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Low Motivation (low + motivation)

Distribution by Scientific Domains

Medical Sciences	60%
Psychology	40%

Selected Abstracts

Active/Exploratory Training Promotes Transfer Even in Learners with Low Motivation and Cognitive Ability

APPLIED PSYCHOLOGY, Issue 1 2010
Nina Keith
Active training approaches encourage self-directed exploration, whereas guided training stresses direct instruction and external guidance during training. The present research investigated interactions of individual-difference variables,motivation and cognitive ability,and training approach on performance in tasks that are similar to training tasks (analogical transfer) and tasks that are novel and distinct from training tasks (adaptive transfer). In accordance with a resource allocation framework (Kanfer & Ackerman, 1989), we expected effects of individual differences on transfer performance to be reduced after active/exploratory training compared with guided training, because participants of exploratory training engage in the same kind of metacognitive processing during training and transfer. Consequently, attentional demands are reduced during transfer, whereas for participants of guided training the transfer situation imposes high attentional demands. Experiment 1 (N= 37) taught a word processing program and Experiment 2 (N= 110) taught a presentation program using either active/exploratory or guided training. Consistent with previous research, training methods were equally effective for analogical transfer but active/exploratory training led to better adaptive transfer. In addition, interaction hypotheses were supported. Contrary to common recommendations, results suggest that active/exploratory training is suitable for promoting transfer even in learners with relatively low motivation and ability. La formation active stimule la recherche personnelle tandis que la formation dirigée accentue la transmission de directives et de conseils. Cette étude porte sur les interactions de variables relevant de différences individuelles (la motivation et les aptitudes cognitives) avec le type de formation sur la performance dans des tâches similaires aux tâches apprises (transfert analogique) et dans des tâches qui sont différentes de celles apprises (transfert adaptatif). A partir d'un modèle d'allocation de ressources (Kanfer & Ackerman, 1989), on s'attendait à ce que l'action des différences individuelles sur la performance suite au transfert soit atténuée à la suite d'une formation centrée sur l'exploration active, en comparaison de la formation dirigée, cela parce que les stagiaires bénéficiant d'une formation active font appel à la même catégorie de processus métacognitifs lors de la formation et du transfert. Par conséquent, une moindre attention est nécessaire durant le transfert, tandis que pour les stagiaires soumis à la formation dirigée, la situation de transfert exige une forte attention. La première expérience (N = 37) portait sur l'apprentissage d'un logiciel de traitement de textes et la deuxième sur l'apprentissage d'un logiciel de préparation d'un exposé utilisant soit une formation active, soit une formation dirigée. En accord avec les recherches antérieures, ces méthodes de formation sont d'une efficacité analogue en ce qui concerne le transfert analogique; mais la formation active permet un meilleur transfert adaptatif. De plus, les hypothèses sur les interactions ont été confirmées. A l'encontre des recommandations habituelles, nos résultats montrent que la formation active est favorable au transfert même quand les stagiaires présentent des aptitudes et des motivations relativement faibles. [source]

Information seeking and reciprocity: a transformational analysis

EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 4 2003
Marcello Gallucci
The motivation to reciprocate is analyzed within the framework of interdependence theory, with focus on the process of transformation of situations. A model of transformation is presented for the motivation to reciprocate and hypotheses regarding allocation behavior and information seeking are derived. The hypotheses are tested in two experiments implementing a game where participants allocate payoff to self and other in a sequential way, with one participant able to gather costly information regarding the other's previous behavior. Individual differences in the motivation to reciprocate are assessed with the Personal Norm of Reciprocity questionnaire. Results show that participants with high motivation to reciprocate seek information regarding other's past behavior, and react to this information as the norm of reciprocity prescribes. Participants with low motivation to reciprocate prefer information regarding the future of the interaction (Study 1), or no information (Study 2), and behave in a more selfish way. Results are discussed with respect of (1) the transformation of situation process, (2) the role of reciprocity as an interpersonal motive, and (3) the validity of the individual differences measure. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Identifying challenges for academic leadership in medical universities in Iran

MEDICAL EDUCATION, Issue 5 2010
Ali Bikmoradi
Medical Education 2010: 44: 459,467 Context, The crucial role of academic leadership in the success of higher education institutions is well documented. Medical education in Iran has been integrated into the health care system through a complex organisational change. This has called into question the current academic leadership, making Iranian medical universities and schools a good case for exploring the challenges of academic leadership. Objectives, This study explores the leadership challenges perceived by academic managers in medical schools and universities in Iran. Methods, A qualitative study using 18 face-to-face, in-depth interviews with academic managers in medical universities and at the Ministry of Health and Medical Education in Iran was performed. All interviews were recorded digitally, transcribed verbatim and analysed by qualitative content analysis. Results, The main challenges to academic leadership could be categorised under three themes, each of which included three sub-themes: organisational issues (inefficacy of academic governance; an overly extensive set of missions and responsibilities; concerns about the selection of managers); managerial issues (management styles; mismatch between authority and responsibilities; leadership capabilities), and organisational culture (tendency towards governmental management; a boss-centred culture; low motivation). Conclusions, This study emphasises the need for academic leadership development in Iranian medical schools and universities. The ability of Iranian universities to grow and thrive will depend ultimately upon the application of leadership skills. Thus, it is necessary to better designate authorities, roles of academic staff and leaders at governance. [source]

Strategies for Managing Barriers to the Writing Process

NURSING FORUM, Issue 4 2000
Celia E. Wills RN
Publication is essential to advancing nursing knowledge for clinical practice, but relatively few nurses publish the results of their research or other writings about clinical practice issues. This article identifies some common barriers to writing for publication-personal factors, such as inadequate knowledge and writing skills, lack of confidence, and low motivation for writing for publication; and situational factors, such as limited time, energy, and other resources constraints-and discusses strategies for managing such barriers. Key words: [source]

Gradual Dose Taper Following Chronic Buprenorphine

THE AMERICAN JOURNAL ON ADDICTIONS, Issue 2 2001
Ami B. Becker Ph.D.
This paper describes the time course of withdrawal and relapse in opioid-dependent volunteers (n = 8) who completed a gradual outpatient buprenorphine dose taper (28 days). Compliance with treatment was very high, as evidenced by clinic attendance (96,100%). Urinalysis showed that 6 of the 8 volunteers had relapsed to opiates by the end of the dose taper, even though reports of withdrawal were generally low. Relapse may have been triggered by a desire to re-experience the drug's positive subjective effects, craving, or low motivation to remain drug-free. A longer taper combined with an expanded range of treatments may improve prognosis. [source]