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PubMed1980

Developing a motivating organizational climate for effective team functioning.

In order to enhance team functioning and to prevent the development of back wards, an institution must have a climate that motivates both staff and patients. The author summarizes the current technology for developing a motivating organizational climate, and describes the introduction of motivation factors into the climate of a hospital. Subsequent changes in morale, motivation, and innovation affected every segment of the hospital population--administrators, lineworkers, and patients--as well as departments and wards. On a 50-bed custodial back ward of chronic schizophrenics, motivation factors promoted more effective team functioning, improved discharge rates, and conveyed a sense of the ward as no longer backward.

Community Mental Health Services↗
PubMed1994

A motivational systems approach to the clinical experience.

A conception of the self and five motivational systems is applied to clinical psychoanalysis. Each motivational system develops in infancy from innate and learned patterns in response to a basic need, and each involves particular affects. Each motivational system contributes patterns from which important transferences evolve. At any given moment, motives derived from one or another system dominate a person's experience, motives from the other system being subsidiary or dormant. We describe the manner in which these concepts contribute to an explanation of foreground-background relations during analysis, and how analysts and analysands construct model scenes to give meaning to information acquired by empathic listening. We conclude with a clinical vignette illustrating the application of these concepts to the patient's transference and the analyst's response in the intersubjective realm of an analytic enactment and verbal exchange.

Adult↗
PubMed2005

The influence of virtual reality play on children's motivation.

PURPOSE: This study explored the degree of motivation children exhibit during virtual reality (VR) play sessions. METHOD: Sixteen children with cerebral palsy aged 8 to 12 years participated. They were observed during a variety of VR environments that were video recorded. The Pediatric Volitional Questionnaire (PVQ) was used to measure children's motivation. The PVQ provides insights into children's inner motives as well as how the virtual environment enhances or attenuates children's motives. Nine VR environments were randomly selected to score with the PVQ. RESULTS: Data were analyzed and descriptive statistics were calculated for modes and medians of total volition scores for each VR environment. Different environments produced varying levels of volitional behaviour. The features of environments that produced higher levels of volition included challenge, variability and competition. PRACTICE IMPLICATIONS: The overall volitional scores of children with cerebral palsy in the current study indicate that VR play is a motivating activity and thus has potential as a successful intervention tool.

Cerebral Palsy↗
PubMedDate not supplied

Intraindividual differences in motivation and cognition in students with and without learning disabilities.

The present study examines several cognitive and motivational variables that distinguish children with learning disabilities (n = 19) from children without learning disabilities (n = 20). The total sample included 30 males and 9 females and was composed of white, fifth-grade students from a middle-class community in the Midwest. Results showed that although the students with learning disabilities displayed lower levels of metacognitive knowledge and reading comprehension, they did not differ from the students without learning disabilities on self-efficacy, intrinsic orientation, or anxiety. In addition, they did not show any signs of learned helplessness, although they did tend to attribute success and failure to external causes more often than the students without learning disabilities. Using a cluster analysis that grouped individuals, we found that differences in the motivational and cognitive variables cut across a priori categories of children with and without learning disabilities. Three clusters were formed: one with high comprehension, motivation, and metacognition (mostly children without learning disabilities); one with low levels of comprehension and metacognition but high intrinsic motivation (all children with learning disabilities); and one with low intrinsic motivation but average comprehension, metacognition, and attributional style (approximately equal numbers of children with and without learning disabilities). Implications for diagnosis and intervention for students with learning disabilities are discussed.

Anxiety↗
PubMed2000

Sexual compatibility and the sexual desire-motivation relation in females with hypoactive sexual desire disorder.

Fifty-four female participants with hypoactive sexual desire disorder supplied daily reports of their sexual desire and motivation. The relation between desire and motivation remained statistically significant when controlling for sexual compatibility, sexual stress, sexual fantasy, and marital and sexual satisfaction. Findings suggest that (a) women higher in sexual compatibility experience greater sexual motivation regardless of their marital and sexual satisfaction, their sexual desire intensity, and depressive symptomatology; and (b) the relation between sexual compatibility and sexual desire is mediated by the propensity of those women high in sexual compatibility to have greater marital and sexual satisfaction. Within-subject analyses that controlled for autocorrelation and linear trends in the time series revealed that 40% of the women experienced significantly higher sexual motivation on greater sexual desire days. A discussion of these findings and evidence for the addition of sexual motivation as a distinct phase in the human sexual response cycle are explored.

