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
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
