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PubMedDate not supplied

[Girls are more successful than boys at the university. Gender group differences in models integrating motivational and aggressive components correlated with Test-Anxiety].

It is surprising to note the evolution of success rates in Belgian universities especially in the first Year. Men are less successful than women and the differences are escalating in an alarming way. Dropouts take the same direction and women now represent a majority of the students at the university. In a previous study, we assessed 616 students in the first Year at the university of Liège with Vasev, the English name of which was TASTE, a self report questionnaire constituted of 4 factors: anxiety, self confidence, procrastination and performance value; anxiety particularly concerned somatic expression of students before and during test evaluations; self confidence was a cognitive component close to self efficacy; procrastination was the behavioral component characterizing avoidance when students are confronted with the risk of failure; performance value referred to intrinsic and extrinsic motivations. French validation of TASTE led to an abbreviated version of 50 items (THEE) consisting of 5 factors, the four of TASTE and an additional one, very consistent, at first called depression because of its correlations with this dimension, then called sense of competence on account of its semantic content. Self-competence has been described in the literature of Achievement Motivation and corresponded to expectancy and ability beliefs in performance process which was also relevant to self-efficacy except the particularity of comparison with others, which was not included in the last construct. Self-competence has been considered as an important part of the Worry component of test anxiety. Some Authors didn't hesitate to view causality flowing from self-competence to test anxiety and have conceptualized the latter as a failure of the self where one's sense of competence has been undermined as a result of experienced failure. In our study, only that factor was equally scored in women and men whereas it was scored higher in failed students. In other respects anxiety and performance value were scored higher in women, self-confidence and procrastination higher in men. Because TASTE didn't discriminate the different components of motivation (performance value referred to intrinsic and extrinsic motivations without precise distinction) we decided to use the MPS (Multidimensional Perfectionism Scale) which gave the opportunity to distinguish SOP (Self Oriented Perfectionism) ie, the self-imposed unrealistic standards with inability to accept faults in order to know and master a subject, that corresponded to intrinsic motivation; SPP (Socially Prescribed Perfectionism) ie, the exaggerated expectancies of others which are subjectively believed as imposed and uncontrollable leading to anxiety, feelings of failure or helplessness, that corresponded to extrinsic motivation; POO (Perfectionism Oriented to Others) ie, the unrealistic demands expected from significant others, which especially characterized males. We assumed that women attached more importance to succeed and submitted more to society exigencies. That way extrinsic and intrinsic motivations were probably more combined unlike men who, dreading a loss of self esteem, tried to avoid failure responsibility in using self handicapping or aggressive behaviours, so separating motivation in an extrinsic part turned to performance value and an intrinsic one more concerned by self confidence and sense of competence with the result that the motivational balance was surely disrupted in case of high competition leading to failure or avoidance. In another previous study we established a structural model illustrating, according to gender, correlations between anxiety, sense of incompetence, self-oriented perfectionism and socially prescribed perfectionism. Self-oriented perfectionism was less correlated to socially prescribed perfectionism in boys than in girls; furthermore especially by those who had never failed, it was negatively correlated to sense of incompetence, thus leading to lower scores of anxiety while in girls, by contrast, such a correlation didn't exist, thus involving higher anxiety. That way, on the one hand, intrinsic and extrinsic motivations by female students complementarily operated on the sense of incompetence and consequently on anxiety, the emotional component of test anxiety; on the other hand, by male students, intrinsic motivation had a negative correlation with the sense of incompetence and a lower correlation with extrinsic motivation, thereby shedding some light on the problem of anxiety level differences according to gender. More, that observation corresponded well to the model of self-worth where test anxiety was understood as a manifestation of perceived incompetence and as a defensive way to ward off negative self-evaluation; that model suited particularly well to boys and explained their attempts to maintain self-worth when risking academic failure. The present research assumes that independence or combination of motivation components is also correlated to different expressions of aggressiveness: hostility corresponding to threat and characterizing more girls while physical aggression is corresponding to personal challenge, a more masculine attribution. If fighting against the sense of incompetence actually characterizes men and consequently shows too the competitive aspects of performance strong enough to mobilize intrinsic motivation, what would be expected regarding the notion of threat suspected to be predominant in girls? The idea of using a questionnaire discriminating the specific dimensions of aggressiveness in fact the Aggression Questionnaire should meet the following purposes: At first establish a French version of that aggression questionnaire, perform the factorial analyses and internal consistency, compare them with other previous samples, then differentiate gender in general and in failure versus success situations. Finally include the different components of aggressiveness in the first described model and build a new one liable to define in boys the explicit pathways between test anxiety, perfectionism and aggressiveness. Statistical analyses have confirmed, in a 3 factor solution, the presence of emotional (anger), cognitive (hostility) and behavioural (physical aggression) components. Internal consistency is satisfactory. It is demonstrated that physical aggression characterizes boys (F=12.04, p=0.0001) while hostility (F=5.22, p=0.0015) and anger (F=0.49, p=0.0001) characterizes girls; furthermore it is noted that physical aggression characterizes more failed students (F=13.43, p=0.0003). Four models (see figures 2, 3, 4, 5) have been established, at first focused on the distinction of correlations between motivation and cognitive and emotional components on the samples of boys (n=268) and girls (348), then developed on the samples of successful students, male (n=193) and female (n=271). They describe the differentiated action of intrinsic and extrinsic motivations on the different components of aggressiveness and test-anxiety according to gender and without experience of failure. The dynamic process of the organizational factors is different according to gender and psychopathology resulting from the combinations of behaviors, cognitions and emotions would be assumed, prioritizing physical aggression and psychopathy by boys, anxiety and depression by girls. Anyway more explanation about the evolution of success rates of boys and girls in Belgian universities is proposed.

