150 Psychologie
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- Heinz Heckhausen (1)
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Institute
From the beginning of his work as a researcher, Heinz Heckhausen was interested in activities that are performed for their own sake and not only for some rewarding consequences-later addressed with the term "intrinsic motivation." One of his conceptual contributions to this area was the systematization of the bewildering heterogeneity of differentiations between various concepts of intrinsic and extrinsic motivation. In the conception, he himself preferred, intrinsic motivation could include incentives of actions outcome if the goal is thematically identical with the action. Doing so the per se goal directed achievement motivation could be understood as intrinsically motivated. This understanding of achievement motivation was productively utilized in educational psychology. His interest in intrinsic motivation stimulated research on activity specific incentives. One of these incentives is the total emergence with a smooth-running activity-an incentive Csikszentmihalyi had already described as "flow experience."
Know Your Preferences
(2018)
Theory and research on self-regulation is dominated by a social-cognitive perspective that places an emphasis on postdecisional (i.e., volitional) control processes of goal-maintenance in response to dual-motive conflict. In the current contribution, we focus on research on self-regulation that acknowledges the affective fundamentals of motivated action, and we highlight processes of goal selection as vital parts of self-regulation. From our perspective of motivational competence, affective and cognitive processes work together rather than oppose each other in self-regulation, rendering effortless rather than effortful goal pursuit as the hallmark of efficient human action. A precondition for such motive- and self-congruent goal pursuits is that individuals have insight into their basic preferences and (can) act accordingly. Therefore, we address capacities, such as mindfulness, which may take effect in predecisional (i.e., motivational) action phases, thereby determining all subsequent action processes.
In our cognitive motivational process model (Vollmeyer & Rheinberg, Zeitschrift für Pädagogische Psychologie, 12:11–23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, European Psychologist, 1:100–122, 1996). In this article we discuss methods with which the model can be tested. Initial motivation with its four factors challenge, probability of success, interest, and anxiety was measured with the Questionnaire on Current Motivation (QCM; Rheinberg, Vollmeyer, & Burns, Diagnostica, 47:57–66, 2001). As an indicator for the functional state we assessed flow with the FKS (Rheinberg, Vollmeyer, & Engeser, Diagnostik von Motivation und Selbstkonzept [Diagnosis of Motivation and Self-Concept], Hogrefe, Göttingen, Germany, 261–279, 2003). We also used different tasks, including a linear system, a hypermedia program, and university-level classes. In general, our methods are valid and with them we found support for our model.