Adult↗
PubMed2005

On attributing negative motives to others who disagree with our opinions.

The research explores the tendency for people to attribute negative motives to others who hold an attitude position that is discrepant from their own. In Studies 1 and 2, American and Canadian respondents indicated their perceptions of U.S. President Bush's motives for initiating war in Iraq. Consistent with the proposed bias, respondents who disagreed with the war attributed more selfish motivations than did those who supported the war. Study 3 revealed a similar bias when respondents rated the motives of the general citizenry concerning their attitudes about the war, and Study 4 provided evidence of the bias on different attitudinal issues (e.g., abortion and gay marriage). Study 4 also indicated that biased attributions of motive were primarily confined to respondents who were highly involved in the attitude issue. Discussion centers on naïve realism, social identity concerns, and attitude justification as relevant underlying theoretical factors.

Adolescent↗
PubMed2006

The Personal Concerns Inventory (Offender Adaptation): measuring and enhancing motivation to change.

Measuring offenders' motivation for treatment is important for selection and monitoring treatment engagement, yet few psychometrically robust measures of motivation exist. The Personal Concerns Inventory (PCI) was developed to assess motivation to change in people with addictive behaviours. It focuses on identifying goals in a wide variety of life areas, and two profiles have consistently been identified--adaptive and maladaptive. This study aimed to adapt the PCI for use with offenders and assess its suitability. Following amendment, 11 men serving prison sentences were interviewed using the PCI (Offender Adaptation, OA). Personal concerns related to self-change, and partner, family, and relationships were most commonly identified. Scores suggested that offenders show adaptive and maladaptive profiles, similar to those previously identified. The PCI (OA) has promise for use with offenders, although the issue of whether the PCI (OA) is better viewed as a measure of motivation or a motivational enhancer remains for further research.

Adaptation, Psychological↗
PubMed2005

What motivates senior clinicians to teach medical students?

BACKGROUND: This study was designed to assess the motivations of senior medical clinicians to teach medical students. This understanding could improve the recruitment and retention of important clinical teachers. METHODS: The study group was 101 senior medical clinicians registered on a teaching list for a medical school teaching hospital (The Canberra Hospital, ACT, Australia). Their motivations to teach medical students were assessed applying Q methodology. RESULTS: Of the 75 participants, 18 (24%) were female and 57 (76%) were male. The age distribution was as follows: 30-40 years = 16 participants (21.3%), 41-55 years = 46 participants (61.3%) and > 55 years = 13 participants (17.3%). Most participants (n = 48, 64%) were staff specialists and 27 (36%) were visiting medical officers. Half of the participants were internists (n = 39, 52%), 12 (16%) were surgeons, and 24 (32%) were other sub-specialists. Of the 26 senior clinicians that did not participate, two were women; 15 were visiting medical officers and 11 were staff specialists; 16 were internists, 9 were surgeons and there was one other sub-specialist. The majority of these non-participating clinicians fell in the 41-55 year age group. The participating clinicians were moderately homogenous in their responses. Factor analysis produced 4 factors: one summarising positive motivations for teaching and three capturing impediments for teaching. The main factors influencing motivation to teach medical students were intrinsic issues such as altruism, intellectual satisfaction, personal skills and truth seeking. The reasons for not teaching included no strong involvement in course design, a heavy clinical load or feeling it was a waste of time. CONCLUSION: This study provides some insights into factors that may be utilised in the design of teaching programs that meet teacher motivations and ultimately enhance the effectiveness of the medical teaching workforce.

Adult↗
PubMed2007

Motives and preferences of general practitioners for new collaboration models with medical specialists: a qualitative study.

