To see the other types of publications on this topic, follow the link: Avoidance motivation.
Dissertations / Theses on the topic 'Avoidance motivation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Avoidance motivation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hamamura, Takeshi. "Approach-avoidance motivation across cultures." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1012.
Full textAbstract:
People everywhere strive for an ideal view of the self, but the conception of “ideal” differs importantly across cultures. In Western societies, the ideal self entails the possession of high self-esteem, whereas in East Asian cultures the ideal self entails maintenance of “face,” or successful performance of social roles and obligations. Within each cultural context, aspirations for an ideal self are facilitated by a network of psychological processes. One such psychological process is approach and avoidance motivations: approach motivation is useful for Westerners’ pursuit of high self-esteem whereas avoidance motivation is useful for East Asians’ concerns for face maintenance. Review of prior research renders support to this theorizing. Because approach and avoidance motivations are fundamental psychological processes, cross-cultural research on this topic is a great venue for investigating the ways in which culture shapes psychological processes. This dissertation examines the implication of cultural differences in approach and avoidance motivations in two domains. Studies 1 and 2 investigated the motivational consequences of a fit between culturally encouraged motivation and focus of self-regulation that a task at hand calls for. In comparisons of Canadians and Japanese, these studies found that individuals’ motivation for a task is enhanced when culturally encouraged motivation matched with focus of self-regulation required for the task. The second set of studies (Study 3 and 4) examined cognitive consequences of approach-avoidance motivation cultural difference. These studies found that a type of information that people are attuned to differs as a function of cultural differences in approach-avoidance motivations. Implications of the findings and future directions are discussed.
2
Warburton, Victoria Emily. "Approach-avoidance motivation in physical education." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/13962.
Full textAbstract:
Physical education (PE) represents one of the most important physical settings in which to study motivational processes due to its uniqueness in including all young people with a wide range of physical abilities. Moreover, positive experiences in school PE are thought likely to enhance lifelong physical activity, giving PE an important role in influencing young people's involvement in physical activity both within and beyond the school curriculum. However, there is increasing concern over the physical activity levels of young people today, and understanding the changes in pupil's motivational processes during the time when they appear most at risk of declining levels of physical activity, may help researchers and physical educators intervene to offset the decline. Using Elliot's Hierarchical Model of Approach and A voidance Achievement Motivation (EIliot, , 1999; ElIiot & Church, 1997) as a theoretical basis, the purpose of this thesis was to examine pupil's approach-avoidance goal adoption in PE. Moreover, it was to determine the temporal pattern of approach-avoidance goals and the predictive utility of key antecedents, namely perceptions of competence and implicit theories of ability to these temporal patterns. Study 1 followed pupils across the primary to secondary school transition and examined their approach-avoidan,ce goals, implicit theories of ability and perceptions of competence prior to the transition and throughout Year 7 of secondary school. On the whole, the changes appeared to be suggestive of less adaptive motivationaf profiles, i.e., lower incremental beliefs, competence perceptions and mastery-approach (MAp) goal stnving. Competence perceptions and implicit theories of ability differed in their predictive utility of initial status and rate of change in approach-avoidance goal adoption. The effects of perceived competence appeared to be stronger in Year 6 of primary school while the effects of implicit theories of ability were more apparent in Year 7 of secondary school. Furthermore, in Year 6 of primary school, boys exhibited a more adaptive motivational profile than girls which remained throughout Year 7 of secondary school. Study 2a examined approach-avoidance goals, implicit theories of ability and perceptions of competence in pupils in Years 7, 8 and 9 of secondary school. Pupils completed measures on four occasions over a 9 month period. Goals and perceptions were tapped in relation to PE 'in general'. MAp, mastery-avoidance (MAv) and performance-avoidance (PAv) goals exhibited a linear decline over time, whereas performance-approach (PAp) goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent goal relationships. Results suggest that Year 7 is a critical time for adolescents' motivation in school PE. Study 2b determined the influence of implicit theories of ability and competence perceptions on changes in approach-avoidance goal adoption in two specific activities in the PE curriculum. In both tennis and cricket, differences between pupils were more likely than differences between classes to account for changes in implicit theories, perceptions of competence and approach-avoidance goals over the course of a unit of work. Controlling for prior approach-avoidance goal adoption, 'incremental beliefs predicted change in MAp goal adoption and perceptions of competence predicted change in PAp goal adoption over the unit of work in both tennis and cricket. Differences in the predictive pattern of antecedents to changes in goal adoption emerged between activities. The final study (study 3) provided a more-fine grained analysis of normative achievement goal adoption in specific activities in PE by differentiating between approach-avoidance and appearance-competition performance goals. Confirmatory factor analysis supported the delineation off our performance goals. In line with the Hierarchical Model of Approach and Avoidance Achievement Motivation, partial support for the mediating role of performance goals was observed, but entity beliefs and perceptions of a performance climate' each exerted a direct positive effect on self-handicapping in PE. The addition of the appearance-competition distinction to performance approach-avoidance goals revealed differences in the direction and magnitude of the antecedent goal and goal outcome relationships. The results of these four studies contained within the present thesis provide interesting insights into pupils' approach avoidance motivation in PE at both the contextual and activity specific level. The changes in pupils' motivation, on the whole, are indicative of less adaptive motivational profiles as they progress through their school career. Implicit theories of ability and competence perceptions appear to play a role in offsetting this decline but future research endeavours should continue to pursue longitudinal research to identify other key predictors of within-and between-pupil change. This will ensure that achievement motivation research in the PE context is well placed to help educators promote more adaptive motivational processes and outcomes that sustain participation in physical activity.
3
Hammill, Amanda C. "Approach/avoidance motivation extensions of the congruency effect /." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216741968.
Full textAbstract:
Thesis (M.A.)--Cleveland State University, 2008.Abstract. Title from PDF t.p. (viewed on Nov. 6, 2008). Includes bibliographical references (p. 57-64) and appendices. Available online via the OhioLINK ETD Center. Also available in print.
4
Testa, Rylan Jay. "Motivation for Weight Loss Maintenance: Approach and Avoidance." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/101058.
Full textAbstract:
PsychologyPh.D.
Currently, two-thirds of adults and one-half of children and adolescents in the United States meet criteria for overweight or obese weight status (Wang & Beydoun, 2007). While weight loss often is desired among these individuals, few achieve sustained weight loss maintenance. A model of motivation, affect, and long-term weight loss maintenance is proposed, based on Carver's model of behavior change (2004b) and related research. This investigation evaluated the model's proposed associations between approach and avoidance motivation, depressive and anxious affect, and caloric consumption within the context of a dietary lapse condition in the laboratory. Findings did not support the hypotheses that avoidance motivation would be negatively related to calorie consumption or that approach motivation would be positively associated with calorie consumption. Conversely, higher avoidance motivation was found to predict higher caloric consumption. Finally, this relationship was not mediated by depressive or anxious affect. Instead, consumption of high calorie foods alone was shown to fully mediate this relationship. Recommendations for future research are presented in the context of these findings.
Temple University--Theses
5
Daman, Stuart Jenkins. "The Influence of Humor on Approach and Avoidance Motivation." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1210866811.
Full text
6
Eerde, Wendelien van. "Work motivation and procrastination : self-set goals and action avoidance /." Inhaltsverzeichnis, 1998. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008711103&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
Full text
7
Kahn, Lauren. "Boredom and the Need for Agency." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23755.
Full textAbstract:
Humans are highly motivated to avoid boredom. What is the functional role of boredom, and why is it so aversive? An empirical study tested the hypothesis that a need for agency, or control over one’s actions and their effects, plays a role in our avoidance of boredom. The study also explored the role of an individual difference called experiential avoidance, which captures the tendency to avoid negative internal experiences, sometimes via problematic behaviors. Results were integrated with current clinical techniques that use mindfulness and acceptance-based approaches to address such avoidance of internal experiences.
