Mindfulness as a moderator of the effect of implicit motivational self-concept on day-to-day behavioral motivation

Lévesque, Chantal; Brown, Kirk Warren

doi:10.1007/s11031-007-9075-8

Cited by 158 publications

(153 citation statements)

References 42 publications

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“…Transformational leadership dispositional mindfulness is positively related to intrinsic motivation for daily behavior (Brown and Ryan, 2003;Levesque and Brown, 2007), this study is the first to extend this finding to intrinsic motivation in a work context. Possibly, mindfulness helps employees to be more aware of available resources in their environment that support them in achieving more autonomous motivation (Kernis and Goldman, 2006) and higher levels of self-leadership (Neck and Houghton, 2006).…”

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confidence: 69%

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Mindfulness as substitute for transformational leadership

Kroon

Woerkom

Menting³

2017

JMP

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Purpose Transformational leaders spark the intrinsic motivation of employees, thereby stimulating their extra-role performance. However, not all employees are lucky enough to have a transformational leader. The purpose of this paper is to investigate to what extent mindfulness can function as a substitute for transformational leadership. By being attentive to and aware of what is taking place in the present, mindfulness provides employees with a source of intrinsic motivation that lies within the person, thereby possibly making employees less dependent on transformational leadership. Design/methodology/approach An online survey was used to collect data of 382 employees working in diverse sectors in the Netherlands. Findings Moderated mediation analyses indicated that mindfulness partly compensates for a low levels of transformational leadership in fostering intrinsic motivation and in turn extra-role performance, thereby providing evidence for the substitutes for leadership theory. Moreover, the findings extend previous research on the contribution of mindfulness to in-role performance by showing its additional value for intrinsic motivation and extra-role performance. Research limitations/implications Despite the use of validated measures and the presence of an interaction effect, common-source bias cannot be out ruled completely. Practical implications Since mindfulness can be developed, the results suggest a training intervention to make employees less dependent on their leaders for their motivation. Originality/value This paper is the first to show that mindful people are more resilient against the absence of transformational leadership. Given the frequent changes in management layers in organizations, knowledge about resources for individual resilience and self-management is sorely needed.

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confidence: 69%

“…Indeed, research has shown that a more mindful disposition leads to more autonomous motivation for day-to-day behavior (Brown and Ryan, 2003;Levesque and Brown, 2007). Therefore, we hypothesize:…”

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confidence: 96%

Mindfulness as substitute for transformational leadership

Kroon

Woerkom

Menting³

2017

JMP

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“…Implicit autonomous and controlled 25 motivational orientations were measured using the implicit association test (IAT). Words 26 representing intrinsic (choice, free, spontaneous, willing, authentic) and extrinsic (pressured, 1 restricted, forced, should, controlled) motivation were taken from research conducted by 2 Levesque and Brown (2007). These words were shown to offer a distinct representation of the 3 two orientations.…”

Section: Materials and Procedures 24mentioning

confidence: 99%

Investigating the predictive validity of implicit and explicit measures of motivation on condom use, physical activity and healthy eating

Keatley

Clarke

Hagger

2012

Psychology & Health

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“…Students are encouraged to brainstorm strategies for expressing behavior more consistently, including how to compensate for any personal limitations or environmental barriers to consistent performance. Because intrinsic motivation is more likely to increase when opportunities exist to generate and apply authentic solutions to challenges (Burton, Lydon, D'Alessandro, & Koestner, 2006;Levesque & Brown 2007;Levesque, Copeland, & Sutcliffe, 2008), the group facilitator refrains from introducing feedback on the strategies that students generate. This learning activity proceeds under the assumption that, if given the chance, human beings have the capacity and desire to assume responsibility for their personal growth (Burton et al, 2006;Fox & Riconscente, 2008;Pintrich & de Groot, 1990;Wolbert et al, 2015).…”

Section: Synthesismentioning

confidence: 99%

“…He then synthesized consistent within consistent expressions of the chosen value/characteristic and recognized that he could to apply this synthesis to make interactions with his brother more consistent with his chosen value/characteristic: "We need to be respectful and not fight each other at home." This process of comparison followed by synthesis raises awareness and intrinsic motivation to operate with greater consistency in the enactment of desired values/characteristics across situations (Levesque & Brown, 2007;Levesque et al, 2008;Pintrich & de Groot, 1990) and emotional reactions (Ugur, Tanrikulu, & Tosun, 2015). It may also enhance well-being, as in the case of a student who recounted, "I am happy now.…”

Section: Synthesismentioning

confidence: 99%

Self-Awareness and Personal Growth: Theory and Application of Bloom’s Taxonomy

Ugur¹,

Constantinescu²,

Stevens³

2015

EJER

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Problem Statement: In this article, we summarize a group-based, selfdevelopment curriculum based on humanistic principles, framed by contemporary self-determination theory (SDT), and designed in accordance with Bloom's Taxonomy. The processes of awareness and integration are common to SDT and Bloom's Taxonomy, and to our knowledge, have not been applied together with the practical goal of promoting the student self-development in an educational setting. Purpose of the Study:The underlying assumptions of our curriculum hold that (1) the self functions as the psychological agent responsible for regulating personal behavior, and that (2) personal growth is an outcome of the motivation to fulfill intrinsic goals coupled with the integration of learning through an awareness of personal limitations and potentialities. We describe the design and implementation of a school-based curriculum that integrates core elements of SDT with the sequential levels of cognitive and affective learning articulated by Bloom's Taxonomy and that is intended to facilitate the student self-development.Method: Three distinct theoretical and empirical ingredients of SDT form the basis of our curriculum: goals and values, organismic integration, and mindful action. These core components of SDT are rooted in the humanistic tradition but can be transformed into a sequence of practical learning goals and activities when viewed through the lens of Bloom's * Corresponding author: Dr. Hasan Ugur, Fatih University, hugur@fatih.edu.tr ** Lucian Blaga University, petru@psiho-helpline.ro *** Prof. Dr. The Chicago School of Professional Psychology, michaelstevens@thechicagoschool.edu 90 Hasan Ugur, Petru-Madalin Constantinescu & Michael J. StevensTaxonomy. We demonstrate how Bloom's Taxonomy provides the architecture needed to implement the elements of SDT in such a way that students are able to engage in a programmatic process of selfdevelopment. In other words, the levels of Bloom Taxonomy are used to structure the application of the broad SDT/humanistic principles on which personal growth is founded.Findings: Combined with the anecdotal reactions of group members and facilitators, our impressions suggest that the consistent expression of personally selected values and characteristics requires that these aspects first become internalized as meaningful guides for living, second, motivate behavior that is consistent with the chosen values and characteristics, and third, contribute to a sense of well-being and personal growth. Conclusion and Recommendations:The process of self-development can be facilitated by the internalization of cognitive learning and is supported by affective processes that, together, yield favorable developmental outcomes for students. Although we did not subject our group-based curriculum to rigorous empirical evaluation, we encourage efforts to establish its effectiveness through qualitative and quantitative research.

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Mindfulness as a moderator of the effect of implicit motivational self-concept on day-to-day behavioral motivation

Cited by 158 publications

References 42 publications

Mindfulness as substitute for transformational leadership

Mindfulness as substitute for transformational leadership

Investigating the predictive validity of implicit and explicit measures of motivation on condom use, physical activity and healthy eating

Self-Awareness and Personal Growth: Theory and Application of Bloom’s Taxonomy

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