Adult↗
PubMed2002

The concept of patient motivation: a qualitative analysis of stroke professionals' attitudes.

BACKGROUND AND PURPOSE: The purpose of this work was to investigate how stroke rehabilitation professionals understand the concept of motivation and the ways that they use this concept in their clinical practice. METHODS: This qualitative study used semistructured, in-depth interviews with the professionals working in the stroke unit of an inner-city teaching hospital in the UK. RESULTS: Motivation was a frequently used concept and was described as an important determinant of rehabilitation outcome. Motivation was attributed to patients on the basis of their demeanor (proactivity was equated with motivation, passivity with lack of motivation) and their compliance with rehabilitation (compliance was seen as indicative of motivation, noncompliance as a lack of motivation). These criteria were found to have blurred boundaries. The determinants of motivation were located partly in personality factors but also in social factors. Central among the social factors were aspects of the professionals' own behavior taken to positively and negatively affect motivation. Some professionals reported treating unmotivated patients differently from motivated ones, especially if these unmotivated patients were elderly. Motivation was described as a potentially dangerous label. CONCLUSIONS: Professionals are wary of the concept of motivation yet commonly use it in their clinical practice. The blurred boundaries of the criteria used to identify motivation mean that patients must strike a delicate balance between proactivity and compliance to avoid being categorized as unmotivated. The way the concept of motivation is used in clinical practice might have negative implications for patient care, eg, when reticent yet motivated patients are labeled unmotivated.

Attitude of Health Personnel↗
PubMedDate not supplied

Psycho-social determinants and motivational phases in smoking behavior of cardiac inpatients.

BACKGROUND: To explore possibilities for health education, this study analyzed the differences in motives regarding smoking cessation of cardiac inpatients in various motivational phases. The Attitude-Social influence-Efficacy Model (ASE model) was used to assess motives, while motivational phases were measured with concepts from the Transtheoretical Model. METHODS: Data on smoking behavior, attitudes, social influences, self-efficacy expectations, and motivational phases were collected from a sample of 532 cardiac inpatients. A revised typology of the Transtheoretical Model was used for measuring motivational phases and resulted in four groups: smokers in precontemplation, smokers in contemplation, externally motivated actors, and internally motivated actors. Analysis of variance with Tukey's multiple comparison test was used to study differences in psycho-social determinants between these four groups. RESULTS: As hypothesized, externally motivated actors differed from internally motivated actors in having less positive attitudes, less social support, and lower self-efficacy expectations. Attitudes and social support were most positive among smokers in contemplation and internally motivated actors. Self-efficacy expectations were lowest among subjects in precontemplation and contemplation. CONCLUSIONS: Subjects in different motivational phases differed in their psycho-social determinants. Therefore, it is recommended that stage-tailored education be developed. Finally, externally motivated actors have to be approached in a different way than internally motivated actors.