BACKGROUND: Collaboration between general practitioners (GPs) and specialists has been the focus of many collaborative care projects during the past decade. Unfortunately, quite a number of these projects failed. This raises the question of what motivates GPs to initiate and continue participating with medical specialists in new collaborative care models. The following two questions are addressed in this study: What motivates GPs to initiate and sustain new models for collaborating with medical specialists? What kind of new collaboration models do GPs suggest? METHODS: A qualitative study design was used. Starting in 2003 and finishing in 2005, we conducted semi-structured interviews with a purposive sample of 21 Dutch GPs. The sampling criteria were age, gender, type of practice, and practice site. The interviews were recorded, fully transcribed, and analysed by two researchers working independently. The resulting motivational factors and preferences were grouped into categories. RESULTS: 'Developing personal relationships' and 'gaining mutual respect' appeared to dominate when the motivational factors were considered. Besides developing personal relationships with specialists, the GPs were also interested in familiarizing specialists with the competencies attached to the profession of family medicine. Additionally, they were eager to increase their medical knowledge to the benefit of their patients. The GPs stated a variety of preferences with respect to the design of new models of collaboration. CONCLUSION: Developing personal relationships with specialists appeared to be one of the dominant motives for increased collaboration. Once the relationships have been formed, an informal network with occasional professional contact seemed sufficient. Although GPs are interested in increasing their knowledge, once they have reached a certain level of expertise, they shift their focus to another specialty. The preferences for new collaboration models are diverse. A possible explanation for the differences in the preferences is that professionals are more knowledge driven than organisation driven as the acquiring of new knowledge is considered more important than the route by which this is achieved. A new collaboration model seems a way to acquire knowledge. Once this is achieved the importance of a model possibly diminishes, whereas the professional relationships last.

Adult↗
PubMed2006

Cannabis, motivation, and life satisfaction in an internet sample.

Although little evidence supports cannabis-induced amotivational syndrome, sources continue to assert that the drug saps motivation 1, which may guide current prohibitions. Few studies report low motivation in chronic users; another reveals that they have higher subjective wellbeing. To assess differences in motivation and subjective wellbeing, we used a large sample (N = 487) and strict definitions of cannabis use (7 days/week) and abstinence (never). Standard statistical techniques showed no differences. Robust statistical methods controlling for heteroscedasticity, non-normality and extreme values found no differences in motivation but a small difference in subjective wellbeing. Medical users of cannabis reporting health problems tended to account for a significant portion of subjective wellbeing differences, suggesting that illness decreased wellbeing. All p-values were above p = .05. Thus, daily use of cannabis does not impair motivation. Its impact on subjective wellbeing is small and may actually reflect lower wellbeing due to medical symptoms rather than actual consumption of the plant.

Adolescent↗
PubMed2006

Information-Motivation-Behavioral Skills (IMB) Model: testing direct and mediated treatment effects on condom use among women in low-income housing.

BACKGROUND: The Information-Motivation-Behavioral Skills (IMB) model of HIV preventive behavior (1-4) specifies that treatment effects on behavior occur largely as the result of treatment effects on behavioral skills, which follow from effects on information and motivation. PURPOSE: The objective was to determine whether the variables specified by the IMB model of HIV preventive behavior (1-4) accounted for the relation between an IMB-based treatment and resulting HIV preventive behavior (condom use). METHOD: Women (n = 557) living in 18 low-income housing developments in 5 geographically dispersed cities were recruited to participate in an HIV-prevention study. Women (within housing developments) were randomly assigned to receive an IMB-based, HIV risk-avoidance intervention or a comparison intervention. Baseline and posttreatment (16 months after baseline) data were collected on condom use information, motivation (social norms, attitudes, intentions, and perceived risk), enactment of behavioral skills (condom negotiation and procurement), and rates of condom use in the past 2 months. RESULTS: The IMB intervention led to a 12% to 16% increase in condom use rates over the course, whereas the comparison intervention led to 2% decrease. In addition, the IMB treatment led to greater increases in condom use information, in the intentions and social norms components of motivation and the condom procurement and condom conversations components of behavioral skills. The IMB model provided an acceptable fit to the data (root mean square error of approximation < .05) and accounted for 50% of the variance in posttreatment condom use among the sample. Treatment effects on condom use were almost entirely mediated by the IMB variables; specifically, motivation and enactment of behavioral skills mediated the intervention's impact on condom use. CONCLUSIONS: These results provide supporting evidence as to how theoretical variables operate to effect change within a theory-based intervention and provide evidence as to the applicability of a prevailing theory of HIV risk behavior among low-income minority women.

