A process model of L2 learners’ motivation: From the perspectives of general tendency and individual differences

System ◽  
2009 ◽  
Vol 37 (2) ◽  
pp. 313-321 ◽  
Author(s):  
Tomohito Hiromori
Keyword(s):  
Individual Differences ◽  
Process Model ◽  
General Tendency ◽  
L2 Learners

Individual differences in negotiation: A relational process model

2020 ◽  
pp. 204138662096255
Author(s):  
Hillary Anger Elfenbein
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Process Model ◽  
Past Research ◽  
Complex Interplay ◽  
Traditional Treatment ◽  
Behavioral Dynamics ◽  
Negotiation Performance ◽  
The Individual ◽  
Relational Process

Intuition suggests that individual differences should play an important role in negotiation performance, and yet empirical results have been relatively weak. Because negotiations are inherently dyadic, the dyad needs to feature prominently in theorizing. In expanding the traditional treatment of individual differences to two systematically interconnected parties, a relational process model (RPM) emerges. The RPM illustrates how the individual differences of both negotiators spark complex behavioral dynamics through five distinct theoretical mechanisms. Individuals (a) select each other, (b) set expectancies for each other, (c) serve as behavioral triggers and affordances for each other, (d) reciprocate and complement each other’s behaviors, and (e) vary in their responses to identical behaviors. It also directs attention to new classes and dimensions of individual difference factors. The RPM helps explain why past research has been highly conservative. A more complete picture needs to incorporate the complex interplay starting with parties’ individual differences.

scholarly journals Individual Differences in Caregiving: Application of a Stress Process Model

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 659-659
Author(s):  
William Haley ◽  
Joanne Elayoubi
Keyword(s):  
Individual Differences ◽  
Behavioral Problems ◽  
Process Model ◽  
Adult Child ◽  
Well Being ◽  
Process Models ◽  
Stress Process ◽  
Cross Sectional ◽  
Stress Appraisals ◽  
Primary Caregiving

Abstract Stress process models propose individual differences in caregiver outcomes depending on background characteristics and primary caregiving stressors, and resilience factors including stress appraisals, and internal and external resources. This paper will examine individual differences in the effects of the transition to caregiving on indicators of well-being and biomarkers of inflammation. Completed analyses show that, contrary to previous findings from cross-sectional studies, changes in well-being after caregiving generally do not differ by caregiver race, gender, age, or relationship category (spouse, adult child, others). Additional analyses examine the relationship of primary caregiving stressors (e.g. ADL and behavioral problems), stress appraisals (e.g., perceived stressfulness of ADL and IADL problems, perceived benefits of caregiving), and personality with changes in well-being and inflammation after the transition to caregiving. The lack of differences on most biomarker measures suggests that caregivers show substantial resilience in the face of significant, chronic caregiving stress.

Melody, Memory, and Engagement in Alzheimer’s Disease

2019 ◽  
pp. 67-87
Author(s):  
Ashley D. Vanstone ◽  
Lola L. Cuddy
Keyword(s):  
Individual Differences ◽  
Process Model ◽  
Clinical Case ◽  
Theory Building ◽  
Clinical Implications ◽  
Case Formulation ◽  
Research Findings ◽  
Inclusive Concept ◽  
Clinical Case Formulation ◽  
Case Based

What are the personal and clinical implications of preserved memory for music in dementia? In light of this question, a framework is proposed for integrating basic and clinical research findings and for case formulation and theory building in music-based interventions. Elaborating on the Comprehensive Process Model of Engagement, a proposal is made for music engagement as an inclusive concept that encompasses the variety of ways in which individuals involve themselves with musical stimuli. It is argued that instances of music engagement arise through the combined influence of person, stimulus, and environment attributes. Preserved memory for melodies is discussed as an attribute of the person with particular relevance to music engagement. This approach orients naturally toward considering individual differences and, as such, lends itself well to case-based research and clinical case formulation.

