In the field of investigating and addressing plastic pollution, the public is increasingly involved in research as citizen scientists. Long-term monitoring for this topic is needed, and recruiting... Show moreIn the field of investigating and addressing plastic pollution, the public is increasingly involved in research as citizen scientists. Long-term monitoring for this topic is needed, and recruiting and retaining volunteers is challenging. Therefore, it is important to learn more about the demographic background, motivations and expectations of involved citizen scientists, and if these change during participation. Our research studied these aspects of the citizen scientists in the Dutch Clean Rivers project, who monitor plastic pollution on riverbanks. Participants (n = 122) completed pre- and post-survey after one year of the project. While there was no gender bias, the participants were mostly middle-aged and highly educated, and almost half had previous experience with scientific research. Their motivation to participate was mostly activistic, as they wanted to tackle the source of plastic pollution and contribute to solutions. More personal motivations, such as wanting to learn more and because it is fun to do scientific research, decreased significantly after one year of participation. Their expectations were in line with the main motivations. Understanding the background, motivations and expectations of volunteers helps this project, and the field of citizen science in plastic pollution research. Show less
To investigate factors associated with fulfilment of expectations towards paid employment after total hip/knee arthroplasty (THA/TKA). Cohort study including preoperatively employed patients aged... Show moreTo investigate factors associated with fulfilment of expectations towards paid employment after total hip/knee arthroplasty (THA/TKA). Cohort study including preoperatively employed patients aged 18-64 scheduled for THA/TKA. Expectations were collected preoperatively, and 6 and 12 months postoperatively with the paid employment item of the Hospitalfor-Special-Surgery Expectations Surveys (back-to-normal = 1; large improvement = 2; moderate improvement = 3; slight improvement = 4; not applicable = 5). Patients scoring not applicable were excluded. Fulfilment was calculated by subtracting preoperative from postoperative scores (< 0: unfulfilled; = 0: fulfilled). Multivariable logistic regression analyses were conducted separately for THA/TKA at 6 and 12 months postoperatively. Six months postoperatively, 75% of THA patients (n = 237/ n = 316) and 72% of TKA patients (n = 211/n = 294) had fulfilled expectations. Older age (TKA:OR 1.08, 95% CI 1.01-1.15) and better postoperative physical functioning (THA:OR 1.10, 95% CI 1.06-1.14; TKA:OR 1.03, 95% CI 1.01-1.06) increased the likelihood of fulfilment. Physical work tasks (THA:OR 0.12, 95% CI 0.03-0.44), preoperative sick leave (TKA:OR 0.33, 95% CI 0.17-0.65), and difficulties at work (THA:OR 0.10, 95% CI 0.03- 0.35; TKA:OR 0.41, 95% CI 0.17-0.98) decreased the likelihood of fulfilment. Twelve months postoperatively similar risk factors were found. Three out of four working-age THA/TKA patients had fulfilled expectations towards paid employment at 6 months postoperatively. Preoperative factors associated with fulfilment were older age, mental work tasks, no sick leave, postoperative factors were better physical functioning, and no perceived difficulties at work. Show less
Goal-setting is often used in eHealth applications for behavior change as it motivates and helps to stay focused on a desired outcome. However, for goals to be effective, they need to meet criteria... Show moreGoal-setting is often used in eHealth applications for behavior change as it motivates and helps to stay focused on a desired outcome. However, for goals to be effective, they need to meet criteria such as being specific, measurable, attainable, relevant and time-bound (SMART). Moreover, people need to be confident to reach their goal. We thus created a goal-setting dialog in which the virtual coach Jody guided people in setting SMART goals. Thereby, Jody provided personalized vicarious experiences by showing examples from other people who reached a goal to increase people's confidence. These experiences were personalized, as it is helpful to observe a relatable other succeed. Data from an online study with a between-subjects with pre-post measurement design (n=39 participants) provide credible support that personalized experiences are seen as more motivating than generic ones. Motivational factors for participants included information about the goal, path to the goal, and the person who accomplished a goal, as well as the mere fact that a goal was reached. Participants also had a positive attitude toward Jody. We see these results as an indication that people are positive toward using a goal-setting dialog with a virtual coach in eHealth applications for behavior change. Moreover, contrary to hypothesized, our observed data give credible support that participants' self-efficacy was lower after the dialog than before. These results warrant further research on how such dialogs affect self-efficacy, especially whether these lower post-measurements of self-efficacy are associated with people's more realistic assessment of their abilities. Show less