In the study, one hundred twenty-three adults completed a series of computer tasks in which their sense of agency was manipulated. After being oriented to high and medium levels of agency, participants completed a series of 30-second low agency trials in which they had the opportunity to escape to high or medium agency, at a cost. The amount of money they were willing to forego indicated their motivation to avoid low agency, or “need for agency.” After a break, they were then asked to complete a series of 30-second trials in which they did nothing, but again had the option to escape to high or medium agency at a cost. The amount of money they were willing to forego in this task indicated their motivation to avoid doing nothing, or “need for action.” Results demonstrated that on average, people were willing to give up money to avoid both low agency and to avoid a boring situation (doing nothing). Furthermore, their motivation to avoid boredom indeed was driven by the extent to which they felt that doing nothing afforded them a low sense of agency. Finally, those who were higher in experiential avoidance demonstrated a higher need for agency and action, and those lower in mindfulness demonstrated a higher need for agency. These results demonstrate that the motivation to avoid boredom may be rooted in a need for agency, and that acceptance- based clinical approaches may have success addressing this avoidance and the problematic behaviors that follow.
8
Scott, Mark David. "Measuring Approach-Avoidance Motivation: Expanding the Dimensionality and the Implied Outcomes Problem." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/40404.
Full textAbstract:
The current study sought to examine how best to fully represent and measure approach-avoidance motivational orientation using self-reports. Participants responded to a variety of existing, revised, and new scales across the theoretical spectrum of approach-avoidance motivation. Exploratory factor analyses were conducted to identify the items to be retained for evaluating the adequacy of competing confirmatory measurement structures. Overall results supported the validity of the second-order approach-avoidance overarching framework and indicated that the use of items with clear specification of reward/punishment context improves the psychometric properties of approach-avoidance scales. Moreover, the newly developed scales reflecting constructs that represent increasing non-gains via approach and increasing non-losses via avoidance meaningfully expanded the approach-avoidance construct space. It also appeared that the proposed four-dimensional model of approach-avoidance is a viable alternative measurement structure. Finally, the current results suggested that contamination by implied outcomes does not invalidate approach-avoidance scales where reward/punishment context is specified. Implications and recommendations for future research are discussed.Ph. D.
9
Hicks, Joshua A. King Laura A. "The effects of approach-avoidance behaviors on goal appraisals." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6138.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010) The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Laura King Vita. Includes bibliographical references.
10
Bateman, Tanner Alan. "Construct Deficiency in Avoidance Motivation: Development and Validation of a Scale Measuring Vigilance." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74003.
Full textAbstract:
Two concerns dominate speculation about the lack of progress in motivational disposition research. First, truly unique dispositional constructs have not been identified since wide acceptance of the approach / avoidance distinction. Second, research has largely neglected to account for context in models of motivated behavior. Effective avoidance has systematically been unassessed in motivation research. Social cognitive theory was used to define an effective avoidance motivational trait, vigilance, as an antecedent to effective regulatory behaviors that are avoidant in nature and/or strategy. Two studies were conducted: First, development and psychometric evaluation of a scale measuring vigilance within the existing motivational trait framework (Heggestad and Kanfer, 2000). Exploratory and confirmatory analyses provided initial validity evidence for the vigilance construct; composed of diligence and error-detection facets. Convergent – discriminant analysis revealed that vigilance is significantly related to approach and avoidance motivational constructs identifying two possible sources of contamination in self-report measures of motivational traits. Measurement items may be contaminated with implied outcomes and measurement items may be contaminated with generalized self-efficacy. In the second study, a within-subjects experiment tested the predictive validity of the vigilance measurement scale for task-specific self-efficacy and performance on a task that rewards avoidance-oriented strategies. Vigilance predicted prevention task-specific self-efficacy ( = .29) in one of two experimental conditions. The validation study also offered construct validity evidence for the vigilance construct. Implications and future directions are discussed.Ph. D.
11
Marchand, Gwen Catherine. "Motivational processes involved in academic help seeking and help avoidance." PDXScholar, 2004. https://pdxscholar.library.pdx.edu/open_access_etds/3685.
Full textAbstract:
During middle childhood, help seeking and avoidance are two ways children deal with academic problems. For this study, the dominant view of help seeking as a strategy of self-regulated learning was elaborated to consider it a way of coping framed within the Self-System Model of Motivational Development. This framework allows for the consideration of (1) the opposite of help seeking (help avoidance) as a motivated way of coping, (2) the central role of teachers, and (3) the operation of multiple self-system processes in shaping students' coping behaviors.
Self-report, teacher-report, and school record data from 765 3rd through 61 h grade students and their teachers were analyzed to determine the structure of help seeking and avoidance, the antecedents and consequences of these ways of coping, and developmental differences that may account for age-related changes in coping. Data were available from two time points, the fall and spring of one academic year, allowing for concurrent and change over time analyses.
12
Jarvis, Sharon. "Work avoidance as a manifestation of anger, helplessness, and boredom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36140.pdf.
Full text
13
Rock, Mindi S. "Where Do We Draw Our Lines?: Approach/Avoidance Motivation, Political Orientation, and Cognitive Rigidity." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/230/.
Full text
14
Brodbeck, Patricia Marie. "The Relations of Conscientiousness, Risk Avoidance, and Growth Motivation with Facebook Usage and Regret." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1544114921490422.
Full text
15
May, Christine. "Effects of Acute Exercise on Automatic Action-Tendencies and Self-Reported Affect." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1427979148.
Full text
16
Karakus, Melissa. "UNDERSTANDING THE MASTERY-AVOIDANCE GOALS CONSTRUCT: AN INVESTIGATION AMONG MIDDLE SCHOOL STUDENTS IN TWO DOMAINS." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/373902.
Full textAbstract:
Educational PsychologyPh.D.
This dissertation addressed knowledge gaps concerning “mastery-avoidance goals”—a construct within the prominent motivational perspective Achievement Goal Theory. Mastery-avoidance goals refer to students’ engagement in an achievement task with the purpose of avoiding failure to develop competence. While it was introduced to the achievement goal literature over a decade and a half ago, the construct of mastery-avoidance goals still lacks intuitive relevance, conceptual clarity, and evidence of prevalence among young students. In addition, so far, research has not established clear patterns of relations of mastery-avoidance goals with the other personal achievement goals (mastery-approach, performance-approach, and performance-avoidance), with contextual motivational emphases, or with adaptive and maladaptive educational outcomes. This dissertation aimed to contribute to knowledge in these gaps by investigating mastery-avoidance goals among middle school students in two subject domains that concern different types of competence: science and instrumental music. The dissertation describes two studies. In Study 1, I administered a self-report measure to middle school students (N=126) that included summated scales to investigate the empirical distinction between mastery-avoidance goals and other achievement goals, the components of its conceptual definition, its prevalence of adoption by young students in the two different domains, as well as its relations with contextual emphases and adaptive and maladaptive educational outcomes. Multidimensional scaling analysis indicated that while students in both science and instrumental music made a distinction between mastery and performance goals, these students did not make a complete distinction between mastery-approach and mastery-avoidance goals, at least according to the conceptual definition investigated in these studies. Regression analyses indicated that students’ perceptions of their teachers’ emphasis on mastery-approach and mastery-avoidance goals were significantly related to their reports of mastery-avoidance goals. Cluster analysis suggested a pattern of two general motivational profiles in the sample of more and less motivated students that differed on their simultaneous and respective high and low endorsements of both mastery-approach and mastery-avoidance goals, intrinsic and extrinsic motivation, sense of academic efficacy, and also academic achievement. In Study 2, I aimed to further knowledge of the meaning that students make of mastery-avoidance goals by examining students’ (N=79) qualitative responses to questions asking them to interpret items from the summated-scales self-report measure. Findings from a qualitative content analysis supported the findings from Study 1 about students’ lack of distinction between mastery-approach and mastery-avoidance goals, and indicated that students interpreted mastery-avoidance goals items in ways that were different from those intended by the researchers. These findings suggested that students form meanings of mastery-avoidance goals that are potentially different from the formal conceptual definition in the literature. The findings are interpreted as suggesting that students’ meaning-making about mastery-avoidance goals in both science and instrumental music may be contextualized by their personal characteristics (e.g., age), by characteristics of their school and classroom environments, and by situational characteristics (e.g., proximity of evaluative tasks). Further research should investigate systematically the different personal and contextual factors that may contribute to the meaning students make of mastery-avoidance goals.
