Samenvatting
Summary 3.3 Motivation, self-regulation and performance 2018/2019
- Instelling
- Erasmus Universiteit Rotterdam (EUR)
A complete summary of the elective: Motivation, self-regulation and performance for academic year
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Voorbeeld 4 van de 58 pagina's
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Voorbeeld van de inhoud
13.3 ELECTIVE: MOTIVATION,
SELF-REGULATION AND
PERFORMANCE
Summary by Rowan Moelijker
Academic Year 2018-2019
Bachelor Psychology
Erasmus School of Social and Behavioural Sciences
, 2
Table of Contents
Problem 1: Structure of Self-Regulation & Nudging ......................................................................................... 3
Problem 2: Avoiding and Approaching Goals ................................................................................................. 18
Problem 3: Autonomy and Willpower ............................................................................................................ 34
Problem 4: Intention to Procrastinate ............................................................................................................ 46
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Problem 1: Structure of Self-Regulation & Nudging
PART 1
Article 1
Diefendorff, J. M., & Lord, R. G. (2008). Goal-striving and self-regulation processes. In R. Kanfer, G. Chen,
& R.D. Pritchard (Ed.), Work Motivation: Past, Present, and Future (pp. 151–165). Routledge.
self-regulation: the capacity to guide ones activities over time and across changing circumstances. It is
considered a conscious, willfull process. In contrast to this perspective, there is growing evidence that
much of self-regulation may occur without awareness in automatic fashion.
A Taxonomy of Self-Regulation Theories
structural theories: describe self-regulatory constructs and their interrelationship over time, without
addressing the contents of what is regulated. These theories almost universally include goals, behaviour,
and a cyclical comparison between the two over time.
phase theories: focus on the sequence of activities in goal pursuit, starting with goal selection and ending
at goal attainment or goal revision. These theories break self-regulation into discrete steps and describe
the tasks to be accomplished and the cognitive, emotional and behavioural resources individuals bring to
bear at each step.
content theories: describe the type of activities that individuals pursue and the ways in which the nature
of one’s goals affect self-regulation. These theories emphasize how the types of activities pursued by
individuals impact self-regulatory processes and outcomes.
Structural theories
There are two structural theories that are quite similar and could be combined into one theory: control
theory and social cognitive theory.
Control theory: is a dynamic view of behaviour based on the reciprocal interdependence of a person
interacting with the environment over time. At the core of CT is the negative feedback loop, which
consists of 4 components: an input function, a reference value, a comparator and an output function.
, 4
Input function: senses information from the environment and brings it into the loop. This often takes the
form of performance feedback.
Comparator: matches the input value with a goal or standard. It reveals whether the input and reference
values are different.
Output value: changes according to the comparator. Change in output is behaviour for the sake of
creating a perception that no discrepancy is present.
x
Control theory assumes a hierarchical structuring of goals with short-term, concrete goals lower in the
hierarchy, and long-term, abstract goals higher in the hierarchy. Lower-level goals can be thought of as
strategies for attaining higher-level goals.
Social-cognitive theory (SCT): views self-regulation as a cyclical process with feedback about goal
progress being used by individuals to make adjustments to current actions so as to reduce discrepancies
between behaviour and goals. It also assumes a hierarchical structuring of goals.
Difference between SCT and CT: CT emphasizes discrepancy reduction while SCT emphasizes discrepancy
production.
Phase theories
Goal setting: involves weighing the reasons for pursuing activities to determine what goal will emerge.
Goal striving: involves performing behaviours in the service of goal attainment, such as initiating actions,
putting forth effort, trying different task strategies and persisting in the face of obstacles or setbacks.
The most common approach is to use 4 phases:
(1) goal establishment; accompanied by a deliberative mindset whereby individuals have a general
openness to information and attempt to accurately evaluate the feasibility and desirability of competing
goals.
(2) planning; accompanied by an implemental mindset, which is characterized by cognitive tuning toward
action-related information and an incomplete and optimistic analysis of the desirability and feasibility of
the chosen goal.
(3) goal striving; accompanied by an actional mindset whereby individuals become immersed in
performing the task and experience a close-mindedness to information unrelated to action.
(4) goal revision; accompanied by an evaluative mindset where individuals once again examine the
feasibility and desirability of the goal.
Content Theories
Focus precisely on specifying the nature and origin of goals and how differences in goals impact self-
regulation. Several theories may be included in this category, but this article focuses on the following 3:
self-determination theory, regulatory focus theory and goal orientation theory.
Self-Determination Theory (Ryan and Deci)
Focuses on the role of basic human needs in driving behaviour and distinguishes among intrinsic
motivation, extrinsic motivation and amotivation.
external motivation: reflects no internalization of an activity; rather, the behaviour is performed only
because of external rewards and punishments.
introjected motivation: refers to behaviours that are not internalized, but that are performed because
individuals have learned to self-administer the external contingencies.
identified motivation: reflects a more internalized form of extrinsic motivation whereby individuals
understand the value of the behaviour but have not completely accepted it.
integrated motivation: reflects the most complete assimilation of extrinsic goals whereby individuals
identify with the value of the behaviour and have merged it with the self.
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