scholarly journals The emotion of disgust in Italian students: a measure of the synthetic disgust index

2013 ◽  
Vol 6 (1) ◽  
pp. 21-29
Author(s):  
Salvatore Settineri ◽  
Massimo Mucciardi ◽  
Valentina Leonardi ◽  
Domenico Mallamace ◽  
Carmela Mento
Keyword(s):  
Gender Differences ◽  
Individual Differences ◽  
Statistical Analysis ◽  
General Tendency ◽  
Age Group ◽  
Maximum Score ◽  
Men And Women ◽  
Synthetic Indicator ◽  
Different Types ◽  
Age And Sex

Research in the field of emotions has highlighted that men and women differ as regards the perception and reaction to disgust. The aim of our study was to analyse, by means of a questionnaire on disgust, any gender differences regarding this feeling in its various dimensions, viewed both individually and globally. For this purpose a synthetic indicator was developed to evaluate the expression of disgust and identify any individual differences. The sample of 1587 subjects were given a questionnaire on disgust that contained items to elicit disgust. Statistical analysis was performed on the items and on the scores via a synthetic indicator, the Synthetic Disgust Index (SDI).The analysis revealed a different trend in different types of disgust for age and sex. In males. The oral disgust and contamination showed a reduction of SDI in the age group between 18 and 39 years (p<0.05) and a maximum score in the group of subjects 40-64 years. In females the maximum score was present in the first group (0-17 ) for all dimensions of disgust except for disgust for aggressive content (p<0.05). The oral disgust and contamination showed a reduction of SDI in the age group between 18 and 39 years (p<0.05) with a general tendency to decrease with age.

scholarly journals 英語学習者の内発的動機づけを高める教育実践的介入とその効果の検証—The effects of educational intervention that enhances intrinsic motivation of L2 students

2007 ◽  
Vol 29 (1) ◽  
pp. 59
Keyword(s):  
Individual Differences ◽  
University Students ◽  
Intrinsic Motivation ◽  
Educational Intervention ◽  
Psychological Needs ◽  
Sociocultural Factors ◽  
General Tendency ◽  
Human Beings ◽  
Group Presentation ◽  
Motivational Profiles

