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Voluntários: um estudo sobre a motivação de pessoas e cultura em uma organização do terceiro setor; Volunteers: a study of people motivation and culture from a third sector organization.

Sampaio, Jáder dos Reis
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 14/04/2004 Português
Relevância na Pesquisa
36.32%
Para este trabalho realizou-se um estudo de caso em uma creche visando a identificar novas categorias de análise de cultura organizacional e motivação de voluntários em organizações de Terceiro Setor. O Terceiro Setor é concebido como o conjunto de organizações sem fins lucrativos, autogerenciadas, integrantes da sociedade civil, com finalidade pública ou coletiva. Foram revistas as teorias de motivação de Abraham Maslow, David McClelland e Joseph Nuttin, a partir das quais se desenvolveu um modelo complexo para o estudo deste fenômeno, que contempla necessidades fisiológicas, tendências e schematas, além dos próprios motivos. Os motivos são concebidos como projetos de ação baseados em relações exigidas entre indivíduo e ambiente. Após a revisão das teorias de cultura organizacional de Hofstede, Schein e Fleury, adotou-se o modelo de cultura organizacional de Fleury, acrescido da análise de ethos e visão de mundo (oriundas dos trabalhos de Clifford Geertz) de movimentos políticos, religiosos ou sociais subjacentes à organização. O estudo de caso contou com o recurso de triangulação de dados, a partir de múltiplas técnicas de pesquisa: observação participante, análise de documentos, história de vida e descrição de atividades. Na análise do movimento religioso subjacente à creche...

Discurso e motivação: um estudo semiótico sobre livros de autoajuda de desenvolvimento profissional

Vera Neto, Carlos Fernandes
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: info:eu-repo/semantics/bachelorthesis
Português
Relevância na Pesquisa
36.28%
The success and recognition for their dedication put into the work are the need of every worker, and for that there is a constant quest for success in organizations. In this scenario, the Brazilian publishing market offers self-help literature as a practical method of acquiring the fundamental knowledge for professional development. The self-help literature for professional development addresses motivation as an essential characteristic for success, as a motivated worker earns more visibility and prominence to motivate other team members, thus arousing a spirit of leadership among the players. The motivation of workers also meets the expectations of organizations, because they improve productivity without requiring new investments. Thus, the literature on professional development is positioned as one of the best selling literary styles sold in Brazil over the years. To have an understanding of the discourse of literary style and persuasive methods known in them, we present a semiotic analysis of the five introductory chapters of selected works. Greimassian Semiotics offers great tools for understanding the introductory speeches of professional development books, which are intended to present the synthesis of the work, or demonstrate the values and knowledge of the authors...

Motivação intrinseca e o estado mental flow em corredores de rua; Intrinsic motivation and flow state in street runners

Fabio Luiz Massarella
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: dissertação de mestrado Formato: application/pdf
Publicado em 12/02/2008 Português
Relevância na Pesquisa
36.39%
A motivação intrínseca é caracterizada pelo comportamento comprometido consigo mesmo e com o prazer e satisfação derivados da participação, enquanto a motivação extrínseca ocorre se a tarefa é realizada na expectativa de recompensas externas. Quando um indivíduo está motivado intrinsecamente pode vivenciar um estado mental diferenciado, denominado estado de flow, uma teoria desenvolvida pelo psicólogo e pesquisador Mihalyi Csikszentmihalyi. Trata-se de um estado de atenção plena e envolvimento profundo, que resulta em experiências marcantes e de grande significado pessoal. As duas teorias, motivação intrínseca e estado de flow, constituíram o referencial teórico para analisar: quais os motivos subjacentes à escolha da prática de corrida de rua como modalidade esportiva; a tendência motivacional intrínseca ou extrínseca; a vivência de um estado mental diferenciado como o flow e a relação com o engajamento na corrida. Este estudo analisou as respostas de praticantes de corrida de rua a uma entrevista semi-estruturada. Os dados foram analisados pelo método de ?análise de conteúdo?, baseado em Bardin, por meio da qual foram levantadas categorias temáticas relativas aos sentimentos e pensamentos dos praticantes quando estão correndo e às experiências pessoais vivenciadas nessa prática. As categorias levantadas foram: incentivos favoráveis e desfavoráveis com relação à motivação para a atividade; sentimentos favoráveis e desfavoráveis; pensamentos favoráveis e desfavoráveis; experiências pessoais positivas e negativas. As análises revelaram que a maioria dos praticantes começou seu envolvimento com a corrida motivada extrinsecamente...

