Motivational Spiral Models (MSM): common and distinct motivations in context

Abstract

Motivational Spiral Models (MSM) show links over time among self concepts, feelings, strategies, skills and participation in everyday activities. In theory, MSM have many common features, with distinct features in particular contexts. This project examined children’s motivation to participate in literacy (MSM-L), social (MSM-S) and physical activities (MSM-P). The participants in Study 1 (N = 32) were 9 to 11 years old, and in Study 2 (N = 73) were 4 to 12 year old children. Locations were close to the Australian national average in socio-economic indicators, and initial screening showed these were representative samples. Analyses used variable-oriented correlational models as well as person-oriented clusters that suggest the standard and alternative motivational pathways. The results of Study 1 suggested bi-directional links between children’s self concepts and participation in activities. Study 2 identified the common features as: openness and stability over time; and self concepts that motivate and justify participation in activities. Distinct features of MSM-L show the few negative feelings that may limit reading. In MSM-S, self concepts support the positive feelings, and in MSM-P, positive feelings support the task strategies. In conclusion, findings support MSM theory with common features based on self concepts and distinct features of developing motivations in particular contexts. MSM provide a sound base for future research in the contexts of everyday activities for children. In addition, there are practical applications of the findings to prevention, monitoring and intervention programmes.Electronic supplementary materialThe online version of this article (doi:10.1186/2193-1801-2-565) contains supplementary material, which is available to authorized users.

Responding to Teenagers’ Emotional Meltdowns: How Outward Bound Instructors Facilitate Development of Anxiety Management Skills

“…The anxiety spiral. Clinical laboratory research has elucidated anxiety episodes (what we are calling "meltdowns") as a somewhat ordered "spiral" of bio-psychological processes that intensify anxiety and disrupt cognitive and behavioral functioning (Figure 1) (Fisher, 2013). The spiral begins when a person is overwhelmed by challenges.…”

Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing

“…Anxiety can also fuel negative thoughts, rumination, and avoidance behavior (Maloney et al, 2014). Scholars have suggested that these mechanisms can create a vicious feedback cycle or “spiral” of anxiety, self-doubt, helplessness, and demotivation (Fisher, 2013). Research suggests that adolescence may be an important age period for learning to manage this kind of negative emotional experience (Kessler et al, 2005; Steinberg, 2005).…”