This dissertation examines the efforts and motives of conservation actors on Bonaire, Saba, and Sint Eustatius, and situates these actors within the larger context of the Caribbean Netherlands. The... Show moreThis dissertation examines the efforts and motives of conservation actors on Bonaire, Saba, and Sint Eustatius, and situates these actors within the larger context of the Caribbean Netherlands. The main research question addressed is: How are the efforts of conservation actors to protect the environment of the Caribbean Netherlands affected by the recent social and political changes and their (post) colonial context? To get at these issues, this dissertation combines insights and approaches from environmental psychology, anthropology, and Caribbean studies to investigate how and why residents of the Caribbean Netherlands engage in conservation actions. Situated in social history, cultural and environmental anthropology, public administration, and environmental science, this research aims to create a broader, less compartmentalized, picture and also addresses societal concerns. Because of its multidisciplinary and multi-method character, this dissertation produces information that will be useful in engaging more people in environmental conservation In the (Dutch) Caribbean. Show less
Film has been used for education ever since educators recognized its powerful potential for learning. But its educational application has been criticized throughout the decades for underuse of the... Show moreFilm has been used for education ever since educators recognized its powerful potential for learning. But its educational application has been criticized throughout the decades for underuse of the distinctive potential of film: to raise interest. To understand more fully film's potential for learning, we propose a dynamic model of viewer interest and its underlying cognitive and emotional mechanisms (film's interest raising mechanisms or FIRM model). In addition, we present an analysis method for assessing the interestingness of films in learning contexts. Our model marries interest theories from cognitive film theory and educational psychology and captures the dynamics of interestingness across a film as depending on a balance between challenge posed and coping potential provided. Show less
This study explored the readiness of teachers to learn about learning and teaching supportive modes of ICT use with the lens of the Unified Model of Task-specific Motivation (UMTM). According to... Show moreThis study explored the readiness of teachers to learn about learning and teaching supportive modes of ICT use with the lens of the Unified Model of Task-specific Motivation (UMTM). According to the UMTM readiness for action is driven by feelings of activities and thoughts about the value of consequences of activities, which both can be positive and negative, and which in turn are influenced by aspects of autonomy and competence, by social relatedness, and by subjective norm. The twofold goal of this study was to test the merits of the model in general and for ICT integration in education in particular. A sample of 282 teachers provided answers about different aspects of their motivation to learn about the two types of ICT use. There were some differences between these two types of learning activities, but for both, thoughts about the value of the consequences of the activities were more important than feelings about them. Furthermore, although sense of competence was relatively more important for leaning about learning supportive ICT use than for learning about teaching supportive ICT use, teachers’ sense of autonomy, a variable that is completely ignored in research on ICT integration, was in general far more important for learning about ICT use than sense of competence. Show less
This dissertation concerns the development of motivation and performance of students in grade 7 to 9 in secondary education. It took place in the context of GUTS (Differentiated Challenging of... Show moreThis dissertation concerns the development of motivation and performance of students in grade 7 to 9 in secondary education. It took place in the context of GUTS (Differentiated Challenging of Talent in School). This innovation focused on enhancing performance and motivation through (1) ‘talent lessons’ to challenge students in their favoured subjects, and (2) an increased performance standard. Four studies are included in the dissertation: (1) development of report card grades between grade 7 and 9; (2) the relation between motivation and performance in students’ favoured and disfavoured subjects; (3) student perceptions of the talent lessons in relation to motivation for this subject; and (4) motivation and performance from grade 7 to 9 of students in GUTS compared to various comparison groups. We found a declining performance trend and a varying relation between motivation and performance in favoured and disfavoured subjects. Additionally, students perceived the talent lessons to be autonomy-supportive and structured, and these motivating aspects showed transfer to motivation for the subject. Finally, students in GUTS showed higher levels of performance and motivation than comparison groups, and at the same time showed a similar decline in performance and motivation. Show less
Watson, P.; Wiers, R.W.; Hommel, B.; De Wit, S. 2018