Temple University--Theses
17
Winterheld, Heike A. "Motivations in romantic relationships: a regulatory focus perspective." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/2260.
Full textAbstract:
The present research tested whether and how regulatory focus as a motivational variable influences the ways in which people appraise, process, and react to events in romantic relationships. Regulatory focus theory distinguishes between (1) a prevention focus, which emphasizes the fulfillment of security needs, duties and obligations, and is associated with heightened sensitivity to aversive outcomes, and (2) a promotion focus, which emphasizes the fulfillment of nurturance needs, accomplishments and aspirations, and is associated with heightened sensitivity to rewarding outcomes. Based on regulatory focus theory, it was assumed that promotion and prevention focused people would appraise, react to, and process interpersonal events involving a romantic partner in different ways. In addition, it was expected that the distinct ways of experiencing such events are reflected in differences in relationship quality. Three studies using college student samples were conducted to test these notions. Evidence was found that individual differences in chronic prevention focus affect the ways in which people react to aversive events in relationships. No support was obtained for regulatory focus theory??s predictions regarding prevention focus processes in association with rewarding outcomes, and predictions related to the promotion focus system were also not supported. As expected, chronic promotion focus was related to higher relationship quality, and chronic prevention focus was associated with lower relationship quality. Implications and suggestions for future research are discussed.
18
Motro, Daphna, and Daniel Sullivan. "Could two negative emotions be a positive? The effects of anger and anxiety in enemyship." ACADEMIC PRESS INC ELSEVIER SCIENCE, 2017. http://hdl.handle.net/10150/622804.
Full textAbstract:
Enemyship is an important but understudied interpersonal phenomenon. Prior research on this topic has focused on enemyship's cognitive, control-maintenance function following a threat. The present studies advance theory and research by showing the role of emotion, particularly anger, in this process. Using appraisal theory as a framework, we draw on recent research into approach and avoidance motivational dynamics during threat We propose an interaction between anxiety-inducing threat and enemy-directed anger on perceptions of control and certainty, and motivation. More specifically, we expect that when an anxiety-inducing threat is present, perceptions of control and certainty will be significantly higher when enemy-directed anger is also present than when it is not Additionally, we sought to demonstrate the consequences of these processes for motivation. Perhaps counterintuitively, we propose that individuals who experience anger at an enemy following an anxiety-inducing control threat will experience a boost in motivation, an effect mediated by perceptions of control and certainty. We find support for our moderated mediation model across three studies with undergraduate and working adults (Total N = 673).
19
Zamanpour, Haleh. "The mediational roles of performance-avoidance goals pursuit and procrastination in the hierarchical model of achievement motivation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ52375.pdf.
Full text
20
Zamanpour, Haleh Carleton University Dissertation Psychology. "The Mediational roles of performance-avoidance goals pursuit and procrastination in the hierarchical model of achievement motivation." Ottawa, 2000.
Find full text
21
Blackie, Laura E. R. "A test of dual-existential systems : exploring approach and avoidance motivation as a function of mortality awareness." Thesis, University of Essex, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549304.
Full text
22
Zhao, Jinling. "The Effects of Fear and Happiness on Intertemporal Decision Making: The Proposed Approach/Avoidance (Inhibition) Motivation Model." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426718437.
Full text
23
Avdic, Alen. "The Roles of Personality and Attachment in Relation to Academic Motivation." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967908791&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text
24
Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.
Full text
25
Durón, Kelly M. "A Multi-method Approach to Examining Stress and Anxiety Among Mexican American College Students." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500090/.
Full textAbstract:
United States post-secondary education continues to see an increase in Hispanic enrollment, particularly those of Mexican heritage. The present study was designed to examine this population’s experience of stress, anxiety and academic approach-avoidance conflict. Data were collected at North Texas postsecondary institutions. Participants (N = 197) completed an online survey including a Picture Story Exercise (PSE), open-ended responses to hypothetical scenarios, and self-report measures. The current study utilized a mixed-method approach integrating content analysis measures and self-reports. Results indicated that anxiety symptoms expressed to academic, familial, and minority social situations differed, partial η2=.39; with the academic scenario including the highest and minority social scenario the lowest anxiety. Results suggested that Mexican-American college students may express cognitive and affective symptoms of anxiety more frequently than physical symptoms on scenarios but not on self-report scales (Personality Assessment Inventory Anxiety; PAI Anxiety). PSE responses suggested that Conflict and Drive for Goal Orientation were frequent among this sample. Academic Total Anxiety and Academic Physical Anxiety related positively to PSE Conflict, while Academic Cognitive Anxiety related negatively to PSE Positive Outcomes. Exploratory models predicting PSE variables from Academic Anxiety and PAI Anxiety were inconclusive but suggested that gender accounted for significant variance in PSE scores.
26
Abd-El-Fattah, Sabry M. "Egyptian high school students' perception of parental involvement and its relationship to approach and avoidance achievement motivation : a multidimensional ecological approach." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1264228.
Full textAbstract:
Adolescents’ Perception of Parental Involvement Scale (APPIS) and Achievement Goal Questionnaire (AGQ) were administrated to a sample (N = 300) of Egyptian high school students to investigate the effect of students' perception of parental involvement on their achievement motivation. Parental involvement was investigated as a multidimensional concept that covers home, school, and community according to three main concepts in Bronfenbrenner's ecological systems theory. These concepts are phenomenology, microsystem, and mesosystem. Achievement motivation was investigated as a tripartite construct that includes performanceapproach goal, mastery goal, and performance-avoidance goal according to Elliot's approach and avoidance achievement motivation model.Students' perception of parental involvement was found to differ significantly by the type of parental involvement and parents' educational level. There was a significant univariate interaction effect between the type of parental involvement and parents' educational level on students' perception of parental involvement at school, while there were non-significant univariate interaction effects on students' perception of parental involvement at home and within community respectively.Students' achievement motivation was found to differ significantly by students' gender and grade. There was a significant univariate interaction effect between students' gender and grade on students' performance-avoidance goal, while there were non-significant univariate interaction effects on students' performanceapproach goal, and mastery goal respectively.Students' perception of parental involvement was found to differ significantly by students' gender and grade. There were significant univariate interaction effects between students' gender and grade on students' perception of parental involvement at home, and within community respectively, while there was a non-significant univariate interaction effect on students' perception of parental involvement at school.Students' perception of parental involvement at home has a statistically significant relationship with students' perception of parental involvement at school, within the community, and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement at school has a statistically significant relationship with students' perception of parental involvement within the community,and mastery goal, while it has a statistically non-significant relationship with performance-approach goal, and performance-avoidance goal. Students' perception of parental involvement within the community has a statistically non-significant relationship with students' performance-approach goal, mastery goal, and performance-avoidance goal. Students' performance-approach goal has a statistically significant relationship with students' performance-avoidance goal, however it has a statically non-significant relationship with mastery goal. Students' mastery goal has a statistically non-significant relationship with their performance-avoidance goal.Department of Educational Psychology
27
Rawley, Jo Ann K. "Factors perceived to contribute to mathematics avoidance or mathematics confidence in non-traditional age women attending a community college." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002047.
Full text
28
Fechtner, Julia [Verfasser], and Ewald [Akademischer Betreuer] Naumann. "The Role of Cognitive Control and Approach-Avoidance Motivation in the Relationship between Stress and Aggression - A Psychophysiological Investigation / Julia Fechtner ; Betreuer: Ewald Naumann." Trier : Universität Trier, 2013. http://d-nb.info/1197698922/34.
Full text
29
Richard, Augustin. "Implication du striatum et du pallidum ventral dans le traitement de l'information aversive : approche électrophysiologique et pharmacologique chez le primate non-humain." Thesis, Lyon 1, 2015. http://www.theses.fr/2015LYO10318/document.