Analysis of Variance↗
PubMed2005

Motivation for therapy and the results of inpatient treatment of patients with a generalized anxiety disorder: a prospective study.

Whether the primary motivation for entering therapy significantly influences the results of inpatient psychotherapeutic treatment is subject to debate. The purpose of this study was to examine this question in women with generalized anxiety disorder. The monitored results from 54 female inpatients (29 who were highly motivated to enter therapy and 25 who were minimally motivated) were compared. The questionnaire for measuring psychotherapy motivation (FMP), the symptom checklist (SCL-90-R) and the questionnaire for measuring change of experience and behavior (VEV) were used to assess motivation and results of treatment. The patients were tested at admission and after the fourth and sixth weeks of therapy, at which time the patients with high primary motivation showed a significantly more marked reduction of anxiety symptoms (SCL-90-R, P < 0.01). These patients also had better test results on the VEV (P < 0.01). However, both quantitative and qualitative improvements in motivation for therapy were observed among the less motivated patients, and this improvement did not differ from that of the highly motivated group on most scales of the FMP (P < 0.05 to P = 0.43). Highly motivated patients with generalized anxiety disorder can profit significantly more from inpatient psychosomatic treatment than those who have less primary motivation. However, less motivated patients can show significant positive changes in developing motivation for therapy, as well as in the final results of treatment. Establishing and developing motivation prior to hospitalization might contribute to more efficient and cost-effective clinical treatment.

Adolescent↗
PubMed2005

Relations between cannabis use and dependence, motives for cannabis use and anxious, depressive and borderline symptomatology.

This study investigated the relations between anxious, depressive and borderline symptomatology, motivations for cannabis use, and cannabis use and dependence among 212 adolescents and young adults, 114 of whom were cannabis users. Motives for cannabis use were assessed using the Marijuana Motives Measure (Simons, J., Correia, C. J., Carey, K. B., & Borsari, B. E. (1998). Validating a Five-Factor Motives Measure: Relations with use, problems and alcohol motives. Journal of Counseling Psychology, 45, 265-273.). In three sets of regression analyses, motives, cannabis use frequency, and cannabis dependence served as criterion variables. First, when motives were regressed on psychopathological measures, borderline symptomatology predicted expansion motives in both boys and girls. Second, when frequency of use was regressed on motives and psychopathological measures, enhancement motives were the only significant predictor among boys and expansion motives were the only significant predictor among girls. Finally, when cannabis dependence was regressed on motives and psychopathological measures, borderline symptomatology was the only significant predictor in boys and expansion motives were the only significant predictor in girls. This study suggests the importance of motives and borderline symptomatology in the understanding of cannabis use and dependence among adolescents and young adults.

Adolescent↗
PubMedDate not supplied

Motivation for treatment preceding and following a substance abuse program.

BACKGROUND: Motivation for treatment is generally considered a powerful predictor of treatment seeking and success in patients with alcohol and drug dependence disorders. Objective measures have seldom been used, however, to assess how motivation is altered during treatment, or the impact of depression/anxiety on motivation. METHODS: We assessed motivation using the Treatment Motivation Questionnaire (TMQ) in 78 male alcohol- and drug-dependent veterans immediately preceding and following an intensive, 2-week residential substance abuse program. The TMQ assesses four domains of motivation: internal motivation, external motivation, interpersonal help-seeking, and nonconfidence in treatment. RESULTS: Following treatment, only external motivation changed (decreased), whereas the other dimensions of motivation retained the high levels observed pretreatment. Depression (as measured by the Beck Depression Inventory, BDI) was highly correlated with three of the four domains of motivation, while anxiety (as measured by the Spielberger State-Trait Anxiety Inventory, STAI) was highly correlated solely with internal motivation. CONCLUSIONS: Our findings suggest that depression and anxiety may differentially effect motivation and that external motivation may be quite transient; treatment implications of these findings are discussed. The usefulness of the TMQ in a residential population was also explored.

