Regulatory Focus, Task Engagement and Divergent Thinking

Beuk, Frederik; Basadur, Tim

doi:10.1111/caim.12182

Cited by 20 publications

(14 citation statements)

References 55 publications

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“…In other words, motivational states are not universally effective; rather, the effectiveness of a motivational state often depends on the particular demands of a situation (see also Bonanno & Burton, 2013). For example, whereas eager motivational states (enthusiastically seeking opportunities for gains) tend to enhance performance in situations requiring divergent thinking (e.g., a creative brainstorming task), vigilant motivational states (carefully protecting against potential losses) are more likely to enhance performance in situations characterized by convergent thinking (e.g., logic problems; Beuk & Basadur, 2016; Semin, Higgins, de Montes, Estourget, & Valencia, 2005).…”

Section: When People Regulate Motivation What Are They Regulating?mentioning

confidence: 99%

New Directions in Self-Regulation: The Role of Metamotivational Beliefs

Scholer

Miele

Murayama

et al. 2018

Curr Dir Psychol Sci

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Research on self-regulation has primarily focused on how people exert control over their thoughts, emotions, and behavior. Less attention has been paid to the ways in which people manage their motivational states in the service of achieving valued goals. In the present paper, we explore an emerging line of research that focuses on people's beliefs about their own motivation (i.e., their metamotivational knowledge), as well as the influence of these beliefs on their selection of regulatory strategies. In particular, we review evidence showing that people are often quite sensitive to the fact that distinct motivational states (e.g., eagerness vs. vigilance) are adaptive for different kinds of tasks. We also discuss how other metamotivational beliefs are inaccurate on average (e.g., beliefs about how rewards affect intrinsic motivation). Finally, we consider the implications of metamotivation research for the field of self-regulation and discuss future directions.

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Section: When People Regulate Motivation What Are They Regulating?mentioning

confidence: 99%

New Directions in Self-Regulation: The Role of Metamotivational Beliefs

Scholer

Miele

Murayama

et al. 2018

Curr Dir Psychol Sci

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show abstract

“…Fluency, flexibility, and uniqueness are often used as measures of creativity (Beuk & Basadur, 2016; Guilford, 1950). Fluency is measured as the number of ideas per respondent; flexibility is measured as the total number of distinct categories of thinking these ideas represent; and originality is defined as a low frequency of occurrence of ideas when compared with all ideas given (see, e.g., Beuk & Basadur, 2016). Other researchers measure creativity on an anchored scale, from “very uncreative” to “very creative” (Grant & Berry, 2011; Naidoo, 2016).…”

Section: Methodsmentioning

confidence: 99%

You’ve Been Framed! The Effect of Opportunity and Prosocial Framing on the Novelty and Usefulness of Student Solutions

Bertels

2018

Journal of Management Education

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Creativity, the production of ideas that are both novel and useful, is increasingly important to businesses' long-term success. This study looks at whether instructors can use framing-increasing the saliency of some aspects of a perceived reality in a communication-to affect the creativity of student solutions. More specifically, building on research on issues interpretation, the study examines the effect of opportunity framing on the novelty of student ideas. Building on the literature on perspective taking, the study also looks at the effect of prosocial framing on the usefulness of student ideas. Using a sample of 76 students, I found that students who received an assignment description that included opportunity framing produced more novel solutions. Students who received the same assignment but with prosocial framing created less useful solutions. These findings indicate that the novelty and usefulness (i.e., the creativity) of student solutions can be affected by framing and suggest that framing can be a valuable tool for instructors aiming to encourage creativity. Furthermore, by demonstrating that different types of framing affect novelty and usefulness, this study also

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“…Furthermore, the literature suggested that RFT affects individuals’ attitudes and behaviors ( Higgins and Cornwell, 2016 ). An example is given in the study by Beuk and Basadur (2016) , who found that promotion focus had a positive effect on task engagement.…”

Section: Related Workmentioning

confidence: 99%

“…Whereas individuals in a promotion focus are eager to attain advances and gains, individuals in a prevention focus are vigilant to ensure safety and avoid losses. As such, RFT has been found to positively impact creativity ( Baas et al, 2008 ) and idea generation ( Beuk and Basadur, 2016 ) and to induce longer social engagement ( Agrigoroaie et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Hurry Up, We Need to Find the Key! How Regulatory Focus Design Affects Children’s Trust in a Social Robot

et al. 2021

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In educational scenarios involving social robots, understanding the way robot behaviors affect children’s motivation to achieve their learning goals is of vital importance. It is crucial for the formation of a trust relationship between the child and the robot so that the robot can effectively fulfill its role as a learning companion. In this study, we investigate the effect of a regulatory focus design scenario on the way children interact with a social robot. Regulatory focus theory is a type of self-regulation that involves specific strategies in pursuit of goals. It provides insights into how a person achieves a particular goal, either through a strategy focused on “promotion” that aims to achieve positive outcomes or through one focused on “prevention” that aims to avoid negative outcomes. In a user study, 69 children (7–9 years old) played a regulatory focus design goal-oriented collaborative game with the EMYS robot. We assessed children’s perception of likability and competence and their trust in the robot, as well as their willingness to follow the robot’s suggestions when pursuing a goal. Results showed that children perceived the prevention-focused robot as being more likable than the promotion-focused robot. We observed that a regulatory focus design did not directly affect trust. However, the perception of likability and competence was positively correlated with children’s trust but negatively correlated with children’s acceptance of the robot’s suggestions.

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Regulatory Focus, Task Engagement and Divergent Thinking

Cited by 20 publications

References 55 publications

New Directions in Self-Regulation: The Role of Metamotivational Beliefs

New Directions in Self-Regulation: The Role of Metamotivational Beliefs

You’ve Been Framed! The Effect of Opportunity and Prosocial Framing on the Novelty and Usefulness of Student Solutions

Hurry Up, We Need to Find the Key! How Regulatory Focus Design Affects Children’s Trust in a Social Robot

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