Adolescent↗
PubMed2000

The ability of the AIDS quilt to motivate information seeking, personal discussion, and preventative behavior as a health communication intervention.

A Solomon 4-group-design-style field experiment examined the ability of the NAMES Project Foundation's AIDS Memorial Quilt (AIDS Quilt) to motivate information seeking, personal discussion, and behavioral outcomes among those who viewed it. Results indicate that the AIDS Quilt intervention explained significant differences in information-seeking motivations and information-seeking behavior. Information-seeking motivation positively predicted actual information-seeking behavior, which in turn predicted increased discussion and decreased risky behavior. Information-seeking motivation in itself did not predict discussion or behavior. The results suggest that campaigns designed primarily to increase information-seeking motivation can result in desired behavioral outcomes.

Acquired Immunodeficiency Syndrome↗
PubMed2001

Health motivation: a determinant of older adults' attendance at health promotion programs.

The primary purpose of conducting this study was to determine if there is a significant relation between health motivation and participation in health promotion programs in a sample of community-dwelling older adults (n = 106). Health motivation was measured using Cox's (1985) Health Self-Determinism Index, and participation in health promotion programs was measured by tallying the self-reported number of programs attended within the past year by each individual. The effects of selected demographic variables on these two variables were also examined. The conceptual framework guiding the study was the Health-Promoting Self-Care System Model (Simmons, 1990). Intrinsically motivated older persons attended fewer programs (p < .01) than those who were more extrinsically motivated. Higher educational level (p < .001) and fewer health problems (p < .01) emerged as significant predictor variables for intrinsic health motivation, and those with less formal education attended more health promotion programs (p < .05).

Aged↗
PubMedDate not supplied

Understanding motivation to enhance patient compliance.

Motivation as a psychological concept is important in health care because frequently good care is dependent on the motivation of the patient, his/her family and the practitioners within the healthcare team. In addition, nurses need to be motivated to keep up to date with professional developments. This article describes George Kelly's framework of motivation and suggests recommendations to enhance practice in this area. The main conclusion is that although external determinants can encourage a person to engage in a particular activity the most effective kind of motivation is that which is internally mediated.

Defense Mechanisms↗
PubMed2003

Outcomes of systematic motivational counseling for substance use following traumatic brain injury.

The effects of Systematic Motivational Counseling (SMC) on adults following traumatic brain injury (TBI) were assessed. The sample comprised 40 participants in the SMC Group who received 12 individual SMC sessions and 54 participants in the Comparison Group who received no motivational or substance-abuse treatment. Both groups received rehabilitation for their brain injuries. The SMC additionally focused on participants' personal goals and concerns in various areas of their lives, and helped them to formulate and execute concrete and realistic plans for resolving their concerns. To assess changes across time in the SMC Group, motivational structure, positive and negative affect, and substance use were measured at baseline, immediately after the intervention (mean of 10.2 months from baseline), and at a follow-up (mean of 9.1 months later). Because the comparison group had no SMC intervention, only two assessments were taken: at baseline and at a follow-up (mean of 12.8 months later). Across time, the SMC Group showed significant improvements in motivational structure and a significant reduction in negative affect and the use of substances of abuse. There were no corresponding changes in the Comparison Group. The results indicate that SMC improves motivational indices and may help to moderate substance use; hence they suggest a potential role for SMC in the rehabilitation of patients with TBI.

Adult↗
PubMed2006

Severity of dependence and motivation for treatment: comparison of marijuana- and cocaine-dependent treatment seekers.

