Failure cue priming and impaired cognitive performance—analyses of avoidance motivation as a mediator and fear of failure as a moderator.

The present research investigates whether and how learned symbols for failure reduce task performance. We tested the effect of number priming in two countries with different learning histories for numbers. Priming numbers associated with failure (6 in Germany and 1 in Switzerland) were hypothesized to reduce performance. As expected, in Switzerland, priming with the failure number 1 reduced performance (Study 1), whereas in Germany, priming with the failure number 6 impaired performance in analogy tasks (Study 2). Study 2 additionally analyzed the mechanism and showed that the relationship between failure number priming and performance was mediated by evoked avoidance motivation and that dispositional fear of failure moderated this mediation.

Motivation und Emotion. Allgemeine Psychologie für Bachelor

Ziellos und gefühllos – so wäre unser Leben ohne Motivation und Emotion! Ziele geben unserem Leben Sinn und Struktur, sie treiben uns zu großen Anstrengungen und erstaunlichen Leistungen an. Sie richten unser Verhalten auf die Dinge aus, die uns wichtig sind. – Und was uns wichtig ist, wofür sich die ganze Anstrengung lohnt, das sagen uns unsere Emotionen. Die „Module“ Motivation und Emotion gehören somit zu den spannendsten Fächern der Psychologie und stellen wichtige Grundlageninformationen für die psychologischen Anwendungsfächer zur Verfügung. Dieses Lehrbuch beantwortet die wichtigsten Fragen der Motivations- und Emotionspsychologie kompakt und verständlich.

Person-sensitive TAME marking in Galo: Historical origins and functional motivation

Scott DeLancey’s analysis of person-sensitive TAME marking in Lhasa Tibetan – “a.k.a. conjunct-disjunct marking” or “egophoricity” – has stimulated considerable discussion and debate, particularly as previously little-known languages of the Tibeto-Burman area, as well as outside it, have come to be described, and a wider range of functional factors have been taken into account. This chapter is intended as a contribution to this discussion, by presenting the first detailed analysis of person-sensitive TAME marking in a language of the Tani subgroup of Tibeto-Burman, namely Galo. Like Tournadre (2008), I find that person-sensitive TAME marking in Galo is not a grammaticalized index of person (“agreement”) nor of cross-clause subject continuity, but is instead a semantic index of an assertor’s knowledge state. Unlike in more westerly Tibeto-Burman languages, however, different construals of agency and/or volition do not seem to be factors in the Galo system. Thus, there are both similarities and differences underlying systems of person-sensitive TAME marking in different Tibeto-Burman languages; this suggests that further research - particularly, employing a diachronic perspective when possible - will be required before we can confidently characterize person-sensitive TAME marking from a pan-Tibeto-Burman (or broader) cross-linguistic perspective.

Does culture affect public service motivation? Evidence of sub-national differences in Switzerland

This article explores societal culture as an antecedent of public service motivation. Culture can be a major factor in developing an institution-based theory of public service motivation. In the field of organization theory, culture is considered a fundamental factor for explaining organization behavior. But our review of the literature reveals that culture has not been fully integrated into public service motivation theory or carefully investigated in this research stream. This study starts to fill this gap in the literature by using institutionalism and social-identity theory to predict how the sub-national Germanic and Latin cultures of Switzerland, which are measured through the mother tongues of public employees and the regional locations of public offices, affect their levels of public service motivation. Our analysis centers on two large data sets of federal and municipal employees, and produces evidence that culture has a consistent impact on public service motivation. The results show that Swiss German public employees have a significantly higher level of public service motivation on the whole, while Swiss French public employees have a significantly lower level overall. Implications for theory development and future research are discussed.

Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum: A focus group study

CONTEXT: E-learning resources, such as virtual patients (VPs), can be more effective when they are integrated in the curriculum. To gain insights that can inform guidelines for the curricular integration of VPs, we explored students' perceptions of scenarios with integrated and non-integrated VPs aimed at promoting clinical reasoning skills. METHODS: During their paediatric clerkship, 116 fifth-year medical students were given at least ten VPs embedded in eight integrated scenarios and as non-integrated add-ons. The scenarios differed in the sequencing and alignment of VPs and related educational activities, tutor involvement, number of VPs, relevance to assessment and involvement of real patients. We sought students' perceptions on the VP scenarios in focus group interviews with eight groups of 4-7 randomly selected students (n = 39). The interviews were recorded, transcribed and analysed qualitatively. RESULTS: The analysis resulted in six themes reflecting students' perceptions of important features for effective curricular integration of VPs: (i) continuous and stable online access, (ii) increasing complexity, adapted to students' knowledge, (iii) VP-related workload offset by elimination of other activities, (iv) optimal sequencing (e.g.: lecture--1 to 2 VP(s)--tutor-led small group discussion--real patient) and (V) optimal alignment of VPs and educational activities, (vi) inclusion of VP topics in assessment. CONCLUSIONS: The themes appear to offer starting points for the development of a framework to guide the curricular integration of VPs. Their impact needs to be confirmed by studies using quantitative controlled designs.

From school to work: A comprehensive model of work-related motivation in the transition to working life.

Motivation is a core concept to understand work related outcomes and vocational pursuits. However, existing research mostly focused on specific aspects of motivation, such as goals or self-efficacy beliefs, while falling short of adequately addressing more complex and integrative notions of motivation. Advancing the current state of research, we draw from Motivational Systems Theory and a model of proactive motivation to propose a comprehensive model of work-related motivation. Specifically, we define motivation as a system of mutually related factors consisting of goals, emotions, and personal agency beliefs, comprised by capability beliefs and context evaluations. Adapting this model of motivation to the school-to-work transition, we postulate that this motivational system is affected by different social, personal, and environmental variables, for example social support, the presence of role-models, personality traits, and scholastic achievement. We further expect that students with more autonomous work-related goals, expectations of more positive emotional experiences in their future working life, fewer perceived barriers to their career development, and higher work-related self-efficacy beliefs would be more successful in their transition from school to work. We also propose that goal-directed engagement acts as a partial mediator in the relationship between motivation and a successful transition. Finally, we hypothesize that work-related motivation while in school will have meaningful effects on positive outcomes while in vocational training, as represented by more work engagement, higher career commitment, job satisfaction, and lower intentions to quit training. In sum, we advance the point that the adaptation of a broader concept of work-related motivation in the school-to-work transition would result in more powerful predictions of success in this transition and would enhance scientific research and interventions in career development and counselling practice.