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Psychological Medicine Jul 2022Motivational processes underlie behaviors that enrich the human experience, and impairments in motivation are commonly observed in psychiatric illness. While motivated... (Review)
Review
Motivational processes underlie behaviors that enrich the human experience, and impairments in motivation are commonly observed in psychiatric illness. While motivated behavior is often examined with respect to extrinsic reinforcers, not all actions are driven by reactions to external stimuli; some are driven by 'intrinsic' motivation. Intrinsically motivated behaviors are computationally similar to extrinsically motivated behaviors, in that they strive to maximize reward value and minimize punishment. However, our understanding of the neurocognitive mechanisms that underlie intrinsically motivated behavior remains limited. Dysfunction in intrinsic motivation represents an important trans-diagnostic facet of psychiatric symptomology, but due to a lack of clear consensus, the contribution of intrinsic motivation to psychopathology remains poorly understood. This review aims to provide an overview of the conceptualization, measurement, and neurobiology of intrinsic motivation, providing a framework for understanding its potential contributions to psychopathology and its treatment. Distinctions between intrinsic and extrinsic motivation are discussed, including divergence in the types of associated rewards or outcomes that drive behavioral action and choice. A useful framework for understanding intrinsic motivation, and thus separating it from extrinsic motivation, is developed and suggestions for optimization of paradigms to measure intrinsic motivation are proposed.
Topics: Humans; Motivation; Reward; Punishment; Mental Disorders
PubMed: 35796023
DOI: 10.1017/S0033291722001611 -
Medical Education Oct 2016To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important...
OBJECTIVE
To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research.
RESULTS
Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a 'growth' mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a 'fixed' mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context.
CONCLUSIONS
To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles thus derived.
Topics: Achievement; Goals; Humans; Learning; Motivation; Psychological Theory; Self Efficacy
PubMed: 27628718
DOI: 10.1111/medu.13074 -
Science (New York, N.Y.) Oct 2023The nervous system coordinates various motivated behaviors such as feeding, drinking, and escape to promote survival and evolutionary fitness. Although the precise... (Review)
Review
The nervous system coordinates various motivated behaviors such as feeding, drinking, and escape to promote survival and evolutionary fitness. Although the precise behavioral repertoires required for distinct motivated behaviors are diverse, common features such as approach or avoidance suggest that common brain substrates are required for a wide range of motivated behaviors. In this Review, I describe a framework by which neural circuits specified for some innate drives regulate the activity of ventral tegmental area (VTA) dopamine neurons to reinforce ongoing or planned actions to fulfill motivational demands. This framework may explain why signaling from VTA dopamine neurons is ubiquitously involved in many types of diverse volitional motivated actions, as well as how sensory and interoceptive cues can initiate specific goal-directed actions.
Topics: Dopaminergic Neurons; Motivation; Reward; Signal Transduction; Ventral Tegmental Area; Animals
PubMed: 37883553
DOI: 10.1126/science.adh8287 -
Psychological Medicine Oct 2016Exercise can improve clinical outcomes in people with severe mental illness (SMI). However, this population typically engages in low levels of physical activity with... (Meta-Analysis)
Meta-Analysis Review
Exercise can improve clinical outcomes in people with severe mental illness (SMI). However, this population typically engages in low levels of physical activity with poor adherence to exercise interventions. Understanding the motivating factors and barriers towards exercise for people with SMI would help to maximize exercise participation. A search of major electronic databases was conducted from inception until May 2016. Quantitative studies providing proportional data on the motivating factors and/or barriers towards exercise among patients with SMI were eligible. Random-effects meta-analyses were undertaken to calculate proportional data and 95% confidence intervals (CI) for motivating factors and barriers toward exercise. From 1468 studies, 12 independent studies of 6431 psychiatric patients were eligible for inclusion. Meta-analyses showed that 91% of people with SMI endorsed 'improving health' as a reason for exercise (N = 6, n = 790, 95% CI 80-94). Among specific aspects of health and well-being, the most common motivations were 'losing weight' (83% of patients), 'improving mood' (81%) and 'reducing stress' (78%). However, low mood and stress were also identified as the most prevalent barriers towards exercise (61% of patients), followed by 'lack of support' (50%). Many of the desirable outcomes of exercise for people with SMI, such as mood improvement, stress reduction and increased energy, are inversely related to the barriers of depression, stress and fatigue which frequently restrict their participation in exercise. Providing patients with professional support to identify and achieve their exercise goals may enable them to overcome psychological barriers, and maintain motivation towards regular physical activity.
Topics: Exercise; Humans; Mental Disorders; Motivation
PubMed: 27502153
DOI: 10.1017/S0033291716001732 -
Journal of Experimental Psychology.... Oct 2017Pseudo-set framing-arbitrarily grouping items or tasks together as part of an apparent "set"-motivates people to reach perceived completion points. Pseudo-set framing...
Pseudo-set framing-arbitrarily grouping items or tasks together as part of an apparent "set"-motivates people to reach perceived completion points. Pseudo-set framing changes gambling choices (Study 1), effort (Studies 2 and 3), giving behavior (Field Data and Study 4), and purchase decisions (Study 5). These effects persist in the absence of any reward, when a cost must be incurred, and after participants are explicitly informed of the arbitrariness of the set. Drawing on Gestalt psychology, we develop a conceptual account that predicts what will-and will not-act as a pseudo-set, and defines the psychological process through which these pseudo-sets affect behavior: over and above typical reference points, pseudo-set framing alters perceptions of (in)completeness, making intermediate progress seem less complete. In turn, these feelings of incompleteness motivate people to persist until the pseudo-set has been fulfilled. (PsycINFO Database Record
Topics: Adult; Decision Making; Female; Humans; Judgment; Male; Middle Aged; Motivation; Reward; Young Adult
PubMed: 28967777
DOI: 10.1037/xge0000337 -
Radiologic Technology Jul 2016To examine instructors' and students' perspectives on motivation in the classroom and clinical environments and to explore instructional strategies educators can use to... (Review)
Review
PURPOSE
To examine instructors' and students' perspectives on motivation in the classroom and clinical environments and to explore instructional strategies educators can use to motivate college students in the 21st century.
