Particularly in the health domain, humans thrive to reach an equilibrium between maximizing pleasure and minimizing harm. We propose that a cognitive strategy people employ to reach this equilibrium is the activation of Compensatory Health Beliefs (CHBs). CHBs are beliefs that the negative effects of an unhealthy behaviour can be compensated for, or "neutralized," by engaging in another, healthy behaviour. "I can eat this piece of cake now because I will exercise this evening" is an example of such beliefs. Our theoretical framework aims at explaining why people create CHBs and how they employ CHBs to regulate their health behaviours. The model extends current health behaviour models by explicitly integrating the motivational conflict that emerges from the interplay between affective states (i.e., cravings or desires) and motivation (i.e., health goals). As predicted by the model, previous research has shown that holding CHBs hinder an individual's success at positive health behaviour change, and may explain why many people fail to adhere to behaviour change programs such as dieting or exercising. Moreover, future research using the model and implications for possible interventions are discussed.

The objective of the present article is to review the literature on strengths use and development in the workplace. This review (1) presents a summary of the outcomes of strengths use in organizations, and (2) proposes a general intervention model facilitating strengths development in the workplace. A systematic review was used to summarize the outcomes of studies on strengths use at work, whereas a narrative review was employed to examine the main strengths development interventions available, and to propose an integrative model. Results indicate that strengths use is associated with job satisfaction, work engagement, well-being, and work performance. Furthermore, scholars and professionals use similar intervention strategies that can be summarized in a five-step integrative model to promote strengths development in organizations. We discuss the theoretical and practical implications, as well as avenues for future research.

The purpose of this article was to propose and test an integrative model on the role of perfectionism, academic motivation, and psychological adjustment difficulties in undergraduate students. The model posits that self-oriented perfectionism facilitates self-determined academic motivation, whereas socially prescribed perfectionism enhances non-self-determined academic motivation. In turn, self-determined and non-self-determined academic motivations, respectively, lead to lower and higher levels of psychological adjustment difficulties. Results from two studies using structural equation modeling analyses provided support for the model.

The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers' support of students' autonomy positively influences students' self-perceptions of autonomy and competence. These selfperceptions, in turn, have a positive impact on students' self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.Science and technology play a crucial role in today's industrialized society. Accordingly, every country should thrive to keep students involved and interested in scientific matters.

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