Full textAbstract:
Les ganglions de la base, auxquels appartiennent le striatum et le globus pallidus, sont un ensemble de structures sous-corticales impliquées dans des fonctions motrices, cognitives et motivationnelles. Il a également été montré qu’ils font partie du système de récompense, système assurant la motivation d’un organisme à initier des comportements d’approche, de façon à obtenir une récompense, puis à renforcer les activités ayant produit ces comportements pour pouvoir les reproduire par la suite, ce qui constitue la base de l’apprentissage instrumental. Or, dans certaines situations, le comportement à initier va dépendre d’une motivation à fuir ou à éviter un événement ou une situation aversive. Longtemps, on a pensé que le système du traitement des informations aversives était distinct de celui de la récompense, en termes de réseau et de régions cérébrales. Pourtant, de plus en plus d’études montrent à présent que les ganglions de la base ont certainement un rôle à jouer, non négligeable, dans le traitement des situations aversives. Dans ce travail de thèse, nous avons réalisé chez le primate non-humain des enregistrements d’activité neuronale et des perturbations pharmacologiques locales dans deux régions du système de récompense, le striatum antérieur et le pallidum ventral, au cours d’une tâche comportementale nécessitant tour à tour l’initiation de comportements d’approche vers une récompense et de comportements d’évitement d’un événement aversif. Nous avons montré l’existence d’un codage de l’information aversive dans ces régions tant pour un stimulus prédicteur d’un événement aversif, la préparation ou l’initiation d’un comportement d’évitement de cet événement, que pour l’anticipation et la réception de cet événement. Par ailleurs, les expériences de perturbations locales ont démontré qu’une atteinte du fonctionnement normal du striatum antérieur et du pallidum ventral affectait les comportements initiés normalement en contexte aversif. L’ensemble de ces résultats indique clairement que ces deux structures cérébrales, si elles sont impliquées dans la motivation à initier des comportements dirigés vers un but récompensant et l’apprentissage appétitif, le sont aussi dans la motivation aversiveStriatum and globus pallidus belong to the basal ganglia, which are a group of subcortical structures involved in motor, cognitive and motivational functions. They are also involved in the reward system which enables one’s motivation to initiate approach behaviors in order to get a reward and then consolidate activities that have produced these behaviors. This represents instrumental learning basis. However, in some situations, the behavior to be initiated depends on a motivation to escape or avoid an aversive situation. For a long time, it was thought that aversive information processing system and reward system depended on different networks and cerebral regions. Yet, a growing number of studies tend to show that basal ganglia certainly play an important role in aversive information processing. In this thesis, we recorded neuronal activity and performed local pharmacological perturbations in non-human primates, in two structures of the reward system, anterior striatum and ventral pallidum, while performing a behavioral task requiring them to initiate alternatively approach behaviors toward a reward and avoidance behaviors from an aversive event. We showed aversive information coding for the predictive stimulus, preparation and initiation of the avoidance behavior and anticipation and response to the aversive events. Furthermore, local perturbation experiments demonstrated that a functional impairment of the anterior striatum and the ventral pallidum affects the behaviors usually initiated by the animals in aversive context. Put together, these results clearly show that these two cerebral structures are involved in both appetitive and aversive motivations
30
LaBuda, Jessica E. "Accuracy in Perceptions of Partner Sacrifice Motives: An Examination of Individual Differences and Daily Outcomes." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent155609593349748.
Full text
31
Abraham-Smith, Kelly Michelle. "Experiences of mothers who disclose symptoms of postnatal depression." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17182.
Full textAbstract:
Whilst previous research has explored women's experiences of disclosing symptoms of postnatal depression (PND) to health professionals, very little qualitative research exists on women's experiences of disclosing to people in their personal support networks. Research has shown that some mothers with PND find it difficult to disclose to professionals and prefer to seek support from partners, family and friends. Aim: The current study aimed to explore the overall process mothers go through to disclose PND - to people with whom they have personal relationships, as well as health professionals. Method: Five women who experienced and disclosed PND participated in semi-structured interviews. Verbatim transcripts were analysed using Interpretative Phenomenological Analysis. Results: The analysis produced four super-ordinate themes: 'Trying to cope whilst making sense of experiences', 'Deciding whether to disclose: Facilitative and inhibiting factors', 'The two-way interpersonal nature of disclosure', 'Disclosure as part of a transformative process'. Conclusions: This study highlighted the influence of internalised expectations of motherhood and stigma surrounding PND on how mothers try to cope with their initial symptoms and on their decisions about whether or not to disclose. The participants described a cautious approach to disclosure in which they had to deal with setbacks. Consequences of disclosing were considered alongside how the disclosure process was influenced by recovery from PND.
32
Teboul, Anne. "La dynamique des motivations d'approche et d'évitement en contexte d'accomplissement." Thesis, Montpellier, 2020. http://www.theses.fr/2020MONT4003.
Full textAbstract:
Un modèle dynamique des motivations d'approche et d'évitement en contexte d'accomplissement a été récemment proposé par Gernigon et al. (2015) comme alternative parcimonieuse aux modèles contemporains des buts d'accomplissement (e.g., Elliot, 2005). L’objet de la présente thèse était de fournir les premières évidences empiriques de la pertinence de ce modèle. Une première série d’études a consisté à élaborer et valider un questionnaire mesurant les états d'implication dans les buts d’accomplissement selon le modèle en six buts d’Elliot et al. (2011) : le QIBA-6 (étude 1), ainsi qu’un questionnaire mesurant les trois variables socio-cognitives clés du modèle à tester (attentes de compétence, bénéfice pour le soi et menace pour le soi véhiculés par un but), dont les interactions déterminent la valeur du paramètre de contrôle k des attracteurs motivationnels d'approche et d'évitement : le QSAE (étude 2). Une seconde série d’études a ensuite été réalisée afin de mettre à l’épreuve le modèle et ses fondements. La première d'entre elles (étude 3) a permis de vérifier certaines prémices du modèle en montrant que les buts d'accomplissement auto- et normativement référencés impactent différemment l’estime de soi. Les deux dernières études (études 4 et 5) visaient à valider les propriétés dynamiques du modèle. Ainsi, l’étude 4 a permis de vérifier les propriétés de non-linéarité et de résistance au changement des états motivationnels sous l'influence de variations graduelles du paramètre k et du paysage des attracteurs d’approche et d’évitement résultant. Enfin, à partir de données longitudinales collectées en contextes d’accomplissement naturels (académique et sportif), l’étude 5 a permis de détecter la prévalence de deux clusters correspondant aux attracteurs motivationnels d’approche et d’évitement puis de caractériser la dynamique des états motivationnels comme principalement modélisable en termes de processus de moyenne mobile indicateurs de leur sensibilité environnementale. Les résultats de cette thèse apportent les premières validations empiriques du modèle dynamique de l'approche et de l'évitement en contexte d'accomplissement. En montrant l'utilité de l'approche de systèmes dynamiques, ils invitent aussi à poursuivre – via des modélisations multi-agents – l'investigation de l'émergence des états motivationnels d'approche et d'évitement comme résultant de processus d'auto-organisation. La modèle, tel que présentement validé, offre déjà des perspectives d'applications pratiques pour toute personne (entraîneur, enseignant, éducateur, coach) chargée du développement et du maintien de la motivation d’individus en contexte d’accomplissementA dynamical model of approach and avoidance motivation in achievement contexts was recently proposed by Gernigon et al. (2015) as a parsimonious alternative to contemporary models of achievement goals (e.g., Elliot, 2005). The purpose of this doctoral dissertation was to provide the first empirical evidences of the relevance of this model. A first series of studies consisted in developing and validating a questionnaire measuring states of achievement goal involvement according to Elliot et al.'s (2011) 6-goal model: the QIBA-6 (Study 1), as well as a questionnaire measuring the three key social-cognitive variables of the model to be tested (competence expectancies, benefit to the self, and threat to the self that are conveyed by a goal), the interactions of which determine the value of the control parameter k of approach and avoidance motivational attractors: the QSAE (Study 2). A second series of studies was then carried out to test the model and its bases. The first of them (Study 3) led to support some conceptual bases of the model by showing that self- and norm-referenced goals impact self-esteem differently. The last two studies (studies 4 and 5) aimed to validate the dynamic properties of the model. Thus, Study 4 led to support the properties of non-linearity and resistance to change in motivational states, under the influence of gradual variations in the parameter k and in the resulting approach and avoidance attractor landscape. Finally, based on longitudinal data collected in natural achievement contexts (academic and sports), Study 5 enabled the detection of the prevalence of two clusters corresponding to the motivational attractors of approach and avoidance, as well as the characterization of the dynamics of motivational states as mainly modelable in terms of moving average processes, which reflects their environmental sensitivity. The results of this doctoral work provide the first empirical validations of the dynamical model of approach and avoidance in achievement contexts. By showing the utility of the dynamical systems approach, they also invite to continue—via agent-based modeling—the investigation of the emergence of approach and avoidance motivational states as they result from self-organization processes. The model, as currently validated, already offers opportunities for practical applications for anyone (coach, teacher, educator, coach) in charge of the development and maintenance of individuals' motivation in achievement contexts
33
Cox, Christie M. "Approach and Avoidance Motivations: Implications for Organizational Justice." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1239567858.