Outcome-response (O-R) priming is at the core of various associative theories of human intentional action. This is a simple and parsimonious mechanism by which activation of outcome representations... Show moreOutcome-response (O-R) priming is at the core of various associative theories of human intentional action. This is a simple and parsimonious mechanism by which activation of outcome representations (e.g. thinking about the light coming on) leads to activation of the associated motor patterns required to achieve it (e.g. pushing the light switch). In the current manuscript, we review the evidence for such O-R associative links demonstrated by converging (yet until now, separate) strands of research. While there is a wealth of evidence that both the perceptual and motivational properties of an outcome can be encoded in the O-R association and mediate O-R priming, we critically examine the integration of these mechanisms and the conditions under which motivational factors constrain the sensory O-R priming effect. We discuss the clinical relevance of this O-R priming mechanism, whether it can satisfactorily account for human goal-directed behaviour, and the implications for theories of human action control. Show less
In using a fundamentally different approach to theory formation, a new Model of Motivation is presented and tested through empirical research in various studies. Motivation is assumed to evolve... Show moreIn using a fundamentally different approach to theory formation, a new Model of Motivation is presented and tested through empirical research in various studies. Motivation is assumed to evolve around an objective and to proceed in twenty-four consecutive ‘stages’ that can be organized according to eight distinct groups or 'phases'. In covering current literature, the Model appears to provide a comprehensive conceptual framework for classification of current theories on human motivation. In empirical research, a first confirmation is found for constructs, based on the Model, that appear to capture the process of motivation. In making a distinction between the process of motivation and a so-called ‘process of interference’ aimed at addressing motivation, further confirmation is obtained for critical determinants of interference, including conditions, competencies and instruments, that appear to play an essential role in management of motivation. In an overview of implications, so-called ‘mechanisms of coping’ and ‘mechanisms of collective coping’ are introduced and observed on their potential impact on society Show less
This study provides a comprehensive picture of three core elements (Intentions, Desires, Beliefs) of Theory of Mind (ToM) in young children with autism spectrum disorder (ASD, n = 63,Mage = 55... Show moreThis study provides a comprehensive picture of three core elements (Intentions, Desires, Beliefs) of Theory of Mind (ToM) in young children with autism spectrum disorder (ASD, n = 63,Mage = 55 months) and typically developing children (TD, n = 69, Mage = 54 months). Outcomes showed that ASD and TD children understood intentional actions equally well. Yet, children with ASD lacked the social interest to share intentions. Additionally, children with ASD had more difficulties in understanding others’ desires and beliefs compared to their TD peers. It is discussed whether the ToM delay seen in children with ASD is a motivational or a conceptual problem. Show less
Morality is of particular importance to people: People want to be considered moral and want to belong to moral groups. Consequently, morality judgments have the potential to motivate individuals to... Show moreMorality is of particular importance to people: People want to be considered moral and want to belong to moral groups. Consequently, morality judgments have the potential to motivate individuals to behave in ways that are considered to be ‘good’. In the current dissertation, I examined the impact of intragroup morality judgments on group members’ motivational responses, and compared those to competence judgments as an alternative domain of evaluation. In three empirical chapters, I investigated the impact of morality (vs. competence) judgments from different perspectives, namely judgments of 1) group member’s own prior behavior, 2) another group member’s behavior, as well as 3) the behavior of a prospective group member. The central hypothesis was that intragroup morality judgments generally impact more strongly on group members’ motivational responses than competence judgments. The results demonstrated that the motivational force of morality largely pertains to immorality. Judgments of immorality elicit a range of motivational responses in group members, such as negative affect, lowered perceived coping abilities, a cardiovascular pattern indicative of threat rather than challenge, and a greater inclination towards social exclusion. In conclusion, morality judgments—generally more so than competence judgments—impact on group members’ striving to be a ‘good’ group member. Show less
The thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and... Show moreThe thesis presents an exploration of the relationships between students’ motivation, represented by students’ personal goals, and the quality of cooperative learning (CL) processes of first and second year students, enrolled in secondary vocational schools. Special attention has been paid to contextual factors and their influence on the quality of CL, and to differences between students that are related to their gender, program type and ethnocultural background. Students’ goal preferences contributed just weakly to the explanation of the quality of CL, whereas students’ perceptions on contextual factors were important predictors. With regard to students’ goals, social support and mastery goals were most vital in predicting the quality of CL. Especially the extent that students were taught the appropriate knowledge, skills and rules for CL was found to be a crucial -and lasting- precondition for successful CL. Also the social climate in the classroom was important. Moreover, gender, program type and ethnocultural background had no direct effect on the quality of CL. Show less
