Achievement Motives and Goals: A Developmental Analysis

Elliot, Andrew J.; Conroy, David E.; Barron, Kenneth E.; Murayama, Kou

doi:10.1002/9780470880166.hlsd002013

Cited by 15 publications

(19 citation statements)

References 195 publications

(1 reference statement)

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“…Accomplishment is a recurring concept in all human activities, including sports, exercise and recreation (Elliot et al, 2010). From the earliest days of life, people have strived to feel effective in their emerging relationships with the environment, and their well-being or their ability to flourish was threatened whenever this need was obstructed (Conroy & Hyde, 2012).…”

Section: Building Block Five (Accomplishment)mentioning

confidence: 99%

RETRACTED ARTICLE: A lust for rust: going back in time and exploring a museum without gravity

Aygün

Tüfekçi

2020

Anatolia

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The aim of this study was to explore how do people flourish during leisure adventure activities by examining the data collected during interviews with wreck divers, as special interest tourist. Ten participants who have previously dived in touristic wrecks all over the world were interviewed using open-ended questions. The data were analysed using thematic analysis. Analysis resulted in a synthesis of the various ways participants experienced flourishing: (1) Unlocking a mystery or seeing something others may have missed, (2) Socializing and building unique social trust, (3) Carrying a torch for the restoration of the balance between humanity and the underwater cultural heritage, and (4) Enjoying more leisure and travel days for the sake of wreck diving. Wreck diving adventure is experienced as a motivating force that shows a kaleidoscopic and unique view of flourishing.

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Section: Building Block Five (Accomplishment)mentioning

confidence: 99%

RETRACTED ARTICLE: A lust for rust: going back in time and exploring a museum without gravity

Aygün

Tüfekçi

2020

Anatolia

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“…People who have high self-efficacy believe that they can execute task-relevant skills, leading them to take control of their actions and achieve their goals. Self-efficacy is central to theories of health behavior (see Noar, 2005 , for a review) and achievement motivation (see Eccles and Wigfield, 2002 ; Eccles, 2009 ; Elliot et al, 2010 , for reviews). Hence, self-efficacy likely is relevant to older adults’ decision-making competence.…”

Section: Age-related Changes In Motivationmentioning

confidence: 99%

New perspectives for motivating better decisions in older adults

2015

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Decision-making competence in later adulthood is affected by declines in cognitive skills, and age-related changes in affect and experience can sometimes compensate. However, recent findings suggest that age-related changes in motivation also affect the extent to which adults draw from experience, affect, and deliberative skills when making decisions. To date, relatively little attention has been given to strategies for addressing age-related changes in motivation to promote better decisions in older adults. To address this limitation, we draw from diverse literatures to suggest promising intervention strategies for motivating older recipients’ motivation to make better decisions. We start by reviewing the life-span developmental literature, which suggests that older adults’ motivation to put effort into decisions depends on the perceived personal relevance of decisions as well as their self-efficacy (i.e., confidence in applying their ability and knowledge). Next, we discuss two approaches from the health intervention design literature, the mental models approach and the patient activation approach, which aim to improve motivation for decision making by improving personal relevance or by building self-efficacy or confidence to use new information and skills. Using examples from these literatures, we discuss how to construct interventions to motivate good decisions in later adulthood.

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“…These classic perspectives share in common the notion that cognitive development does not occur by itself; it requires an active agent or agent function, striving to expand the current limits and boundaries of the system. Such effectance motivation (Elliot, Conroy, Barron, & Murayama, 2010) is termed the need for competence by self-determination theory , and it would be difficult to argue that effectance and mastery motives are merely learned or acquired by children rather than being present and stimulating effort and development from birth (Seifer & Vaughn, 1995). Of course, such efforts may be rewarded to a greater or less extent during development, perhaps affecting a person's later score on the need for achievement (discussed under Hypothesis 3).…”

Section: Competence Motivesmentioning

confidence: 99%

Integrating behavioral-motive and experiential-requirement perspectives on psychological needs: A two process model.

Sheldon

2011

Psychological Review

209

228

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Psychological need theories offer much explanatory potential for behavioral scientists, but there is considerable disagreement and confusion about what needs are and how they work. A 2-process model of psychological needs is outlined, viewing needs as evolved functional systems that provide both (a) innate psychosocial motives that tend to impel adaptive behavior and (b) innate experiential requirements that when met reinforce adaptive behavior and promote mental health. The literature is reviewed to find support for 8 hypotheses derived from this model: that certain basic psychosocial motives are present at birth; that successful enactment of these motives supports the functioning and wellness of all humans; that individual differences in these motives develop in childhood; that these strong motive dispositions tend to produce the satisfying experiences they seek; that motive dispositions do not moderate the effect of motive-corresponding need satisfaction on well-being but do moderate the effect of assigned goal-type on rated self-concordance for those goals; that need dissatisfaction and need satisfaction correspond to the separable behavioral-motive and experiential-reward aspects of needs; and that motives and needs can become decoupled when chronic dissatisfaction of particular requirements warps or depresses the corresponding motives, such that the adaptive process fails in its function. Implications for self-determination theory and motive disposition theory are considered.

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Achievement Motives and Goals: A Developmental Analysis

Cited by 15 publications

References 195 publications

RETRACTED ARTICLE: A lust for rust: going back in time and exploring a museum without gravity

RETRACTED ARTICLE: A lust for rust: going back in time and exploring a museum without gravity

New perspectives for motivating better decisions in older adults

Integrating behavioral-motive and experiential-requirement perspectives on psychological needs: A two process model.

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