Estratégias de aprendizagem no ensino fundamental : relações com regulação emocional, motivação e rendimento escolar; Learning strategies in elementary school : relationships with emotional regulation, motivation and school performance

Maria Gislaine Marques Perassinoto
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: dissertação de mestrado Formato: application/pdf
Publicado em 19/08/2010 Português
Relevância na Pesquisa
46.32%
Estudos e pesquisas mostram a importância das estratégias de aprendizagem para o processo de aquisição de conhecimentos e para a melhoria do rendimento escolar. A presente pesquisa investiga as estratégias de aprendizagem relatadas pelos alunos de 2ª, 4ª, 6ª e 8ª séries do Ensino Fundamental, de três escolas públicas do município de Hortolândia, sendo uma municipal (ensino de 1º ano a 4ª série) e duas estaduais (de 5ª a 8ª séries), em relação ao gênero, a idade, a série e ao rendimento escolar. Verifica ainda, se há correlação entre as estratégias de aprendizagem e a regulação emocional e entre as estratégias de aprendizagem e o tipo de motivação para aprender dos alunos. A amostra foi composta de 314 participantes, de ambos os sexos e com diferentes níveis de rendimento escolar, cuja faixa etária variou entre 7 a 17 anos. Para a coleta dos dados utilizou-se a Escala de Estratégias de Aprendizagem do Ensino Fundamental (EAEF), a Escala de Motivação para Aprender de Alunos do Ensino Fundamental (EMA), a Escala de Avaliação da Regulação Emocional para Estudantes do Ensino Fundamental (EREEF) e o Rendimento Escolar dos alunos nas disciplinas de Português e Matemática. As escalas foram aplicadas coletivamente...

Motivational aspects in the design of technology for social changes = : Aspectos motivacionais no design de tecnologia para mudanças sociais; Aspectos motivacionais no design de tecnologia para mudanças sociais

Lara Schibelsky Godoy Piccolo
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 15/01/2015 Português
Relevância na Pesquisa
36.46%
Conectando pessoas e presente em todos os aspectos da vida, quando projetadas para este fim, as tecnologias têm potencial de influenciar a forma com que pessoas em um grupo social percebem e se relacionam com as coisas no ambiente. Este estudo de doutorado em Interação Humano-Computador (IHC) investiga como elementos motivacionais da Psicologia podem ser aplicados para informar o design, explo- rando esse potencial da tecnologia em promover mudanças sociais. O estudo é instanciado no domínio de consumo de energia elétrica, lidando com o desafio contemporâneo de cons- cientizar a sociedade dos limites naturais do planeta no que diz respeito ao uso de recursos naturais. Informar o design com aspectos motivacionais é uma abordagem recente em IHC. Quando encontrada na literatura, comumente tem foco em aspectos individuais e intrín- secos da motivação. Contudo, como argumentado nessa pesquisa, o contexto sociocultural evidencia a importância de considerar também os fatores externos que motivam as pessoas a se engajarem com uma tecnologia e com uma determinada questão social. Por considerar tanto fontes intrínsecas quanto extrínsecas de motivação, a Teoria da Autodeterminação é então considerada o principal referencial teórico da Psicologia nessa investigação...

