaction provided a channel or platform for them to express care, affection, and to build relationships with similar others. Expressive motivations propelled players to engage others who share background and attitude similarities in the interaction, through which both bonding and bridging social capital were built in the game worlds. For players driven by instrumental motivations (task-oriented goals) to play games with others, the game-mediated social interaction was a means to achieve and win. Such interaction tended to occur between players with gaming-related similarities (e.g., gaming experiences, skills, time spent for game play, etc.), which fostered their bridging social capital to grow in the game worlds.
TURKISH EFL SPEAKING COURSE STUDENTS’ MOTIVATIONAL ORIENTATIONS AND THEIR INSTRUCTORS’ AUTONOMY SUPPORT
by Ali Dinçer
"MA Thesis supervised by Dr. Savaş YEŞİLYURT"
Many studies using Self-Determination Theory (SDT) as a theoretical platform have emphasized the importance of knowing... more
Many studies using Self-Determination Theory (SDT) as a theoretical platform have emphasized the importance of knowing students’ motivational orientations in education, and stated that autonomy-supportive or controlling learning climates are significant to determine students’ motivational resources, academic achievement, and classroom engagement. Although there are many studies in the general education domain on these issues, there are few studies which focus specifically on foreign language learning especially basic language skill courses in the relevant literature. By this study, it is aimed to investigate respectively Turkish English-as-a-foreign-language (EFL) speaking course students’ motivational orientations; to demonstrate the relations among intrinsic and extrinsic orientations of students, their self perception of competence, autonomy, learning climate and classroom engagement; and lastly to examine the effects of students’ perceptions of autonomy supportive or suppressive learning climates on their perceived competence, autonomous regulation, self-determined levels and engagement within the framework of SDT. In order to fulfill these aims, 142 pre-service teachers who are enrolled to EFL speaking courses at preparatory and first grades in a Turkish university were asked to complete a questionnaire to assess these constructs, followed up with oral interviews with 7 specially selected participants. In brief, research findings showed that students are generally intrinsically motivated to speak English, and more self-determined motivational orientations are important predictors in determining students’ competence, autonomous regulation, and their course engagement. In addition, it also revealed that instructors’ autonomy supportive or controlling motivating styles were directly effective on students’ self perceptions about competence and autonomy, and had an indirect effect on students’ self-determined levels and classroom engagement with the mediators, competence and autonomy. At the end of the study, in the light of research findings, some effective classroom instruction strategies and suggestions were developed to motivate learners to speak English volitionally by overcoming some psychological barriers.
Keywords: Autonomy, Autonomy-support, English Speaking, Intrinsic Motivation, Self-Determination Theory
Surviving multiple obligations through stimulation, autonomy, and variation
by Carl Savage
Bergin E, Savage C. (2011) "Surviving multiple obligations through stimulation, autonomy, and variation", Journal of Health Organization and Management, Vol. 25 Iss: 4
http://www.emeraldinsight.com/journals.htm?articleid=1926606&show=abst
Abstract:
Purpose - Professionals in academic health centers (AMCs) face multiple obligations such as those from... more
Abstract:
Purpose - Professionals in academic health centers (AMCs) face multiple obligations such as those from research, teaching and clinical care. The purpose of this study was to explore and develop an understanding about how well findings generated from two previous studies about the influence of multiple obligations on health care personnel fit those within health care associated with academic institutions.
Design/methodology/approach - Eleven professionals engaged in teaching, research, and clinical work were interviewed. Data from the open-ended interactive interviews was transcribed and compared with findings from the two previous studies using modified analytic induction.
Findings - Work at an AMC can entail balancing three tasks: research, education, and clinical care. These tasks as well as the different employers associated with them can be a source of conflict. For a group of committed professionals, these conflicts were accepted and balanced as long as they experienced stimulus, autonomy, and variation.
Research limitations/implications - Modified analytic induction, an uncommon analysis method, is useful for comparing findings from previous studies in another context and with different subjects.
Practical implications - Stimulation, autonomy, and variation could play a vital role as driving factors in coping and dealing with the unavoidable presence of multiple obligations in today’s health care systems.
Originality/value - Although AMCs combine clinical care, research, and teaching, the intersection of all three has in contrast not been as investigated at the individual level.
Preservice Teachers’ Personality, Motives, Motivation, and Attitudes Associated with the Use of Social Network Services: Facebook Case
In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 95-102). Chesapeake, VA: AACE.
The paper reports the findings from the quantitative part of an ongoing research study on Turkish preservice teachers... more The paper reports the findings from the quantitative part of an ongoing research study on Turkish preservice teachers who use Facebook (FB). Social network services are increasing in popularity and certain social network services are already being used for educational purposes. Social network services simulate and may even emulate existing social networks on an abstract level and reflect them in the electronic world. The social structures that they rely on are already being studied in regard to the context of learning and education. But the electronic simulations or reflections of existing social structures need further explorations. To investigate the personality, motivation, motives, and attitude factors that influence FB use, 641 preservice teachers who were students of Middle East Technical University (METU) in Turkey were surveyed. Four regression analyses were used to describe the results of the collected data.
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Leadership and the fulfillment of three basic psychological needs at work.
Hetland, H., Hetland, J., Adreassen, C.S., Pallesen, S., & Notelaers, G. (2011) Leadership and the fulfillment of three basic psychological needs at work. Carreer Develepment Interantional, 16(5).