Full textAbstract:
Dissertation (Ph. D.)--University of Akron, Dept. of Psychology-Industrial/Organizational Psychology, 2009."May, 2009." Title from electronic dissertation title page (viewed 12/2/2009) Advisor, Aaron M. Schmidt; Committee members, Rosalie J. Hall, Paul E. Levy, Yang Lin, Robert G. Lord; Department Chair, Paul E. Levy; Dean of the College, Chand Midha; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
34
Krpan, Dario. "Approach and avoidance motivations and the perception of valenced stimuli." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709411.
Full text
35
Smith, Daniel R. "Implicit personality and leadership in stressful and dangerous situations: a first step." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43693.
Full textAbstract:
Leadership in stressful and dangerous situations is vitally important in terms of lives, property, and national strategic objectives. But our understanding of effective leadership in these and other contexts is limited. Part of the problem is that interactionist theoretical perspectives are not reflected in contemporary leadership thinking. In addition, the impact of individual differences on leadership is often misrepresented or hidden by linear correlations and regressions conducted on continuous scores. This study employed new, innovative, indirect conditional reasoning measures to assess the personalities of 627 leaders entering the militaryâ s most challenging and stressful combat leader development course (the US Army Ranger School). These innovative measures predicted compelling differences in leadership, attrition, and in the peer evaluations made during the training. Analyses conducted on the continuous personality scores demonstrate that these findings are misrepresented or hidden by linear correlations and regressions. As an alternative, I present a configural scoring scheme, couched in a poker analogy, to explain how these individual differences combine to predict the odds of success for each of the 18 personality types studied.
36
Froemming, Maren Wright. "The Relation of Unwanted Consensual Sex to Mental Health and Relationship Variables: The Role of Motivations." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594345616905041.
Full text
37
Dunn, Emily Justine. "Interpersonal outcomes and motivational factors associated with overcontrol." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1589019723586709.
Full text
38
Kuschel, Stefanie [Verfasser]. "Going beyond information given : how approach versus avoidance motivational cues influence encoding of meaning and details / Stefanie Kuschel." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2008. http://d-nb.info/1034893718/34.
Full text
39
Gendre, Manon. "Influence des émotions sur l’organisation biomécanique des mouvements volontaires d’approche et d’évitement : cas de l’initiation du pas et de l’élévation latérale de la jambe." Thesis, Université Paris-Saclay (ComUE), 2015. http://www.theses.fr/2015SACLS202/document.
Full textAbstract:
Résumé : L’objectif de cette thèse était d’investiguer l’influence des émotions sur l’organisation biomécanique de mouvements volontaires complexes, c’est-à-dire mobilisant l’ensemble du corps. L’effet des émotions a été testé par le biais de l’hypothèse de la direction motivationnelle selon laquelle 1) les stimuli plaisants faciliteraient les comportements d’approche et perturberaient les comportements d’évitement et 2) les stimuli déplaisants faciliteraient les comportements d’évitement et perturberaient les comportements d’approche. Deux modèles expérimentaux du mouvement complexe ont été choisis : l’initiation du pas vers l’avant et vers l’arrière (étude 1) et l’élévation latérale de la jambe (études 2 à 4). Les émotions étaient manipulées en exposant les participants à des images de l’International Affective Pictures System (induisant des émotions plaisantes et déplaisantes, étude 1) et en plaçant les participants au bord d’une plateforme surélevée (induisant une peur de chuter, études 2 à 4). Les mouvements étaient réalisés sur une plateforme de force (études 1 à 3). La cinématique du mouvement de la jambe oscillante était enregistrée grâce au système de capture de mouvements VICON (études 2 et 3). Les paramètres psychologiques (dimension de valence et d’activation des émotions, peur de chuter) étaient évalués grâce à des questionnaires. Les résultats de la première étude ont montré que les émotions plaisantes facilitaient les comportements d’approche (en termes de réactivité) et perturbaient les comportements d’évitement (en termes de vitesse du centre des masses lors des ajustements posturaux anticipateurs (APA) associés à un pas vers l’arrière), comparativement aux images déplaisantes et neutres. Cependant ces images semblaient aussi pouvoir perturber les comportements d’approche (en termes de pic de vitesse du centre des masses lors de l’exécution du pas vers l’avant). Les résultats de la deuxième étude ont démontré que les comportements d’approche envers la menace posturale (c’est-à-dire le vide) étaient perturbés (en termes d’amplitude et de durée des APA), comparativement aux comportements d’évitement. La troisième étude s’est ensuite intéressée à l’existence de différences interindividuelles dans la relation entre la menace posturale (et donc la peur de chuter) et l’organisation du mouvement volontaire. Les résultats ont révélé que la confiance en l’équilibre était un facteur de protection à la menace posturale. Ainsi, les participants reportant une forte confiance en leur équilibre étaient moins perturbés par la menace posturale que les participants reportant une faible confiance en leur équilibre. Enfin, la quatrième étude a cherché à expliquer l’existence de ces différences interindividuelles. Les résultats ont montré que l’estime globale de soi pouvait expliquer une partie de ces différences. En conclusion, les résultats de cette Thèse ne semblent confirmer que partiellement l’hypothèse de la direction motivationnelle. Pris ensemble, ces résultats ont permis d’améliorer la compréhension des processus sous-jacents à l’influence des émotions sur l’organisation du mouvement volontaire.Mots clés : Ajustements Posturaux Anticipateurs, Approche-Évitement, Contrôle Moteur, Émotions, Hypothèse de la Direction MotivationnelleThe aim of this thesis is to investigate the influence of emotions on the planning and execution of whole body voluntary movement. The effect of emotions was test thanks to the motivational direction hypothesis which supposed that 1) pleasant stimuli should facilitate approach and perturb avoidance behaviors. 2) Unpleasant stimuli should facilitate avoidance and perturb approach behaviors. Two experimental protocols have been chosen to pursue the investigation: Forward and backward gait initiation (study 1) and lateral elevation of the leg (studies 2-4). The emotions were manipulated by exposing the subjects to pictures of the International Affective Pictures System (inducing pleasant and unpleasant emotions, study 1) and by placing the subjects at the edge of an elevated platform (inducing fear of falling). Movements were performed on force platform (studies 1-3). Kinematic parameters of leg movement were recorded by the system of motion capture VICON (studies 2 and 3). Psychological parameters (valence and arousal dimensions of emotions fear of falling) were assessed by questionnaires. Results of the first study showed that pleasant pictures facilitated approach behaviors (as observed in the reactivity) and perturbed avoidance behaviors (as observed in the velocity of centre of mass during anticipatory postural adjustment (APA) prior to the execution of a backward step), compared to unpleasant or neutral pictures. However, these pleasant pictures also perturbed approach behaviors (as observed in the peak of centre of mass velocity during the execution of a forward step). Results of the second study showed that approach behaviors toward the postural threat (i.e, the void) were perturbed (as observed in the amplitude and duration of APA), compared to avoidance behaviors. The third study focused on the inter-individual differences in the relation between postural threat and organization of movement. Results revealed that balance confidence of the participants dealing with increased postural threat. In other terms, participants reported a high confidence in their own balance control were least perturbed than those reported a low balance confidence and vice versa. Finally, in the fourth study we tried to explain these inter-individual differences. The self-esteem seems to explain these differences. In conclusion, the results of this thesis seem to partially confirm the hypothesis of motivational direction. Put together, the results help improve our general understanding of the influence of emotions on the planning and execution of voluntary movements.Keywords: Anticipatory Postural Adjustments, Approach-Avoidance, Emotions, Motivational Direction Hypothesis, Motor Control
40
Dejitthirat, Kullaya Wicker Frank W. Neff Kristin D. "Avoidance motivation." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/1916/dejitthiratk042.pdf.