Developing an instrument to assess information technology staff motivation

Belfo, Fernando Paulo; Sousa, Rui Dinis
Fonte: Springer Publicador: Springer
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
36.4%
Motivation is a key factor that influences individual effort, which, in turn, affects individual and organizational performance. Nevertheless, motivation at work depends on the organizational rewards and incentives, according to individual goals. This paper reports on the development of an instrument designed to measure the motivation of Information Technology people at their workplace. Psychology theories and work addressing intrinsic and extrinsic motivation have been studied. Some motivation instruments were reviewed and analyzed. Specificities and special characteristics regarding IT workers were evidenced and combined with other more general motivation factors. The instrument has been developed according to the five dimensions of the Worldatwork framework, resulting in a set of 30 scale items addressing 23 variables. Besides measuring the IT motivation levels, the tool may also help any organization to understand the weaknesses and strengths regarding incentive policies, and therefore, assist on the definition of new ones.

Satisfaction in terms of autonomy, competence and relatedness, and its importance in promoting job motivation in the Portuguese culture

Costa, Diogo Patricio Varandas da
Tipo: info:eu-repo/semantics/masterthesis
Publicado em //2010 Português
Relevância na Pesquisa
36.55%
Degree of Master in Social and Organizational Psychology / PsycINFO Content Classification Code System: 3000 Social Psychology; 3660 Organizational Behavior; Self-Determination Theory (SDT) argues that autonomy, competence and relatedness are three universally critical needs that, once satisfied, will promote self-determined types of motivation and more intrinscally motivated behaviours that yield positive effects on well-being. In contrast, researchers on cross-cultural differences argue that the pursuit of autonomy and relatedness in collectivist cultures is not compatible. For individuals living in collectivist cultures valuing social bonding, striving for autonomy would be in conflict with the development of meaningful and satisfying relationships. The present study explored the role of the three needs in fostering self-determined types of job motivation in the Portuguese culture. We hypothesized that relatedness would have a stronger impact than autonomy and competence, in promoting self-determined types of motivation at the work place. Consistent with SDT, we also hypothesized that an interaction between autonomy and relatedness would have significant results in enhancing self-determined types of job motivation. Both of our hypothesis were not supported by the data. Instead...

Liberation psychology: a constructive critical praxis

Burton,Mark
Fonte: Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Publicador: Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2013 Português
Relevância na Pesquisa
36.39%
Can a critical psychology be more than an inward looking critique of the discipline itself? Liberation psychology emerged in Latin America in the 1980s. It is a critical psychology with an action focus, taking sides with the oppressed populations of the continent. The originator of the approach, Ignacio Martín-Baró practiced psychology in the context of the El Salvador an civil war, himself becoming a victim of State repression. The consequences of social conflict have since then been an important theme for liberation psychology. Other areas of emphasis have been community social psychology with an emphasis on the role of social movements and social and political commentary and critique. I will present a review of the field covering some key concepts (conscientisation, de-ideologization, historical memory, reconstruction of psychology from the perspective of the other), its geographical spread (in Latin America and other regions), its organization (the emergence of liberation psychology networks and collectives) and some examples of work that is relevant to social trauma, the theme of this symposium.

Muscle or Motivation? A Stop-Signal Study on the Effects of Sequential Cognitive Control

Huizenga, Hilde M.; van der Molen, Maurits W.; Bexkens, Anika; Bos, Marieke G. N.; van den Wildenberg, Wery P. M.
Fonte: Frontiers Research Foundation Publicador: Frontiers Research Foundation
Tipo: text
Publicado em 08/05/2012 Português
Relevância na Pesquisa
36.32%
Performance on cognitive control tasks deteriorates when control tasks are performed together with other control tasks, that is, if simultaneous cognitive control is required. Surprisingly, this is also observed if control tasks are preceded by other control tasks, that is, if sequential cognitive control is required. The typical explanation for the latter finding is that previous acts of cognitive control deplete a common resource, just like a muscle becomes fatigued after repeated usage. An alternative explanation, however, is that previous acts of cognitive control reduce motivation to match allocated resources to required resources. In this paper we formalize these muscle and motivation accounts, and show that they yield differential predictions regarding the interaction between simultaneous and sequential cognitive control. These predictions were tested using a paradigm where participants had to perform multiple stop-signal tasks, which varied in their demands on simultaneous and sequential control. Results of two studies supported predictions derived from the motivation account. Therefore, we conclude that the effects of sequential cognitive control are best explained in terms of a reduction of motivation to match allocated to required resources.

