............................................................................................................... 10 STUDIES ....................................................................................................................... 1

The widely disseminated clinical method of motivational interviewing (MI) arose through a convergence of science and practice. Beyond a large base of clinical trials, advances have been made toward "looking under the hood" of MI to understand the underlying mechanisms by which it affects behavior change. Such specification of outcome-relevant aspects of practice is vital to theory development a...

Links: [1] https://www.sbirttraining.com/node/1588 [2] http://www.rwjf.org/ [3] https://www.sbirttraining.com/category/product/tobacco [4] https://www.sbirttraining.com/category/tags/adolescents [5] https://www.sbirttraining.com/category/tags/motivational-interviewing [6] https://www.sbirttraining.com/category/resource-types/research-report [7] https://www.sbirttraining.com/category/topics/brie...

This article offers a framework for collaborative family-centered practice that can rein-vigorate our work with families who have not responded to more traditional approaches. Collaborative Helping is grounded in family-centered principles that include: striving for cultural curiosity, believing in resourcefulness, working in partnership, and making our work more accountable to the clients we s...

Cognitive psychologists have begun to address how motivational factors influence adults' performance on cognitive tasks. However, little research has examined how different motivational factors interact with one another to affect behavior across the lifespan. The current study examined how children perform on a classification task when placed in a regulatory fit or mismatch. Nine-year-old child...

To enrich our understanding of the attitudinal/motivational basis of foreign language learning at junior high school level, this study investigated the students’ status of L2 motivation, the relationship between motivational factors, and the possibility of predicting their motivated learning behavior in light of Dörnyei’s (2005, 2009) theory of L2 Motivational Self System. To this end, 1462 jun...