Advances in Motivation Science (Volume 7)

Description

Advances in Motivation Science, Volume Seven, the latest release in Elsevier's serial on the topic of motivation science, contains interesting articles that cover topics such as Moving from Research on Message Framing to Principles of Message Matching: The Use of Gain- and Loss-Framed Messages to Promote Healthy Behavior, 35 Years of Research on Students’ Subjective Task Values and Motivation: A Look Back and a Look Forward, The Motivational Potency of Nostalgia: The Future is Called Yesterday, Adaptive Self-Regulation, Subjective Well-Being, and Physical Health: The Importance of Goal Adjustment Capacities, and much more. Front Cover Advances in Motivation Science Copyright Contents List of Contributors Chapter One: Metamotivation: Emerging research on the regulation of motivational states 1. Historical foundations 2. Metamotivational framework 2.1. Motivational trade-offs 2.2. Metamotivational knowledge 3. Empirical studies of metamotivational knowledge 3.1. Metamotivational knowledge about promotion and prevention motivations 3.1.1. Initial studies 3.1.2. Do individual differences in metamotivational knowledge predict achievement? 3.1.3. Are metamotivational beliefs about promotion and prevention motivations culturally bound? 3.2. Metamotivational knowledge about autonomous and controlled motivations 3.3. Metamotivational knowledge about high- and low-level construal 4. Implications 4.1. Advancing motivation science research 4.2. Knowledge as a source of self-regulatory success vs. failure 4.3. The centrality of flexibility 5. Future directions 5.1. Predicting real-world outcomes 5.2. Self-knowledge 5.3. Creating fit 5.4. Development and acquisition of knowledge 5.5. Linking metamotivation to general motivational competency 5.6. Toward a comprehensive mechanistic model of metamotivation 6. Summary Acknowledgments References Chapter Two: Moving from research on message framing to principles of message matching: The use of gain- and loss-framed ... 1. Introduction 2. How can gain- and loss-framed messages be used strategically to motivate healthy behavior? 2.1. In pursuit of moderators I: Matching frames to factors tied to concerns about risk 2.2. In pursuit of moderators II: Matching frames to dispositions 2.3. In pursuit of moderators III: Initial steps toward synthesis 3. Looking ahead I: In pursuit of principles for message matching 3.1. Unpacking what it means to ``match´´ a message 3.2. Expanding approaches to matching: Moving toward multi-matched messages 3.3. Toward a conceptualization of the strength of a message match 3.4. Summary 4. Looking ahead II: Expanding our approach to message framing 4.1. The linguistic positivity bias 4.2. Self-presentation and impression management 4.3. Persuasive communication 4.4. Moving the research agenda forward 5. Concluding remarks References Chapter Three: The motivational potency of nostalgia: The future is called yesterday 1. An excursion into nostalgia´s Past 1.1. A synopsis of 2800 years of history 1.2. An inferential error: Nostalgia as a coping mechanism 1.3. Nostalgia is for the future 2. Definition and properties of nostalgia 2.1. Prototype, content, and word-level text analyses 2.2. Appraisal techniques, multidimensional scaling analyses, and canonical correlation analyses 3. Nostalgia and approach motivation 4. Nostalgia and the many forms of approach motivation 4.1. Generalized motivation 4.1.1. Youthfulness 4.1.2. Inspiration 4.1.3. Risk-taking 4.2. Localized motivation 4.2.1. Growth orientation 4.2.2. Intrinsic motivation 4.2.3. Goal pursuit 4.3. Action-oriented motivation 4.3.1. Turnover intentions 4.3.2. Helping 4.3.3. Behavior change 5. Summary and conclusions References Chapter Four: A development-in-sociocultural-context perspective on the multiple pathways to youth´s engagement in learning 1. Introduction 2. Conceptualization of engagement 3. An integrative perspective on engagement 4. Multiple functions of engagement 5. Engagement as a pathway to or facilitator of resilience 5.1. Coping and appraisal 5.2. Social support 6. Personal factors contributing to engagement 6.1. Developmental competencies 6.1.1. Cognitive skills and engagement 6.1.2. Emotion regulation and engagement 6.1.3. Social competence/skills and engagement 6.2. Motivational beliefs and self-appraisals 7. Contextual factors contributing to engagement 7.1. Social contexts 7.1.1. Family 7.1.2. School 7.1.3. Peers 7.2. Social positions and identities, and cultural contexts 7.2.1. Resources and investments 7.2.2. Environmental and psychosocial stressors 7.2.3. Cultural factors and processes 7.2.4. Intersections of social identities and positions 8. Implications for practice and research 9. Summary Acknowledgments References Chapter Five: 35 years of research on students´ subjective task values and motivation: A look back and a look forward 1. Article overview 2. Defining expectancies and values in the psychology field 3. Eccles, Wigfield and colleagues´ expectancy-value model (SEVT) 3.1. Defining the subjective task value construct in SEVT 3.1.1. Perceived cost: Original discussion and current work 4. Development of individuals´ STVs 4.1. When are children´s STVs and expectancies for success empirically distinct? 4.2. Change across age in children´s STVs 4.3. Relations among the components of STVs 4.4. Hierarchies of individuals´ STVs 4.5. Relations of individuals´ STVs to their expectancies for success 4.6. Processes and sources of information influencing the development of individuals´ STVs 5. From beliefs and values to action: Relations of students´ STVs to their choices and performance 5.1. The interactions of expectancies and subjective task values in predicting outcomes 5.2. Person centered approaches to studying expectancies and STVs 6. Intervening to enhance students´ STVs 7. A look forward 8. Conclusion Acknowledgments References Further reading Chapter Six: Adaptive self-regulation, subjective well-being, and physical health: The importance of goal adjustment capa ... 1. Introduction 1.1. Importance of personal goals 1.2. Experience of unattainable goals and quality of life 1.3. Self-regulation of unattainable goals 2. Goal adjustment capacities 2.1. Goal adjustment and subjective well-being 2.2. Goal adjustment and physical health 3. Depressive mood, sadness, and goal adjustment 4. Future directions 4.1. Tension between persistence and disengagement 4.2. How to improve goal reengagement capacity? 4.3. Stability of goal adjustment capacities 4.4. Goal adjustment capacities and other individual differences 5. Conclusions Acknowledgments References Back Cover