Motivation Modulates Visual Attention: Evidence from Pupillometry

Wykowska, Agnieszka; Anderl, Christine; Schubö, Anna; Hommel, Bernhard
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 12/02/2013 Português
Relevância na Pesquisa
36.32%
Increasing evidence suggests that action planning does not only affect the preparation and execution of overt actions but also “works back” to tune the perceptual system toward action-relevant information. We investigated whether the amount of this impact of action planning on perceptual selection varies as a function of motivation for action, which was assessed online by means of pupillometry (Experiment 1) and visual analog scales (VAS, Experiment 2). Findings replicate the earlier observation that searching for size-defined targets is more efficient in the context of grasping than in the context of pointing movements (Wykowska et al., 2009). As expected, changes in tonic pupil size (reflecting changes in effort and motivation) across the sessions, as well as changes in motivation-related scores on the VAS were found to correlate with changes in the size of the action-perception congruency effect. We conclude that motivation and effort might play a crucial role in how much participants prepare for an action and activate action codes. The degree of activation of action codes in turn influences the observed action-related biases on perception.

Are Competition and Extrinsic Motivation Reliable Predictors of Academic Cheating?

Orosz, Gábor; Farkas, Dávid; Roland-Lévy, Christine
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 27/02/2013 Português
Relevância na Pesquisa
36.35%
Previous studies suggest that extrinsic motivation and competition are reliable predictors of academic cheating. The aim of the present questionnaire study was to separate the effects of motivation- and competition-related variables on academic cheating by Hungarian high school students (N?=?620, M?=?264, F?=?356). Structural equation modeling showed that intrinsic motivation has a negative effect, and amotivation has a positive indirect effect on self-reported academic cheating. In contrast, extrinsic motivation had no significant effect. Indirect positive influence on cheating, based on some characteristics of hypercompetition, was also found, whereas attitudes toward self-developmental competition had a mediated negative influence. Neither constructive nor destructive competitive classroom climate had a significant impact on academic dishonesty. Acceptance of cheating and guilt has significant and direct effect on self-reported cheating. In comparison with them, the effects of motivational and competition-related variables are relatively small, even negligible. These results suggest that extrinsic motivation and competition are not amongst the most reliable predictors of academic cheating behavior.

A motivation model for interaction between parent and child based on the need for relatedness

Ogino, Masaki; Nishikawa, Akihiko; Asada, Minoru
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 12/09/2013 Português
Relevância na Pesquisa
36.28%
In parent-child communication, emotions are evoked by various types of intrinsic and extrinsic motivation. Those emotions encourage actions that promote more interactions. We present a motivation model of infant-caregiver interactions, in which relatedness, one of the most important basic psychological needs, is a variable that increases with experiences of emotion sharing. Besides being an important factor of pleasure, relatedness is a meta-factor that affects other factors such as stress and emotional mirroring. The proposed model is implemented in an artificial agent equipped with a system to recognize gestures and facial expressions. The baby-like agent successfully interacts with an actual human and adversely reacts when the caregiver suddenly ceases facial expressions, similar to the “still-face paradigm” demonstrated by infants in psychological experiments. In the simulation experiment, two agents, each controlled by the proposed motivation model, show relatedness-dependent emotional communication that mimics actual human communication.