Although motivation in the area of L2 studies has attracted the interest of numerous researchers, there have been very few studies conducted regarding factors involved in bringing about motivation, or in other words, strategies that enhance motivation. To address this gap, Noels and her coresearchers have used Self-Determination Theory (SDT), a well-developed motivation theory in psychology, to examine factors behind the intrinsic motivation of L2 students (e.g., Noels, 2001; Noels, Pelletier, Clément, & Vallerand, 2000). SDT focuses on the source of human motivation and deals with the manner in which the inclination and physiological/psychological needs toward growth innately possessed by human beings evolve or are attenuated as people interact with surrounding sociocultural factors. In addition, this theory assumes the existence of three psychological needs (i.e., for autonomy, competence, and relatedness) as prerequisites for enhancing student motivation. SDT hypothesizes that if these psychological needs are met, intrinsic motivation will be enhanced; whereas, if they are not met, intrinsic motivation will be undermined. The studies conducted by Noels et al., which examined factors behind L2 students’ motivation, demonstrate to a certain extent the significance and potential for invoking SDT in L2 motivation studies. However, their studies are limited to an examination of the correlation between motivating factors (i.e., the three psychological needs) and intrinsic motivation. Furthermore, the causal relationship between these factors and motivation has not been established. In other words, is intrinsic motivation really enhanced if psychological needs are satisfied? Thus this study investigates whether or not it is possible to enhance intrinsic motivation in Japanese EFL university students by introducing an educational intervention that stimulates the three psychological needs put forth in SDT. We decided to use the “Group Presentation Activity” (GP Activity; Tanaka, 2005) for this purpose because this activity has the potential to stimulate the three needs simultaneously. Therefore, the purposes of this study are as follows: (a) to examine whether the GP Activity enhances intrinsic motivation in Japanese EFL university students, and (b) to examine which psychological need (the need for autonomy, competence, or relatedness) plays the most significant role in students’ motivational development. Seventy-eight university students (58 males and 20 females) who were enrolled in a second-year English language course participated in this study. The students met once a week in a 90–minute class. The GP Activity was used with them for five weeks. Prior to the beginning of the intervention, students were given questionnaires about language learning motivation and the three psychological needs. The same questionnaires were administered at the end of the intervention. Changes in scores (i.e., the difference between pretest and posttest scores) served as the measures of development of students’ motivation. In addition, to investigate in detail the manner in which the three psychological needs act in terms of enhancing motivation among students, we examined the data from the perspectives of general tendency and individual differences. The results showed that: (a) GP Activity had a significant positive effect on students’ intrinsic motivation; and (b) from the perspective of general tendency, satisfaction of the need for autonomy had a strong relationship with students’ motivational development. These two findings corresponded to previous studies based on the SDT. On the other hand, a more detailed analysis focusing on individual differences revealed that (c) the facilitating role of the three psychological needs varied according to students’ motivational profiles. In short, while less motivated students seemed to benefit the most from the satisfaction of the need for competence, students with a medium level of motivation required that both the need for autonomy and competence be met for their motivational development. This suggested that teachers who intend to enhance students’ motivation should differentiate their teaching strategies depending on the motivational profiles of their students. 本研究では，日本人大学生の英語学習に対する内発的動機づけを高める上で，グループでのプレゼンテーション活動（以下，GP活動）が効果的かどうかを検討した。GP活動は動機づけ理論の１つである自己決定理論に依拠しており，動機づけ要因として想定される３つの心理的欲求を満たすように作成・実施された。調査に当たっては，教育実践的介入の前後で質問紙調査を行い，全体傾向と個人差の観点から分析を行った。研究の結果から，（1）GP活動は，調査協力者の内発的動機づけを高める上で効果的だったこと，（2）全体的な傾向としては，自律性の欲求の充足が内発的動機づけの上昇と関連が強かったこと，（3）個人差の観点からは，動機づけ傾向の違いによって，効果的な働きかけが異なる可能性があること，が示唆された。本研究の結果から，学習者の動機づけ段階に応じた働きかけを行う必要があることが示された。

Acceptance and valued living as critical appraisal and coping strengths for caregivers dealing with terminal illness and bereavement

2014 ◽  
Vol 13 (2) ◽  
pp. 359-368 ◽  
Author(s):  
Esther L Davis ◽  
Frank P. Deane ◽  
Geoffrey C.B. Lyons
Keyword(s):  
Psychological Distress ◽  
Individual Differences ◽  
Terminal Illness ◽  
Process Model ◽  
Death And Dying ◽  
Psychological Consequences ◽  
Acceptance And Commitment ◽  
Valued Living ◽  
And Coping ◽  
Support Research

AbstractObjective:Informal caregivers of palliative care patients play an essential role in the coordination of care for patients during their final phases of life. However, undertaking a caregiving role can have enduring psychological consequences for caregivers and interfere with functioning. Studies have investigated a variety of factors associated with individual differences in caregiver psychosocial outcomes, but little is known about their relative impact, and there is a need for guiding models to support research in this area.Method:A review of the literature was conducted on factors influencing the psychological distress and grief of caregivers. Drawing from acceptance and commitment therapy (ACT) and Stroebe and colleagues' integrative risk factor framework, we developed a process model to describe individual differences in caregiver psychological distress and grief.Results:The model presents caregiver psychological distress and grief as functions of death attitudes and communication about death and dying, mediated by acceptance and valued living from an ACT perspective. An outline of the empirical and theoretical underpinnings for each component in the model is provided.Significant of results:The presented model is an inherently strengths-based model that is concordant with acceptance- and values- (ACT) based interventions to facilitate coping in caregivers.

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