Although marijuana dependence is prevalent, most individuals with marijuana dependence do not seek treatment. There are few data characterizing treatment seeking marijuana-dependent patients compared to patients presenting for treatment of other drugs regarding the severity of illness and motivation for treatment. Forty-two marijuana-dependent individuals were compared to 58 cocaine-dependent individuals seeking treatment. Compared to cocaine-dependent patients, those with marijuana dependence were younger and less likely to be dependent on alcohol or other drugs. Both groups had similar rates of comorbid anxiety and affective disorders. Marijuana-dependent individuals had lower total number of dependence symptoms but had a higher percentage of individuals endorsing withdrawal symptoms. Although marijuana-dependent individuals had less outpatient treatment exposure, the difference between the two groups was not significant and motivation for change, based on the University of Rhode Island Change Assessment, was similar for both groups of treatment seekers. However, the Circumstances, Motivation, Readiness for Treatment Scale suggested that cocaine-dependent individuals were more motivated for treatment. Taken together, these data suggest that treatment seeking marijuana-dependent individuals have substantial withdrawal dependence symptomatology although it is less clear if they are as motivated to seek out treatment as cocaine-dependent treatment seekers.

Adult↗
PubMed2001

Juvenile male sexual offenders: the quality of motivation system of assessment and treatment issues.

A group of juvenile male sexual offenders (n=100) completed the Quality of Motivation Questionnaire (QMQ) upon entry into a residential treatment facility. The concepts of Quality of Motivation (QM) Theory are presented to explain the QMQ scores. The scores include Disclosure Level, Sources of Motivation, Life Style Characteristics and Power. The results indicate abnormal motivation scores in the area of Disclosure Resistance, Depression, Primary and Learned Sources of Motivation, and all of the Maladaptive Skills Scores. Recommendations of treatment issues for therapists are prioritized according to QM Theory and presented in a treatment plan format called the Personal Development Plan (PDP). Implications for further research with the QMQ include outcome measurement of changes and comparison with non-offender groups.

Adaptation, Psychological↗
PubMed2003

Multiple goals, motivation and academic learning.

BACKGROUND: The type of academic goals pursued by students is one of the most important variables in motivational research in educational contexts. Although motivational theory and research have emphasised the somewhat exclusive nature of two types of goal orientation (learning goals versus performance goals), some studies (Meece, 1994; Seifert, 1995, 1996) have shown that the two kinds of goals are relatively complementary and that it is possible for students to have multiple goals simultaneously, which guarantees some flexibility to adapt more efficaciously to various contexts and learning situations. AIM: The principal aim of this study is to determine the academic goals pursued by university students and to analyse the differences in several very significant variables related to motivation and academic learning. SAMPLE: Participants were 609 university students (74% women and 26% men) who filled in several questionnaires about the variables under study. METHOD: We used cluster analysis ('quick cluster analysis' method) to establish the different groups or clusters of individuals as a function of the three types of goals (learning goals, performance goals, and social reinforcement goals). By means of MANOVA, we determined whether the groups or clusters identified were significantly different in the variables that are relevant to motivation and academic learning. Lastly, we performed ANOVA on the variables that revealed significant effects in the previous analysis. RESULTS: Using cluster analysis, three groups of students with different motivational orientations were identified: a group with predominance of performance goals (Group PG: n = 230), a group with predominance of multiple goals (Group MG: n = 238), and a group with predominance of learning goals (Group LG: n = 141). CONCLUSIONS: Groups MG and LG attributed their success more to ability, they had higher perceived ability, they took task characteristics into account when planning which strategies to use in the learning process, they showed higher persistence, and used more deep learning strategies than did the students with predominance of performance goals (Group PG). On the other hand, Groups MG and PG took the evaluation criteria more into account when deciding which strategies to use in order to learn, and they attributed their failures more to luck than did Group LG. Students from Group MG attributed their success more to effort than did the other two groups and they attained higher achievement than Group PG. Group LG tended to attribute their failures more to lack of effort than did the other two groups.

Achievement↗