Effects of pretesting implicit self-determined motivation on behavioral engagement: evidence for the mere measurement effect at the implicit level

Keatley, David A.; Clarke, David D.; Ferguson, Eamonn; Hagger, Martin S.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 13/02/2014 Português
Relevância na Pesquisa
36.37%
Research into individuals’ intended behavior and performance has traditionally adopted explicitly measured, self-report constructs, and outcomes. More recently, research has shown that completing explicit self-report measures of constructs may effect subsequent behavior, termed the “mere measurement” effect. The aim of the present experiment was to investigate whether implicit measures of motivation showed a similar mere measurement effect on subsequent behavior. It may be the case that measuring the implicit systems affects subsequent implicit interventions (e.g., priming), observable on subsequent behavior. Priming manipulations were also given to participants in order to investigate the interaction between measurement and priming of motivation. Initially, a 2 [implicit association test (IAT: present vs. absent) ×2 (Prime: autonomous vs. absent) and a 2 (IAT: present vs. absent) × 2 (Prime: controlled vs. absent)] between participants designs were conducted, these were them combined into a 2 (IAT: present vs. absent) ×3 (Prime: autonomous vs. controlled vs. absent) between participants design, with attempts at a novel task taken as the outcome measure. Implicit measure completion significantly decreased behavioral engagement. Priming autonomous motivation significantly facilitated...

High fives motivate: the effects of gestural and ambiguous verbal praise on motivation

Morris, Bradley J.; Zentall, Shannon R.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 27/08/2014 Português
Relevância na Pesquisa
36.28%
The type of praise children receive influences whether children choose to persist after failure. One mechanism through which praise affects motivation is through the causal attributions inferred from language. For example, telling a child “You got an A on the test because you’re smart,” provides an explicit link between possessing a trait and an outcome, specifically that intelligence causes success. Nonetheless, most praise given to children is ambiguous, or lacks explicit attributions (e.g., “yea” or a thumbs up). To investigate the effects of ambiguous praise on motivation, we randomly assigned 95 5–6-year-old children to a praise condition (verbal trait; verbal effort; verbal ambiguous; or gestural) and measured motivation using task persistence, self-evaluations, and eye fixations on errors. Ambiguous praise, similar to verbal effort praise, produced higher persistence and self-evaluations, and fewer fixations on error after failure compared to verbal trait praise. Interestingly, gestures produced the highest self-evaluations. Thus, praise without explicit attributions motivated as well or better than praise explicitly focused on effort, which may suggest that children interpret ambiguous praise in the most beneficial manner.

Trait approach motivation moderates the aftereffects of self-control

Crowell, Adrienne; Kelley, Nicholas J.; Schmeichel, Brandon J.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 29/09/2014 Português
Relevância na Pesquisa
36.32%
Numerous experiments have found that exercising self-control reduces success on subsequent, seemingly unrelated self-control tasks. Such evidence lends support to a strength model that posits a limited and depletable resource underlying all manner of self-control. Recent theory and evidence suggest that exercising self-control may also increase approach-motivated impulse strength. The two studies reported here tested two implications of this increased approach motivation hypothesis. First, aftereffects of self-control should be evident even in responses that require little or no self-control. Second, participants higher in trait approach motivation should be particularly susceptible to such aftereffects. In support, exercising self-control led to increased optimism (Study 1) and broadened attention (Study 2), but only among individuals higher in trait approach motivation. These findings suggest that approach motivation is an important key to understanding the aftereffects of exercising self-control.

Why do different people choose different university degrees? Motivation and the choice of degree

Skatova, Anya; Ferguson, Eamonn
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 13/11/2014 Português
Relevância na Pesquisa
36.28%
Different people choose undergraduate degrees to study at university for different reasons. To date, there have been limited attempts to identify individual differences in motivation that drive undergraduate degree choice. We identified that people choose university degrees for four reasons: career concerns (Career), intrinsic interest in the subject (Interest), an opportunity to help others (Helping) and because they are looking for an easy option to get into higher education (Loafing). We investigated whether these motivations apply to the choice of undergraduate degree in two samples: (1) undergraduate (N = 989) and (2) prospective (N = 896) students. We developed the Motivations Influencing Course Choice (MICC) questionnaire to measure these motivations. Scales of Helping, Career, Loafing, and Interest showed good psychometric properties, showed validity with respect to general life goals and personality traits, and predicted actual and prospective degree choices. We demonstrated that medical degrees were chosen due to a mixture of Helping and Career, while engineering degrees were associated with Career and low Interest in the degree. The choice of arts and humanities degrees was driven by Interest and low concern about future career...

Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood

Dörrenbächer, Sandra; Müller, Philipp M.; Tröger, Johannes; Kray, Jutta
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 13/11/2014 Português
Relevância na Pesquisa
36.35%
Although motivational reinforcers are often used to enhance the attractiveness of trainings of cognitive control in children, little is known about how such motivational manipulations of the setting contribute to separate gains in motivation and cognitive-control performance. Here we provide a framework for systematically investigating the impact of a motivational video-game setting on the training motivation, the task performance, and the transfer success in a task-switching training in middle-aged children (8–11 years of age). We manipulated both the type of training (low-demanding/single-task training vs. high-demanding/task-switching training) as well as the motivational setting (low-motivational/without video-game elements vs. high-motivational/with video-game elements) separately from another. The results indicated that the addition of game elements to a training setting enhanced the intrinsic interest in task practice, independently of the cognitive demands placed by the training type. In the task-switching group, the high-motivational training setting led to an additional enhancement of task and switching performance during the training phase right from the outset. These motivation-induced benefits projected onto the switching performance in a switching situation different from the trained one (near-transfer measurement). However...

The impact of motivation and teachers’ autonomy support on children’s executive functions

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 13/02/2015 Português
Relevância na Pesquisa
36.32%
The present study investigates the interplay of executive functions, motivation, and teacher’s autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student’s motivation and their teachers’ autonomy support on student’s executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher’s autonomy support and student’s intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach.

Assessing motivation and readiness to change for weight management and control: an in-depth evaluation of three sets of instruments

Ceccarini, Martina; Borrello, Maria; Pietrabissa, Giada; Manzoni, Gian Mauro; Castelnuovo, Gianluca
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 11/05/2015 Português
Relevância na Pesquisa
36.28%
It is highly recommended to promptly assess motivation and readiness to change (RTC) in individuals who wish to achieve significant lifestyle behavior changes in order to improve their health, overall quality of life, and well-being. In particular, motivation should be assessed for those who face the difficult task to maintain weight, which implies a double challenge: weight loss initially and its management subsequently. In fact, weight-control may be as problematic as smoking or drugs-taking cessation, since they all share the commonality of being highly refractory to change. This paper will examine three well-established tools following the Transtheoretical Model, specifically assessing RTC in weight management: the University of Rhode Island Change Assessment Scale, the S-Weight and the P-Weight and the Decisional Balance Inventory. Though their strengths and weaknesses may appear to be rather homogeneous and similar, the S-Weight and P-Weight are more efficient in assessing RTC in weight management and control. Assessing motivation and RTC may be a crucial step in promptly identifying psychological obstacles or resistance toward weight-management in overweight or obese hospitalized individuals, and it may contribute to provide a more effective weight-control treatment intervention.

Predicting subsequent task performance from goal motivation and goal failure

Healy, Laura C.; Ntoumanis, Nikos; Stewart, Brandon D.; Duda, Joan L.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: text
Publicado em 02/07/2015 Português
Relevância na Pesquisa
36.28%
Recent research has demonstrated that the cognitive processes associated with goal pursuit can continue to interfere with unrelated tasks when a goal is unfulfilled. Drawing from the self-regulation and goal-striving literatures, the present study explored the impact of goal failure on subsequent cognitive and physical task performance. Furthermore, we examined if the autonomous or controlled motivation underpinning goal striving moderates the responses to goal failure. Athletes (75 male, 59 female, Mage = 19.90 years, SDage = 3.50) completed a cycling trial with the goal of covering a given distance in 8 min. Prior to the trial, their motivation was primed using a video. During the trial they were provided with manipulated performance feedback, thus creating conditions of goal success or failure. No differences emerged in the responses to goal failure between the primed motivation or performance feedback conditions. We make recommendations for future research into how individuals can deal with failure in goal striving.