Full text
41
Arnett, Peter Andrew. "Approach and avoidance motivation in incarcerated psychopaths during passive avoidance." 1992. http://catalog.hathitrust.org/api/volumes/oclc/28444575.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1992.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 73-80).
42
Su, Tsung-yu, and 蘇琮瑜. "The Correlation between College Students\' Interests Adaptation, Avoidance Motivation and Learning Motivation." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/r89xup.
Full textAbstract:
碩士國立彰化師範大學
輔導與諮商學系
107
This study was to explore the relationship between college students' interest congruence, achievement motivation and learning motivation, and the degree of difference between different background variables. The sample were surveying for the “University Career and Competency Assessment Network Career Interest survey” test . The sample were distributed 514 questionnaires in total , 493 of which are valid .The study use three measurement, inclusive of UCAN Interest survey test results, learning motivation and achievement motivation. The data of the questionnaires was analyzed by descriptive statistics, one-way analysis of variance, Pearson product-moment correlation and Multiple regression analysis. The study has the following conclusions. 1.There is no significant difference between college students of different genders and grades in learning motivation and departmental interest congruence. 2.College students from different colleges have significant differences in learning motivation and departmental interest congruence. 3.There are significant differences in the achievement motivation of college students of different grades. 4.Learning motivation is highly related to department interest congruence and achievement motivation. Based on the above research results, suggestions for teaching, counseling work and future research are proposed.
43
Dejitthirat, Kullaya. "Avoidance motivation : its manifestation in goals across cultures." Thesis, 2004. http://hdl.handle.net/2152/1916.
Full text
44
Elliot, Andrew James. "Approach and avoidance achievement goals an intrinsic motivation analysis /." 1994. http://catalog.hathitrust.org/api/volumes/oclc/32512421.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1994.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 88-115).
45
Kordts-Freudinger, Robert. "Relief: Approach Behavior and Avoidance Goals." Doctoral thesis, 2010. https://nbn-resolving.org/urn:nbn:de:bvb:20-opus-55366.
Full textAbstract:
The thesis deals with the question which motivation direction—approach or avoidance—is connected to the emotion relief—a positive, low-arousal emotion, which is caused by an expected or nonexpected, motive-consistent change for the better, thus caused by the absence of an aversive stimulus. Based on the idea of postulating different levels of approach avoidance motivation, the Reflective-Impulsive Model of Behavior (RIM, Strack & Deutsch, 2004) is applied to relief and approach avoidance. The RIM differentiates between an impulsive and a reflective system of information processing, with both systems working in relative independence from each other. Two central variables moderate the relation between relief and approach avoidance. The first is the psychological system in which approach avoidance is processed and assessed. Two levels of approach avoidance are distinguished: an impulsive distance orientation (distance change in relation to specific stimuli) and a reflective goal orientation (attainment of positive versus avoidance of negative end states). The second is the psychological system in which relief developed: In the impulsive system, relief develops as the affect that is conditioned to the absence of negative states; in the reflective system, relief develops as a result of goal-oriented behaviour of controlling or preventing of negative stimulation. The thesis looks at both moderators (level of approach avoidance and psychological system of development of relief) at once. The central prediction for the impulsive distance orientation is: Relief leads to an approach distance orientation (distance reduction), independent from the system in which relief develops. The central prediction for the reflective goal orientation is: Relief leads to an avoidance goal orientation (control of negative end states). This latter prediction is only made for the case when relief was caused by (develops in) the reflective system, that is by one’s own, goal-directed behaviour; it is further necessary for an avoidance goal orientation that the relief state cannot certainly reached, instead there always has to uncertainty in the control of negative states. The methodology in the thesis is based on studies of aversive conditioning. In most studies, a differentiation paradigm is applied. The impulsive relief is operationalized via a classically conditioned relief (aversive CS-), whereas the reflective relief is operationalized via an active avoidance paradigm which ensures the methodological comparability of “reflective relief” to “impulsive relief”. The predictions are as follows: Prediction A: Relief will elicit positive affective valence and an approach distance orientation. This should be true for both relief that is caused by the impulsive system and for relief that is caused by the reflective system (Experiments 2-3). Prediction B: More positive valence of relief—caused by a larger change of affective states—will elicit a stronger approach distance orientation (Experiment 4). Prediction C: Relief caused by the impulsive system will not elicit a specific goal orientation (Experiment 5). Prediction D: Uncertain self-induced relief—caused by the reflective system—will elicit an avoidance goal orientation (Experiments 6-7). In addition, Experiment 1 validated the conditioning paradigm used for the elicitation of relief. The experiments in the thesis support all predictions made in the theoretical part. The work has implications for the assumptions made in the RIM (Strack & Deutsch, 2004). In the impulsive system, the affective valence determines approach avoidance orientation (e.g., R. Neumann & Strack, 2000), the reflective goal not playing an important role. Relief elicits an approach orientation in the impulsive system. In the reflective system, the active goal is decisive for the approach avoidance orientation. Uncertain self-caused relief elicits an avoidance goal orientation in the reflective system. The studies of the thesis thus support and validate the assumptions made in the RIM (Strack & Deutsch, 2004) in the specific field of motivational directionDie Arbeit behandelt die Frage, mit welcher motivationalen Richtung, Annäherung oder Vermeidung, die Emotion Erleichterung verbunden ist - Erleichterung ist dabei definiert als positive Emotion niedriger Erregung, die durch eine erwartete oder unerwartete motiv-konsistente Veränderung zum Besseren, also durch die Abwesendheit aversiver Stimulation, verursacht wird. Basierend auf der in der Literatur vertretenen Idee, mehrere Ebenen der Annäherungs- Vermeidungs-Motivation zu postulieren, wird das Reflektiv-Impulsiv Modell menschlichen Verhaltens (RIM, Strack & Deutsch, 2004) auf die Erleichterung und Annäherung-Vermeidung angewendet. Im RIM wird zwischen einem impulsiven und einem reflektiven System der Informationsverarbeitung unterschieden, beide Systeme arbeiten dabei relativ unabhängig voneinander. Zwei zentrale Variablen moderieren danach den Zusammenhang zwischen Erleichterung und Annäherungs-Vermeidung. Der erste Moderator ist das psychologische System, in dem Annäherung-Vermeidung verarbeitet und gemessen wird. Hierzu werden zwei Ebenen von Annäherung-Vermeidung unterschieden: eine impulsive Distanzveränderungsorientierung (Distanzveränderung bezüglich spezifischen Reizes) und eine reflektive Zielorientierung (Erreichung positiver oder Vermeidung negativer Endzustände). Der zweite Moderator ist das psychologische System, in dem die Erleichterung entsteht: Im impulsiven System entsteht Erleichterung als an die Abwesenheit negativer Zustände konditionierter Affekt; im reflektiven System entsteht Erleichterung als Resultat zielgesteuerten Verhaltens bei der Kontrolle oder Verhinderung einer negativen Stimulation. Die Arbeit betrachtet dabei beide Moderatoren (Ebene der Annäherung-Vermeidung und Entstehungssystem der Erleichterung) gleichzeitig. Für die impulsive Distanzorientierung werden daraus die folgenden zentralen Vorhersagen abgeleitet: Erleichterung löst eine Annäherungs-Distanzorientierung (Distanzverringerung) aus, unabhängig davon, ob Erleichterung im impulsiven oder im reflektiven System entsteht. Für die reflektive Zielorientierung wird abgeleitet: Erleichterung löst eine Vermeidungs-Zielorientierung (Vermeidung negativer Endzustände) aus. Diese letzte Vorhersage gilt allerdings nur dann, wenn die Erleichterung im reflektiven System entsteht, also durch eigenes, zielgeleitetes Verhalten entsteht; außerdem ist es für eine Vermeidungs-Zielorientierung