Adult↗
PubMed2005

Personal fulfillment motivates adolescents to be physically active.

OBJECTIVES: To identify factors that motivate adolescents to be physically active; to assess differences in motivators for groups at risk for physical inactivity, including girls vs boys, overweight vs nonoverweight youth, and youth with low vs high perceived sport competence; and to assess links between activity motivation and physical activity. DESIGN: Cross-sectional study. SETTING: A middle school in rural central Pennsylvania. PARTICIPANTS: Two hundred two girls (n = 92) and boys (n = 110). MAIN EXPOSURE: Motivations to be physically active were assessed using the Activity Motivation Scale. Perceived sport competence was measured by the Physical Self Description Questionnaire. Participants' height and weight were measured and used to classify their overweight status. MAIN OUTCOME MEASURE: Three self-reported measures were used to assess adolescents' physical activity. RESULTS: Adolescents were most likely to report personal fulfillment as the strongest motivating factor for physical activity (mean [SD], 3.49 [0.56]), followed by weight-based motivation (mean [SD], 2.39 [0.93]), peer motivation (mean [SD], 2.09 [0.67]), and parent motivation (mean [SD], 1.72 [0.73]; F = 680.74; P<.001). Overweight adolescents reported significantly higher weight-based motivation (mean [SD], 2.84 [0.79]) compared with nonoverweight adolescents (mean [SD], 2.06 [0.89]; F = 40.52; P<.001), and adolescents with low perceived sport competence reported significantly lower personal fulfillment motivation (mean [SD], 3.20 [0.68]) compared with adolescents with higher perceived sport competence (mean [SD], 3.69 [0.32]; F = 52.31; P<.001). Personal fulfillment was the only motivating factor that showed a consistent moderate to strong association with physical activity across all regression models. CONCLUSION: Personal fulfillment motivation should be considered when designing physical activity promotion programs for adolescents.

Adolescent↗
PubMed2004

Determinants and consequences of health worker motivation in hospitals in Jordan and Georgia.

Health worker motivation reflects the interactions between workers and their work environment. Because of the interactive nature of motivation, local organizational and broader sector policies have the potential to affect motivation of health workers, either positively or negatively, and as such to influence health system performance. Yet little is known about the key determinants and outcomes of motivation in developing and transition countries. This exploratory research, unique in its broader study of a whole range of motivational determinants and outcomes, was conducted in two hospitals in Jordan and two in Georgia. Three complementary approaches to data collection were used: (1) a contextual analysis; (2) a qualitative 360-degree assessment; and (3) a quantitative in-depth analysis focused on the individual determinants and outcomes of the worker's motivational process. A wide range of psychometric scales was used to assess personality differences, perceived contextual factors and motivational outcomes (feelings, thoughts and behaviors) on close to 500 employees in each country. Although Jordan and Georgia have very different cultural and socio-economic environments, the results from these two countries exhibited many similarities among key determinants: self-efficacy, pride, management openness, job properties, and values had significant effects on motivational outcomes in both countries. Where results were divergent, differences between the two countries highlight the importance of local culture on motivational issues, and the need to tailor motivational interventions to the specific issues related to particular professional or other groupings in the workforce. While workers themselves state that financial reward is critical for their work satisfaction, the data suggest a number of non-financial interventions that may be more effective means to improve worker motivation. This research highlights the complexity of worker motivation, and the need for a more comprehensive approach to increasing motivation, satisfaction and performance, and for interventions at both organizational and policy levels.

Attitude of Health Personnel↗
PubMedDate not supplied

Motivational structure. Relationships with substance use and processes of change.

