Motivational determinants of risk-taking behavior.

Atkinson, John W.

doi:10.1037/h0043445

Cited by 2,753 publications

(1,454 citation statements)

References 16 publications

Supporting

Mentioning

1,249

Contrasting

Unclassified

Order By: Relevance

“…Two motivational dispositions in particular have received much research attention and are critical to the current review, that is, the need for achievement and fear of failure. As introduced by Atkinson (1957;see also McClelland, Atkinson, Clark, & Lowell, 1953), need for achievement represents individuals' dispositional inclination to seek positive outcomes (i.e., success) in achievement tasks, whereas fear of failure represents individuals' dispositional tendency to avoid negative outcomes (i.e., failure) in such tasks. Within the hierarchical model of achievement motivation (Elliot, 1999), these acquired motive dispositions reflect general competence-and affect-based motivational constructs that energize individuals in achievement situations and orient them towards success or away from failure.…”

Section: Towards Integration: the Hierarchical Model Of Achievement Mmentioning

confidence: 99%

“…A second important evolution within the achievement goal literature represents the integration of the more recent work on achievement goals with the classic work on achievement-related motive dispositions (Atkinson, 1957). In the hierarchical model of achievement motivation (Elliot, 1999;Elliot & Church, 1997), achievement-related motive dispositions represent broad competence-based constructs that influence the adoption of achievement goals in specific achievement situations.…”

Section: Towards Integration: the Hierarchical Model Of Achievement Mmentioning

confidence: 99%

See 1 more Smart Citation

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Vansteenkiste

Lens

Elliot³

et al. 2014

Educational Psychologist

139

142

View full text Add to dashboard Cite

An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals' achievement goals, a distinction central to Self-Determination Theory.To stimulate work in this area, we formulated five propositions, arguing that consideration of the "why" (i.e., type of reasons) in addition to the "what" (i.e., type of aims) of achievement goals, (a) provides an account for the regulatory basis of achievement goals, (b) opens the door for other motivation theories to be linked to the achievement goal literature, (c) matters in terms of predicting outcomes, (d) allows for a richer account of contextual forces influencing motivation, and (e) sets the stage for an enriched hierarchical model of achievement motivation. In closing, we discuss various future research directions. Towards a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement GoalsThe literature on achievement goals has burgeoned over the past 30 years. By relying on cross-sectional, longitudinal, and experimental methodologies, scholars in diverse domains, including education, sport, and work, have documented the correlates and effects of different types of achievement goals (Elliot, 2005;Hulleman, Schrager, Bodmann, & Harackiewicz, 2010; Kaplan & Maehr, 2007; Murayama, Elliot, & Friedman, 2011; Van Yperen, Blaga, & Postmes, in press). The aim of the present contribution is to review recent empirical work that has just begun to systematically consider people's underlying reasons for adopting and pursuing achievement goals. Vansteenkiste, Niemiec, & Soenens, 2010). SDT is a well-validated theory, which has a long tradition of examining the reasons underlying individuals' activity engagement and thus proved ideally suited to theorize about and examine the reasons underlying individuals' achievement goal pursuit. Within SDT, it is maintained that these reasons can vary in their level of autonomy and volition relative to control and pressure. When learners' achievement goal pursuit is controlled regulated, they feel pressured, either from the outside or from within, to pursue and attain particular achievement goals. Instead, when learners' achievement goal pursuit is autonomously regulated, they have either fully endorsed the goal or they experience the goal pursuit as inherently satisfying and challenging. To illustrate, when taking an entrance exam at the beginning of college, learners could feel pressured by their parents 3 Reasons underlying Achievement Goals (i.e., controlled reason) to outperform their peers (i.e., performance-approach goal) or they could more willingly pursue the goal of doing better than their peers because they foresee the personal benefits of doing so (i.e., autonomous reason). Similarly, due to time constraints, learners could feel pressured (i.e., controlled rea...

show abstract

Section: Towards Integration: the Hierarchical Model Of Achievement Mmentioning

confidence: 99%

Section: Towards Integration: the Hierarchical Model Of Achievement Mmentioning

confidence: 99%

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Vansteenkiste

Lens

Elliot³

et al. 2014

Educational Psychologist

139

142

View full text Add to dashboard Cite

show abstract

“…For further elaborations and details on these issues it is referred to the works by Atkinson (1957) and Imsen (1993). Moreover, for a developmental perspective on expectancy-value theory of achievement motivation it is referred to the study by Wigfield (1994), while Graham & Weiner (1996) give a review of the theories and principles of motivation.…”

Section: Motivation and Masteringmentioning

confidence: 99%

“…A puzzle or nut is a challenge, readily somewhat different from the other tasks the students are facing during their routine schooling. Atkinson (1957) has expressed the total achievement motivation T a as the sum of the desire to achieve success T s (motivation to achieve) and the fear for failure f T − (motivation to avoid failure) (Atkinson, 1957;Imsen, 1993):…”

Section: Motivation and Masteringmentioning

confidence: 99%

See 1 more Smart Citation

Reviewing the Learning Process through Creative Puzzle Solving

Jelle¹

2017

View full text Add to dashboard Cite

Human beings are at a continuous learning process at various levels and with different motivations during their whole lifetime. Puzzle solving may beneficially be applied to increase the motivation, enhance the mastering apprehension, promote the creative processes, expand the ability to engage and solve miscellaneous challenges from various viewpoints, and hence lead to an improved learning process and problem solving capability. That is, the application of puzzles may lead to better learning and increased knowledge in general, stimulating the reasoning process and the apprehension of the need for both creativity and hard work. Thus, teachers of both students and teachers may find it beneficial to utilize the art of puzzle solving. Typically, the puzzles are very suitable for and mostly used in mathematics and natural science classes. Nevertheless, the puzzles are in general also applicable for any type of class. The aim of this study is to examine and discuss the learning process through applying creative puzzle solving as a teaching tool. These aspects are illustrated through a review of several selected puzzle examples.

show abstract

The Quest for Certainty

Schwartz¹,

Wolf²

1959

Arch NeurPsych

View full text Add to dashboard Cite

Motivational determinants of risk-taking behavior.

Cited by 2,753 publications

References 16 publications

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Reviewing the Learning Process through Creative Puzzle Solving

The Quest for Certainty

Contact Info

Product

Resources

About