nötig, dass die Erleichterung nicht sicher erreicht werden kann, sondern immer ein Anteil Unsicherheit bei der Vermeidung negativer Zustände bestehen bleibt. Die in der Arbeit verwendete Methodik basiert auf Studien zur aversiven Konditionierung. In der Arbeit wird mehrheitlich ein Differenzierungsparadigma gewählt. Die im impulsiven System entstehende Erleichterung wird dabei mit einer klassischen Konditionierung hergestellt (als aversiver CS-), die im reflektiven System entstehende Erleichterung wird mit einem aktiven Vermeidungs-Paradigma hergestellt, das die methodische Vergleichbarkeit der „reflektiven Erleichterung“ mit der „impulsiven Erleichterung“ sicherstellt. Die Vorhersagen sind wie folgt: Vorhersage A: Sowohl impulsive als auch reflektive Erleichterung löst eine positive affektive Valenz und eine impulsive Annäherungs-Distanzorientierung aus (Experimente 2-3). Vorhersage B: Die positivere Valenz von Erleichterung, die durch eine größere affektive Veränderung verursacht wird, verstärkt die Annäherungs-Distanzorientierung (Experiment 4). Vorhersage C: Impulsive Erleichterung beeinflusst die Zielorientierung nicht (Experiment 5). Vorhersage D: Unsichere reflektive Erleichterung löst eine Vermeidungs-Zielorientierung aus (Experimente 6-7). Zusätzlich validiert Experiment 1 das Konditionierungsparadigma, das für die Erzeugung der Erleichterung benutzt wird. Die vorliegenden Experimente unterstützen alle im Theoretischen Teil gemachten Vorhersagen. Die vorliegende Arbeit hat Implikationen für die Annahmen über das impulsive System sowie das reflektive System im RIM (Strack & Deutsch, 2004). Im impulsiven System ist die affektive Valenz entscheidend für die Annäherungs-Vermeidungs-Orientierung (z.B. R. Neumann & Strack, 2000), das reflektive Ziel spielt dabei keine Rolle. Impulsiv löst Erleichterung eine Annäherungs-Orientierung aus. Im reflektiven System dagegen ist das aktive Ziel entscheidend für die Annäherungs-Vermeidungs-Orientierung. Reflektiv löst nur unsichere selbst bewirkte Erleichterung eine Vermeidungsorientierung aus. Die vorliegenden Studien unterstützen und validieren damit die Annahmen des RIM (Strack & Deutsch, 2004) auf dem spezifischen Feld der motivationalen Richtung
46
Schomberg, Jessica. "Motivation and the brain: How do appetitive versus aversive states relate to electroencephalographic activity?" Doctoral thesis, 2016. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2016010713781.
Full textAbstract:
Approach and Avoidance motivation are two of the oldest psychological concepts of behavior. Whereas approach motivation corresponds to the strong urge to come close to an object, state or person (e.g., during states of sexual attraction), avoidance motivation corresponds to the strong urge to avoid a specific situation (e.g., evade a dangerous situation). This dissertation deals with the electroencephalographic (EEG) markers of approach and avoidance motivation, assessed using event-related-potentials and brain oscillations in a low frequency band (alpha band).
The first manuscript shows a left hemispheric processing advantage for approach-related stimuli. Specifically, we report a reduction in the alpha band (as an inverse maker for cortical activity) for erotic, but not for control pictures. Notably, we are the first to report alpha-asymmetries using an event-related design.
In the second manuscript we describe evidence (a) for separating approach motivation from the affective dimensions of valence and arousal and (b) for an enhanced attention-related early EEG amplitude (P1 component) only for approach-related but not for control pictures. Up to our knowledge, we are the first to associate the P1 component with approach motivation.
In the third manuscript we report an enlarged P1 component for increased avoidance motivation, as measured by the negative affect scale of the German Positive and Negative Affect Schedule (PANAS; Krohne, Egloff, Kohlmann, & Tausch, 1996). In more detail, state negative affect correlated positively with the P1 component, as a marker of increased selective attention. As far as we know, no study ever showed that state negative affect has an influence on attention. Therefore, we consider these findings regarding previous findings on trait negative affect, specifically on anxiety and phobia.
All findings are discussed in the context of established views and models, such as Personality Systems Interaction (PSI) theory, hypervigilance theory, wanting versus liking and are also integrated into the findings from neuroimaging studies.
47
Ferris, Douglas Lance. "Core Self-Evaluations and the Hierarchical Model of Approach/Avoidance Motivation." Thesis, 2008. http://hdl.handle.net/10012/3808.
Full textAbstract:
In the current dissertation I examined the relation between a new personality trait, core self-evaluations (CSE), and job performance, using the hierarchical model of approach and avoidance motivation as a theoretical framework. The hierarchical model of approach and avoidance motivation proposes that the effects of distal personality traits on performance outcomes are mediated through mid-range approach and avoidance motivational mechanisms. However, some controversy exists surrounding whether CSE is best conceptualized as an antecedent of approach or avoidance motivation. As such, prior to examining the CSE-performance relation, I examined whether CSE is best conceptualized as an indicator of approach or avoidance temperament.
In Study 1, using confirmatory factor analysis, I demonstrated that mean CSE scores loaded more strongly on a latent avoidance temperament factor than on a latent approach temperament factor. Study 2 provided further evidence for the avoidance nature of CSE by examining the relation between CSE and a motivational construct: achievement goal orientations. In particular, using structural equation modeling, CSE was negatively related to performance-approach, performance-avoid, and mastery-avoid achievement goal orientations, and unrelated to a mastery-approach goal orientation. Such a pattern of results is consistent with the relation between achievement goal orientations and other indicators of avoidance temperament.
Having demonstrated that CSE is best conceptualized as an indicator of avoidance temperament, in Study 3 I used the hierarchical model of approach and avoidance motivation as a framework for examining the relation between CSE and job performance. The results indicated that the effect of CSE on job performance was mediated through avoidance, but not approach, goals. The results of the three studies are discussed in terms of their implications for the conceptualization of CSE. As well, the application of the hierarchical model of approach and avoidance motivation framework to organizational behavior is discussed.
48
Szymaniak, Kinga. "Cognitive consequences of trait anger: the role of motivation." Doctoral thesis, 2021. https://depotuw.ceon.pl/handle/item/4083.
Full textAbstract:
The main goal of this project was to explore the extent to which approach motivation accounts for the relation between trait anger and cognitive biases representing three areas of information processing: judgements about external stimuli (represented by preference of reward-related cues high and low in arousal), judgments related to the self (represented by overestimation of one's ability to use sarcasm), and judgments about the social world (represented by support of conspiracy theories). Moreover, it addressed the question whether trait anger contains only approach motivation or whether a reliable facet of avoidance motivation within trait anger can be distinguished and whether they both differ in terms of cognitive consequences. To this end, I examined both of these anger`s facets in terms of their associations with conspiracy beliefs. Examination of these associations was preceded by creation and validation of the Avoidance Motivational Anger Scale (AMAS) – the self-report scale of avoidance-oriented trait anger.
Study 1a and Study 1b revealed that trait anger is positively related to liking rewards, and that the reward-related arousal matters for the strength of these relations. Moreover, Study 1b found that reward responsiveness (dimension of approach motivation) accounted for relations between trait anger and liking rewards, both high and low in arousal, while the indirect effect of hedonistic orientation was significant only in case of liking rewards high in arousal.
Studies 2a and 2b demonstrated significant association between trait anger and subjectively, but not objectively, assessed sarcasm use. At the same time, both measures of sarcasm use were positively correlated. This suggests that high trait anger individuals might tend to make overly positive judgments about their ability to be sarcastic. As suggested by findings of Study 2b, this tendency could be related to increased desire for stimulation and seeking new rewarding experiences (represented by high scores on BAS-Fun seeking).