The motivational model stresses that substance misuse occurs in the context of the satisfactions and frustrations that people derive from incentives in other areas of their lives. Therefore, it is important to assess substance users' motivational structure, that is, the patterns by which they strive for these incentives. This article presents a technique for assessing motivational structure, through which people's motivation to use substances can better be understood. Results of studies using the assessment suggest the following: (a) Unless university students with alcohol-related problems have adaptive motivational structures, they are less able to control their drinking. (b) Alcohol abusers' motivational structure leads them to experience less life satisfaction than does university students' motivational structure. (c) In treatment, substance abusers with more adaptive motivation show less problem denial and more motivation for change than those with a more maladaptive pattern. (d) Alcohol abusers with healthier motivational structures show better immediate responses to treatment and have better long-term outcomes than those with less healthy patterns. (e) Systematic Motivational Counseling (SMC) improves motivational structure and reduces substance use. These results support the motivational model.

Adult↗
PubMed2002

Motivation for health behaviours: a systematic review of the nursing literature.

UNLABELLED: AIMS AND RATIONALE: This research review examines nursing and allied health studies exploring motivation for health behaviours to identify the state of understanding of this construct within nursing. This review contributes to nursing science by synthesizing nursing research regarding motivation for health behaviour. METHODS: Integrative research review methodology. FINDINGS: Problems of existing research include nonprobability sampling of heterogeneous populations, low statistical power, and colinearity. Studies identifying predictors of motivation explained large proportions of variance using regression. Motivation was not a significant predictor of health behaviours for over one-third of the studies. Overall, the studies suggest that either motivation is not being effectively measured because of a lack of conceptual clarity or that motivation is not an essential determinant of health behaviours. The latter cannot be verified until psychometric research advances current measurement of motivation to a higher level. LIMITATIONS; The literature for this review was accessed through the Cumulative Index of Nursing and Allied Health Literature (CINAHL) database. Databases for other disciplines were not included in this search. This work represents a first step towards understanding motivation for health behaviour as it is currently defined in the literature. Future studies are necessary to broaden this understanding beyond nursing. CONCLUSIONS: Motivation is a frequently cited rationale underlying the adoption and maintenance of health behaviours in research and practice. Motivation is complex and multidimensional, and clearer definitions for motivation are needed. Populations that have been underrepresented in motivation research need to be targeted in future research. Researchers and practitioners are challenged to examine carefully the role of motivation for health behaviours and explore other factors that may more strongly influence health behaviours.

Attitude to Health↗
PubMed2001

Mastery motivation in children with Down syndrome.

Mastery motivation refers to the intrinsic motivation children have to interact with their environments in order to learn about them. It appears early in life, and has been regarded by many researchers as a key motivator for development. It has also been suggested that young school age children with Down syndrome show lowered motivation to perform tasks. It is important to know if this low motivation is present from the start, or develops as a result of environmental experiences; studies of mastery motivation have been one way of investigating this issue. However definitions of mastery motivation, and hence empirical studies, have varied. Thus this paper starts by revisiting the issues surrounding definition and measurement. There is general agreement on some issues: that mastery motivation is intrinsic, that it is manifest in different behaviours as the child develops, that there are individual differences in mastery behaviour, and that these are affected by environmental factors. There is also current agreement that it is essential to remove the confound of differing levels of developmental competence by using individualized measurement. However there is disagreement about which behaviours best index mastery motivation. Some empirical work with infants with Down syndrome is reviewed, and results from a recent longitudinal study on the development of mastery motivation are presented. The results concurred with most others in the recent literature, suggesting that low mastery motivation is not inevitable in infancy in Down syndrome. Infants with Down syndrome showed similar patterns of development as typically developing children, with slight delays. It is argued that longitudinal studies are needed to demonstrate such patterns of development. As the children developed from 6 to 24 months mental age there was no evidence for decreasing levels of mastery motivation. Thus there was no support for the view that more failure experiences impact on levels of mastery motivation. In contrast caregivers did see their young children with Down syndrome as less object mastery oriented than did caregivers of typically developing children. The caregivers of children with Down syndrome were also significantly more directive in their interactions with their children, and there was some suggestion that individual differences in mastery behaviours were related to levels of mastery behaviours in their children. The final section speculates on reasons for these results, and makes suggestions for future work.

Child↗