Clinging to positive feedback as a function of autonomy and control motivation

2006 ◽  
Author(s):  
Holley S. Hodgins ◽  
Kathryn Adair ◽  
Rachel Gordon ◽  
Yaritza Saavedra ◽  
Sara Shiffman ◽  
...  
Keyword(s):  
Positive Feedback ◽  
Control Motivation ◽  
And Control

What's in a goal? The role of motivational relevance in cognition and action

2014 ◽  
Vol 37 (2) ◽  
pp. 141-142 ◽  
Author(s):  
Baruch Eitam ◽  
E. Tory Higgins
Keyword(s):  
Control Motivation ◽  
And Control

AbstractWe argue that it is possible to go beyond the “selfish goal” metaphor and make an even stronger case for the role of unconscious motivation in cognition and action. Through the relevance of a representation (ROAR) framework, we describe how not only value motivation, which relates to “selfish goals,” but also truth motivation and control motivation impact cognition and action.

scholarly journals The Role of Control Motivation in Germans’ and Poles’ Interest in History

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Michał Bilewicz ◽  
Anna Stefaniak ◽  
Markus Barth ◽  
Marta Witkowska ◽  
Immo Fritsche
Keyword(s):  
Psychological Factors ◽  
Moral Agency ◽  
Two Dimensional ◽  
Dimensional Model ◽  
National History ◽  
The Past ◽  
Compensatory Control ◽  
Control Motivation ◽  
And Control

Contemporary societies seem to be obsessed with history. This is reflected in the popularity of historical books, films, and reenactments. In our research, we aimed to assess the specific types of content that interest people when exploring their national histories and the psychological factors motivating such explorations. Following the two-dimensional model of social cognition that points to morality and competence as the main dimensions in individual and group perception, we distinguished interest in competence-related aspects of national history (control) from interest in historical moral actions (moral agency). Two studies performed in Poland and Germany showed that in both countries people’s interest in history is structured in a similar way, in which moral agency and control play essential roles. Additionally, in both countries people reacted to individual control threats with enhanced curiosity about the past moral agency of their nations. We discuss these results within the framework of the model of group-based control and compensatory control processes.

The Usage of Recycle Materials for Science Practicum: Is There Any Effect on Science Process Skills?

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Setiyo Prajoko ◽  
Mohamad Amin ◽  
Fatchur Rohman ◽  
Muhana Gipayana
Keyword(s):  
Positive Feedback ◽  
Basic Science ◽  
New Products ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Design ◽  
And Control ◽  
Test Result

This study aimed at determining the effect of recycle materials usage for science practicum on students' basic science process skills of the Open University, Surakarta. Recycle materials are the term used for the obtained materials and equipment from the students’ environment by taking back the garbage or secondhand objects into goods or new products which have a benefit for practicum activities. Randomized posttest only control group design was applied in this study and involving 83 students which divided into experimental class and control class. Collected data were science process skills test and questionnaire. The results of this study obtained Kruskal Wallis test result of 0.000<0.05. So, there was effect of recycle materials usage for science practicum on students’ science process skills. Students also provided positive feedback on the use of recycle materials for science lab activities.

scholarly journals Import Oligomers Induce Positive Feedback to Promote Peroxisome Differentiation and Control Organelle Abundance

2011 ◽  
Vol 21 (3) ◽  
pp. 457-468 ◽  
Author(s):  
Fangfang Liu ◽  
Yanfen Lu ◽  
Laurent Pieuchot ◽  
Tejaswini Dhavale ◽  
Gregory Jedd
Keyword(s):  
Positive Feedback ◽  
And Control

Communicating and Controlling Strategy: An Empirical Study of the Effectiveness of the Balanced Scorecard

2001 ◽  
Vol 13 (1) ◽  
pp. 47-90 ◽  
Author(s):  
Mary A. Malina ◽  
Frank H. Selto
Keyword(s):  
Balanced Scorecard ◽  
Corporate Strategy ◽  
Control Device ◽  
Management Control ◽  
The Balanced Scorecard ◽  
Beneficial Effects ◽  
Control Motivation ◽  
Evaluation Mechanism ◽  
Communication Control ◽  
And Control

This paper reports evidence on the effectiveness of the Balanced Scorecard (BSC) as a strategy communication and management-control device. This study first reviews communication and management control literatures that identify attributes of effective communication and control of strategy. Second, the study offers a model of communication and control applicable to the BSC. The study then analyzes empirical interview and archival data to model the use and assess the communication and control effectiveness of the BSC. The study includes data from multiple divisions of a large, international manufacturing company. Data are from BSC designers, administrators, and North American managers whose divisions are objects of the BSC. The study accumulates evidence regarding the challenges of designing and implementing the BSC faced by even a large, well-funded company. These findings may be general-izable to other companies adopting or considering adopting the BSC as a strategic and management control device. Data indicate that this specific BSC, as designed and implemented, is an effective device for controlling corporate strategy. Results also indicate disagreement and tension between top and middle management regarding the appropriateness of specific aspects of the BSC as a communication, control, and evaluation mechanism. Specific results include evidence of causal relations between effective management control, motivation, strategic alignment, and beneficial effects of the BSC. These beneficial effects include changes in processes and improvements in both the BSC and customer-oriented services. In contrast, ineffective communication and management control cause poor motivation and conflict over the use of the BSC as an evaluation device.

Autonomy and control motivation and self-esteem

2007 ◽  
Vol 6 (2-3) ◽  
pp. 189-208 ◽  
Author(s):  
Holley S. Hodgins ◽  
Ariel B. Brown ◽  
Barbara Carver
Keyword(s):  
Self Esteem ◽  
Control Motivation ◽  
And Control

scholarly journals Positive feedback praising good performance does not alter the learning of an intrinsically motivating task in 10-year-old children

2020 ◽  
Vol 45 ◽  
pp. 46-54
Author(s):  
Ricardo Drews ◽  
Go Tani ◽  
Priscila Lopes Cardozo ◽  
Suzete Chiviacowsky
Keyword(s):  
Motor Learning ◽  
Intrinsic Motivation ◽  
Positive Feedback ◽  
Movement Time ◽  
Motivational Constructs ◽  
Feedback Learning ◽  
Potential Benefits ◽  
Practice Trials ◽  
And Control ◽  
Intrinsic Motivation Inventory

Several studies have provided evidence for the importance of motivation in motor learning. The present study investigates whether providing positive feedback as statements praising good performance would benefit children’s motor learning when compared to a no-praise condition. Thirty 10-year-old children divided into two groups—positive feedback (PF) and control—learned to ride a pedalo over a seven-meter distance in the shortest time possible. Participants performed 20 practice trials and received feedback on their movement time following each trial. However, only the PF group received feedback acknowledging good performance after each trial block. After 24 hours, both groups performed learning tests without any feedback. Questionnaires (Intrinsic Motivation Inventory) were applied to measure participants’ motivational levels. The results show substantial improvements in performance during practice and high levels of intrinsic motivation, sustained across days, in both groups. Differences between groups in motivation, performance, and learning were not found. These results demonstrate that riding a pedalo in the shortest time possible constitutes an intrinsically motivating task in children, whose learning is not altered by the provision of positive feedback statements acknowledging good performance, possibly by a motivational ceiling effect. The findings indicate that task-inherent motivational characteristics can moderate positive feedback learning effects in children. Future studies could measure other motivational constructs, such as learner’s persistence in practicing the task, or could include post-failure measures that may reveal differences in children’s capacity to cope with errors. Differences between groups would demonstrate potential benefits of providing positive feedback praising performance in children that were not captured in the present experiment, even on the learning of inherently motivating tasks.

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