Motivational Correlates of Vigilance Task Engagement

2017 ◽  
Vol 61 (1) ◽  
pp. 1524-1528 ◽  
Author(s):  
Alexis R. Neigel ◽  
Victoria L. Claypoole ◽  
Kristen M. Waldorf ◽  
Daryn A. Dever ◽  
James L. Szalma
Keyword(s):  
Individual Differences ◽  
Stress State ◽  
Task Performance ◽  
Achievement Motivation ◽  
Vigilance Task ◽  
Self Esteem ◽  
Task Engagement ◽  
Long Form ◽  
Engagement Factors ◽  
And Task

There is relatively little research on the intersection of state and trait motivation measures and vigilance task engagement. The present research demonstrates and catalogs the correlation between several measures of self-reported motivation and task engagement factors on the short- and long-form versions of the Dundee Stress State Questionnaire (DSSQ; Matthews et al., 2002; Matthews, 2016). Data was collected from 200 participants across three vigilance studies. Evidence from correlational analyses indicated that state intrinsic motivation, trait achievement motivation, and trait self-esteem are related to perceived task engagement at both pre- and post-task. This research demonstrates that individual differences in state and trait motivation are important to consider in the measurement of vigilance task engagement and stressrelated task performance.

Exploring the Effects of Extraversion on Social Facilitation and Vigilance Task Performance

2018 ◽  
Vol 62 (1) ◽  
pp. 1216-1220
Author(s):  
Victoria L. Claypoole ◽  
Grace E. Waldfogle ◽  
Alexis R. Neigel ◽  
James L. Szalma
Keyword(s):  
Task Performance ◽  
Social Presence ◽  
Social Facilitation ◽  
Vigilance Task ◽  
Task Design ◽  
Personality Factors ◽  
Vigilance Performance ◽  
Mere Presence ◽  
Design Factors ◽  
And Task

Vigilance, or sustained attention, is the ability to maintain attention for extended periods of time. Recently, research on vigilance has focused on identifying individual differences and task design factors that may improve cognitive-based vigilance performance. One such factor is social facilitation, which leads to improved task performance when at least one individual is present. But, relatively little is known about the personality factors, such as extraversion or introversion, which may influence the effects of social presence, and in turn affect vigilance performance. Given this gap in the literature, the present research seeks to determine how personality, specifically extraversion, is related to vigilance performance in the presence of another individual. A total of 39 observers completed a 24-minute vigilance task either alone, in the mere presence of another person, or in the evaluative presence of another person (i.e., an individual monitoring their performance). The results indicated that extraversion was negatively correlated to the proportion of correct detections and sensitivity ( A’).

SELF-ESTEEM AND TASK PERFORMANCE IN QUALITY CIRCLES.

1986 ◽  
Vol 29 (3) ◽  
pp. 617-623 ◽  
Author(s):  
J. Brockner ◽  
T. Hess
Keyword(s):  
Task Performance ◽  
Self Esteem ◽  
Quality Circles ◽  
And Task

Self-Esteem and Task Performance in Quality Circles

1986 ◽  
Vol 29 (3) ◽  
pp. 617-623
Author(s):  
Joel Brockner ◽  
Ted Hess
Keyword(s):  
Task Performance ◽  
Self Esteem ◽  
Quality Circles ◽  
And Task

Individual Differences in Achievement Motivation are related to Vigilance Performance

2017 ◽  
Vol 61 (1) ◽  
pp. 1298-1302
Author(s):  
Alexis R. Neigel ◽  
Yu Miao ◽  
Nicole Montagna ◽  
Cristina A. Chirino ◽  
James L. Szalma
Keyword(s):  
Individual Differences ◽  
Individual Difference ◽  
Achievement Motivation ◽  
Sustained Attention ◽  
Vigilance Task ◽  
False Alarms ◽  
Vigilance Performance ◽  
Human Motivation ◽  
Attention Tasks ◽  
Attention Performance

Vigilance, or sustained attention, tasks require observers to attend to information over a prolonged period of time. One individual difference that may be associated with sustained attention performance is achievement motivation, given recent findings in the literature that indicate a relationship between human motivation and attention. Fifty-nine participants were randomly assigned to either a cognitive or sensory vigilance task. The present study indicated that individuals high in achievement motivation detected more critical signals and made fewer false alarms in the cognitive vigilance task. Participants high in achievement motivation in the cognitive condition also demonstrated some of the highest distress and worry scores post-task. Implications for sustained attention tasks are discussed.

SELF-EVALUATIONS INVOLVED IN GOAL SETTING AND TASK PERFORMANCE

1997 ◽  
Vol 25 (2) ◽  
pp. 177-181 ◽  
Author(s):  
Verlin B. Hinsz ◽  
David C. Matz
Keyword(s):  
Task Performance ◽  
Goal Setting ◽  
Self Esteem ◽  
Task Set ◽  
The Poor ◽  
Relative Ability ◽  
Positive Attitudes ◽  
Lower Expectation ◽  
Evaluation Group ◽  
And Task

Reactions from individuals having high (>50%) and low (<50%) evaluations of their relative ability on a task are compared. Low evaluation individuals had lower self-esteem as compared to the high evaluation group. The low evaluation group also had lower self-efficacy on the task, set lower goals, and had a lower expectation that they would attain the goal than the high evaluation group. In addition, the low evaluation group had less positive attitudes and lower commitment toward attaining the goal. Perhaps as a consequence of the poor evaluations, the low evaluation group had lower task performance and continued to have lower self-esteem subsequent to task performance.

Relationship of Self-Esteem, IQ, and Task Performance for a Sample of USA Undergraduates

1985 ◽  
Vol 56 (3) ◽  
pp. 955-962 ◽  
Author(s):  
Alex D. Lynch ◽  
Peter Clark
Keyword(s):  
Task Performance ◽  
Cognitive Task ◽  
Self Esteem ◽  
Sample Problem ◽  
Correct Analysis ◽  
And Performance ◽  
Relationship Of ◽  
And Task

Assessments of self-esteem, IQ, and performance on a cognitively demanding task were obtained from 45 college undergraduates. In addition, subjects were asked to predict how well they thought they would do on the “cognitive task” after having seen one sample problem, to estimate how well they thought they had done after completing all of the problems, how difficult they thought each problem was, and how certain they were that their answer was correct. Analysis indicated that self-esteem was significantly related to performance, independently of the covarying effect of intelligence. Contrary to expectations, however, individuals high in self-esteem did not predict that they would do better, and they did not express more confidence in their answers to the problems. Methodological and substantive implications pertaining to the mechanism whereby self-esteem influences achievement are discussed.

Sign in / Sign up

Export Citation Format

Share Document