METHODS
Articles selected for this review were from peer-reviewed journals and scholarly sources that emphasized student and educator perspectives on motivation and instructional strategies to increase student motivation.
RESULTS
Understanding how college students are motivated can help educators engage students in lessons and activities, ultimately improving the students' academic performance.
DISCUSSION
Students exhibit increased motivation in classes when educators have high expectations, conduct an open-atmosphere classroom, and use multidimensional teaching strategies. Instructional styles such as connecting with students, creating an interactive classroom, and guiding and reminding students improved student motivation.
CONCLUSION
Radiologic science educators must be mindful of how college students are motivated and use various instructional strategies to increase students' motivation in the classroom and clinical setting.
Topics: Humans; Motivation; Students; Teaching; Technology, Radiologic
PubMed: 27390228
DOI: No ID Found -
Nature Human Behaviour Jun 2019Research investigating collective decision-making has focused primarily on the improvement of accuracy in collective decisions and less on the motives that drive... (Review)
Review
Research investigating collective decision-making has focused primarily on the improvement of accuracy in collective decisions and less on the motives that drive individuals to make these decisions. We argue that a strong but neglected motive for making collective decisions is minimizing the material and psychological burden of an individual's responsibility. Making difficult decisions with others shields individuals from the consequences of negative outcomes by reducing regret, punishment and stress. Considering shared responsibility as a another key motivation to join groups helps understand behaviours with societal implications such as political voting, committing norm violations, predicting natural disasters and making health-related decisions.
Topics: Cooperative Behavior; Decision Making; Group Processes; Humans; Motivation
PubMed: 31011162
DOI: 10.1038/s41562-019-0596-4 -
Trends in Endocrinology and Metabolism:... Jul 2020Motivated behaviors have fascinated neuroscientists and ethologists for decades due to their necessity for organism survival. Motivations guide behavioral choice through... (Review)
Review
Motivated behaviors have fascinated neuroscientists and ethologists for decades due to their necessity for organism survival. Motivations guide behavioral choice through an intricate synthesis of internal state detection, external stimulus exposure, and learned associations. One critical motivation, hunger, provides an accessible example for understanding purposeful behavior. Neuroscientists commonly focus research efforts on neural circuits underlying individual motivations, sacrificing ethological relevance for tight experimental control. This restrictive focus deprives the field of a more nuanced understanding of the unified nervous system in weighing multiple motivations simultaneously and choosing, moment-to-moment, optimal behaviors for survival. Here, we explore the reciprocal interplay between hunger, encoded via hypothalamic neurons marked by the expression of Agouti-related peptide, and alternative need-based motivational systems.
Topics: Animals; Feeding Behavior; Humans; Hunger; Motivation; Neurons
PubMed: 32387196
DOI: 10.1016/j.tem.2020.04.006 -
Neuron Nov 2015Curiosity is a basic element of our cognition, but its biological function, mechanisms, and neural underpinning remain poorly understood. It is nonetheless a motivator... (Review)
Review
Curiosity is a basic element of our cognition, but its biological function, mechanisms, and neural underpinning remain poorly understood. It is nonetheless a motivator for learning, influential in decision-making, and crucial for healthy development. One factor limiting our understanding of it is the lack of a widely agreed upon delineation of what is and is not curiosity. Another factor is the dearth of standardized laboratory tasks that manipulate curiosity in the lab. Despite these barriers, recent years have seen a major growth of interest in both the neuroscience and psychology of curiosity. In this Perspective, we advocate for the importance of the field, provide a selective overview of its current state, and describe tasks that are used to study curiosity and information-seeking. We propose that, rather than worry about defining curiosity, it is more helpful to consider the motivations for information-seeking behavior and to study it in its ethological context.
Topics: Animals; Cognitive Neuroscience; Decision Making; Exploratory Behavior; Humans; Learning; Motivation
PubMed: 26539887
DOI: 10.1016/j.neuron.2015.09.010 -
Acta Psychologica Feb 2023Self-motivated and directed learning is integral to knowledge base expansion for learners of all ages. Both motivational and cognitive processes drive self-motivated and... (Review)
Review
Self-motivated and directed learning is integral to knowledge base expansion for learners of all ages. Both motivational and cognitive processes drive self-motivated and directed lifelong learning, yet how these different processes operate together from childhood through adulthood is largely unknown. In this review, we discuss the role of personal motivators, such as beliefs in self-efficacy and personality traits in self-motivated and directed learning across the lifespan. We then consider the role of cognitive processes that contribute to knowledge base expansion in learners of all ages, specifically executive functions. We focus on working memory, inhibitory control, and task switching as potential determinants of lifelong learning. Finally, we integrate the two literatures, to discuss ways in which personal motivators may influence deployment of executive functions under self-motivated and directed conditions as a learner advances along a developmental trajectory. We also suggest ways to move the study of self-motivated and directed learning beyond observation and self-report measures thus affording experimental control. We aim to provide a more comprehensive understanding and novel insight to the mechanisms and processes of self-motivated and directed learning across the lifespan.
Topics: Humans; Child; Longevity; Learning; Motivation; Executive Function
PubMed: 36549216
DOI: 10.1016/j.actpsy.2022.103816