Results: nformational identity style has both direct and indirect effect (through the intervening role of mastery goals) on cognitive engagement (P<0.01). Normative an The path from diffuse-avoidant to performance-avoidance goals was excluded fitted model, model predicts 41% engagement. Conclusion: Inorder improve learning, (mental efforts) can be targeted using motivational variables.

Despite the fact that humans have a deep motivation to pursue and maintain close relationships, little research has examined social relationships from a motivational perspective. In the current paper, we argue that any model of close relationships must simultaneously account for people’s tendencies to both approach incentives and avoid threats in close relationships. To that end, we review rese...

Studies examining students’ achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the conclusions that can be drawn. We employed a behavioral ap...

Despite their superficial logic, systems of merit pay or pay for performance have features that are toxic to systemic improvement. Contingent rewards doled out by supervisors cause decreased focus on customer needs, loss of accurate information about defects and improvement opportunities, avoidance of stretch goals, and decreased innovation. They may also erode teamwork. Pay for performance may...

alzheimer’s disease (ad) is a disorder with multiple pathophysiological causes, destructive outcomes, and no available definitive cure. pelargonidin (pel), an anthocyanin derivative, is an estrogen receptor agonist with little estrogen side effects. this study was designed to assess pel memory enhancing effects on the a rat amyloid beta 25-35 (aβ) intrahippocampal microinjections model of ad in...

This article reviews evidence suggesting that the cause of approach and avoidance behavior lies not so much in the presence (i.e., the stimulus) but, rather, in the behavior’s anticipated future consequences (i.e., the goal): Approach is motivated by the goal to produce a desired consequence or end-state, while avoidance is motivated by the goal to prevent an undesired consequence or endstate. ...

The relation between the learning environment (e.g., students’ perceptions of the classroom goal structure and teachers’ instructional discourse) and students’ reported use of avoidance strategies (selfhandicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. Quantitative analyses indicated that students’ reports of avoidance behaviors varied signific...