4
The following four studies, i.e., Studies 3a, 3b, 3c, and Study 4c showed positive associations between approach-oriented trait anger and support of a wide range of conspiracies (including general beliefs, theories related to the COVID-19 pandemic, and anti- vaccine conspiracies). In Studies 3a, 3b, and 3c, drive motivation significantly accounted for these associations. Moreover, Study 4c revealed the opposite (compared to approach-oriented anger) negative direction of relation between specific conspiracy beliefs and avoidance- oriented anger, further highlighting the role of motivation in investigated relations.
Finally, Studies 4a and 4b were devoted to creation and validation of the Avoidance Motivational Anger Scale in two different language versions. The findings of both studies congruently indicated that the AMAS is a reliable and valid measure of avoidance-oriented trait anger and can be successfully used for research purposes.
Concluding, presented studies provide substantial evidence for the notion that the motivational aspect of trait anger plays an important role in shaping trait anger-related cognitive biases. In addition, they also undermine still popular and simplified assumptions about anger being solely related to detrimental aspects of human cognition.Głównym celem projektu było zweryfikowanie, w jakim stopniu motywacja dążeniowa odpowiada za związek cechy gniewu z tendencyjnością poznawczą na trzech poziomach przetwarzania informacji: sądami na temat bodźców zewnętrznych (reprezentowanymi przez preferencję bodźców o charakterze nagradzającym, powiązanych z wysokim lub niskim poziomem pobudzenia), sądami na temat siebie (reprezentowanymi przez nadmiernie pozytywny obraz własnej zdolności do bycia sarkastycznym), oraz sądami dotyczącymi świata społecznego (reprezentowanymi przez wiarę w teorie spiskowe). Ponadto, postawiono pytanie czy cecha gniewu może również, oprócz motywacji dążeniowej, wiązać się z motywacją unikającą i czy oba aspekty cechy gniewu mają odrębne efekty poznawcze. W tym celu sprawdzono jak oba warianty gniewu wiążą się z wiarą w teorie spiskowe. Weryfikację tych relacji poprzedzono opracowaniem i walidacją Skali Gniewu o Motywacji Unikającej (the Avoidance Motivational Anger Scale, AMAS) – samo- opisowego narzędzia do pomiaru cechy gniewu powiązanego z motywacją unikającą. Badania 1a i 1b ujawniły pozytywny związek cechy gniewu z lubieniem bodźców nagradzających, oraz że pobudzenie powiązane z bodźcem ma znaczenie dla siły tej relacji. Ponadto, badanie 1b wykazało, że wrażliwość na nagrodę (ang. reward responsiveness), czyli wymiar motywacji dążeniowej, odpowiada za związek między gniewem a lubieniem bodźców nagradzających, zarówno tych o wysokim jak i niskim pobudzeniu. Pośredni efekt (ang. indirect effect) orientacji hedonistycznej okazał się być istotny tylko dla lubienia bodźców nagradzających o wysokim pobudzeniu. Badania 2a i 2b wykazały istotny związek między gniewem jako cechą a subiektywnie, ale nie obiektywnie, szacowaną zdolnością do stosowania sarkazmu. Sugeruje to, że osoby o wysokiej cesze gniewu mogą przejawiać tendencję do wydawania zbyt pozytywnych sądów na temat swojej zdolności do bycia sarkastycznym. Jak pokazują wyniki 6 badania 2b, tendencja ta może być związana ze zwiększonym pragnieniem stymulacji i poszukiwaniem nowych nagradzających doświadczeń (reprezentowanych przez wysokie wyniki na wymiarze poszukiwania przyjemności, ang. BAS-Fun seeking). Kolejne cztery badania (3a, 3b, 3c i 4c) wykazały pozytywne powiązania między gniewem zorientowanym dążeniowo a wiarą w szeroki zakres teorii spiskowych (w tym przekonań o charakterze ogólnym, teorii związanych z pandemią koronawirusa i postawami anty-szczepionkowymi). W badaniach 3a, 3b i 3c motywacja zorientowana na działanie (ang. BAS-Drive) okazała się wyjaśniać te relacje. Ponadto, badanie 4c ujawniło negatywny kierunek relacji między wiarą w określone przekonania spiskowe, a cechą gniewu zorientowanego unikająco (przeciwnie niż w przypadku gniewu zorientowanego dązeniowo), dodatkowo podkreślając rolę motywacji w badanych relacjach. Wreszcie, badania 4a i 4b poświęcone były stworzeniu i walidacji skali AMAS w dwóch różnych wersjach językowych. Wyniki obu badań zgodnie wskazały, że AMAS jest rzetelną i trafną miarą gniewu jako cechy zorientowanej na unikanie, sugerując tym samym możliwość stosowania tego narzędzia do celów badawczych. Podsumowując, przedstawione badania dostarczają istotnych dowodów na to, że motywacyjny aspekt odgrywa ważną rolę w kształtowaniu tendencyjności poznawczych związanych z gniewem. Ponadto, jednoznacznie podważają wciąż popularne i uproszczone założenia przedstawiające gniew jako emocję związaną z wyłącznie szkodliwymi aspektami ludzkiego poznania.
49
Hong, Yi-Hong, and 洪翊鴻. "Interactions in Close Relationships: The Exploration of the Associations among Rejection Sensitivity, Approach Motivation and Avoidance Motivation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ux9gk3.
Full textAbstract:
碩士國立政治大學
心理學系
106
Previous research shows that motivations can predict action and response. These findings can maintain quality of close relationships.There are two types of motivation in close relationships:approach and avoidance motivations. Approach motivations can predict positive response and avoidance motivation can predict negative response in close relationships, but how strong the prediction is depend on individual difference. Previous research shows that compared to individuals with low rejection sensitivity, avoidance motivations are more associated with negative response in individuals with high rejection sensitivity. And there are different cognition and affect responses between people with low and high rejection sensitivity. Main goals of this research are to investigate if motivations (approach, avoidance) can predict emotion response in close relationship and if these associations are modulated by rejection sensitivity. There are two studies in this research. Study1 was a survey study (longitudinal) that measured participants’ approach motivation, avoidance motivations, rejection sensitivity, and response in close relationship (positive and negative emotion, relationship satisfaction). Study1 found that avoidance motivations could predict negative emotions, approach motivations could predict positive emotions and relationship satisfaction. Study2 was an experiment that contained two manipulations of motivations and it used a scenario story to manipulate ambiguous rejection cues. Study2 mainly found that manipulations of motivations could predict change of state motivation, state approach motivation could predict positive emotions, state avoidance motivation could predicted negative emotions, and association between avoidance motivation and negative emotions was modulated by participants’ rejection sensitivity. Results in study2 suggested that manipulations of motivations could predict change of emotions in close relationships, and that is helpful to maintain quality of close relationships. Two studies provided convergent evidence to this research to suggest that motivations can predict emotions in close relationships, and association between avoidance motivations and negative emotions is modulated rejection sensitivity.
50
Maillet, Myles A. "Self-regulation of healthy eating: the role of motivation and approach-avoidance goals." Thesis, 2017. http://hdl.handle.net/1828/8306.
Full textAbstract:
Research on healthy eating motivation has shown that people who are autonomously motivated tend to engage in healthier eating behaviours than people with controlled forms of motivation (Ng et al., 2012; Verstuyf et al., 2012). However, healthy eating requires both trying to eat healthy foods (i.e., approach goals) and trying to avoid unhealthy foods (i.e., avoidance goals), and previous research on the association between motivation and approach-avoidance eating goals is mixed (Harrison et al., 2011; Otis & Pelletier, 2008). In the current study, we explored the relationship between motivation and approach-avoidance goals using a 21-day daily diary design. Our findings indicated that approach goals were more difficult than avoidance goals and that higher relative autonomous motivation was associated with greater approach goal success, but not avoidance goal success. We also investigated the relationship between goal specificity, the temporal scope of approach-avoidance goals, and goal success/failure. Our findings are consistent with previous research on motivation and goal difficulty (Aitken et al., 2016; Green-Demers et al., 1997), but our approach-avoidance goal difficulty findings warrant further investigation.Graduate
2018-06-11