bluuebunny/crossref_metadata_2025_split huggingface dataset:
Vitamins for Psychological Growth
Authors: Soenens Bart , Vansteenkiste Maarten 
Published: January 2023

Abstract
Whether a universal recipe exists for motivating others is an intriguing question. Most people would probably doubt this possibility, instead arguing that one needs to adjust one’s motivational approach according to the person and situation at hand (i.e., motivational tailoring). To be effective, a motivational practice first needs to nurture the psychological needs for autonomy, competence, and relatedness. These three needs serve as essential nutrients for every person’s long-term motivation, engagement, and well-being regardless of age, cultural background, gender, or personality. These needs represent the critical “vitamins” for individuals’ psychological growth and flourishing. Although the satisfaction of these psychological needs is said to be universally important, people differ in their perception of contextual support and in the way they deal with contexts that thwart their needs.
Big-Fish-Little-Pond Effect
Authors: Marsh Herbert W. , Basarkod Geetanjali 
Published: January 2023

Abstract
Self-concepts are based on objective accomplishments evaluated in relation to frames of reference. In the big-fish-little-pond effect (BFLPE), equally able students have lower academic self-concepts in high-average ability schools, but higher academic self-concepts in low-average ability schools. The authors of this essay note the existence of additional psychological comparison processes that influence self-concept formation, including temporal (“I am getting better”) and dimensional (“I am better at math than verbal subjects”) comparisons. By employing increasingly sophisticated theoretical and statistical models, motivation scientists have integrated multiple frame-of-reference effects into a unified framework and shown support for the universality of the BFLPE.
Controlling Your Own Motivation Is an Acquired Skill
Authors: Wolters Christopher A. 
Published: January 2023

Abstract
Motivation is a critical influence on achievement and success. Increased and more adaptive forms of motivation help explain differences in performance outcomes for students, athletes, artists, and employees. Regrettably, people often lack sufficient motivation even within contexts central to their long-term goals. In this essay, the author argues that the capacity to understand and improve one’s own motivation is an instrumental skill that people can acquire and use to their own advantage. The ability to control one’s own motivation is a malleable skill, and four examples are presented to illustrate the effective use of deliberate control in response to common motivational problems.
A Key to Motivation Is Thinking and Acting Like You Can Change Things
Authors: Patall Erika A. 
Published: January 2023

Abstract
People occasionally have days when they feel like a pawn, responding to the pushes and pulls of the environment or their own biological urges. Years of psychological research suggests this is partly accurate. People do engage in behaviors outside of their awareness and personal control because of habit or to conform, and sometimes they simply do not know why they are doing things. However, this is not the entire story. When it comes to controlling personal motivation, a critical step is believing in one’s own agency—to think and act like things can change. People who believe that they can shape the environment and their own behavior to meet their needs and goals tend to change things for the better.
Dissecting the Elephant
Authors: Pekrun Reinhard 
Published: January 2023

Abstract
Cognition, emotion, and motivation are mental processes that can be conceptually separated but nevertheless overlap considerably. Most motivational processes involve cognition, and that cognition typically is motivated. Similarly, motivation often comprises emotion, and emotions can include motivational components. Nevertheless, given that they represent different facets of the mental system, it is still useful to distinguish between the three constructs. The potential intersection also presents a problem for any research on the relations between cognition, emotion, and motivation variables—to the extent that they measure the same phenomena, empirical relations between the measures may be boosted by overlap rather than reflecting relations between independent constructs. These distinctions and points of overlap have implications for the assessment of motivation and for motivation interventions.
Is a Focus on Looking Smart Beneficial for Students’ Engagement, Learning, and Achievement?
Authors: Linnenbrink-Garcia Lisa 
Published: January 2023

Abstract
An achievement goal refers to the underlying reason or purpose for engaging in an achievement-related situation such as school, work, or sports. For the past several decades, achievement goal theorists have debated whether there are benefits when students focus on demonstrating their competence while also trying to learn and understand. The debate has largely focused on the potential achievement benefits of trying to look smart. On the positive side, performance-oriented goals such as trying to look smart do tend to boost performance, but this comes at a cost, such as a threat to self-worth. In trying to answer this question, achievement goal theories emphasize and recommend the utility of mastery goals, multiple goals, and adaptive goal profiles.
Should Theoretical Integration Occur in the Motivation Literature?
Authors: Koenka Alison C. , Wigfield Allan 
Published: January 2023

Abstract
Theoretical integration in motivation science brings both potential benefits and important shortcomings. For the past several years, motivation theories and constructs have proliferated. Given this growth, is integration within and across theoretical perspectives necessary? Rather than simply asking whether such integration should occur, scholars should consider a more nuanced set of questions: theoretical integration of what, for whom, and when? In asking these more nuanced questions, it becomes apparent that some integration of highly similar constructs may be advantageous at this juncture. However, prior to considering such large-scale integration, motivation scholars should first more directly and critically assess their theoretical assumptions.
How Do We Motivate People? Connecting to People’s Existing Goals and Values
Authors: Dweck Carol S. 
Published: January 2023

Abstract
Recent successful interventions work by capitalizing on motivations that already exist within individuals, particularly within the field of adolescent behavior change. This approach is illustrated through interventions that taught adolescents a growth mindset about their abilities, encouraged healthy eating, infused schoolwork with more personal interest and meaning, and fostered “empathic discipline” among teachers of adolescents. In all of these cases, it was the connection to existing goals and values that appeared to help newly learned (or newly activated) beliefs and behaviors take root and bear fruit. This successful approach can be contrasted against the more common unsuccessful approach that tells people what they should think or do.
Easy to Get People to Do Things, More Challenging to Facilitate Their Motivation
Authors: Grolnick Wendy S. 
Published: January 2023

Abstract
People use extrinsic incentives such as rewards, threats, and punishments to stir others to act and change their behavior. Such incentives can be immediately effective, but they have drawbacks. For interesting activities, extrinsic incentives can undermine motivation, making the person feel that they are behaving only because of the incentive. For uninteresting activities, extrinsic incentives prevent people from appreciating the value and importance of the activity. In both cases, when the incentive is no longer available, the person’s motivation is at risk. In contrast, providing rationales and choices are two alternatives that facilitate both behavior and long-term motivation. Rationales and choices also allow for the person’s input and for student–teacher opinion exchange regarding the behavior.
How Do We Motivate People? By Working with Their Self-Beliefs
Authors: Usher Ellen L. 
Published: January 2023

Abstract
“Can I do this?” People’s response to this question provides a strong clue to how they will behave toward a task. Feeling a sense of personal efficacy guides how people think, what they choose, and ultimately what they do. In contrast, people who doubt their capabilities typically expect less of themselves, choose easier tasks, or give up entirely. Those with high personal efficacy beliefs expect better outcomes, choose more challenging pursuits, and optimize their performance. Four building blocks of a healthy sense of efficacy have been identified. Recommendations are offered for how professionals in education, work, sports, and health can use these insights to support self-efficacy development of those in their care.
Is Academic Motivation a Tree Trunk, a Fan, a Wall, a Rope, a Snake, or a Spear?
Authors: Skinner Ellen A. 
Published: January 2023

Abstract
The field of achievement motivation is concept and data rich, populated by well-articulated and well-researched theories. However, these tens of thousands of studies have largely proceeded within separate, siloed theoretical territories. The result is a splintered, complex, and confusing picture of student motivation. Little attention has been devoted to sorting out, comparing, or integrating constructs from different theories. Hence, despite the breadth, depth, and differentiation of achievement motivation research to date, its complexity and lack of coherence threaten to impede theoretical and empirical progress and interfere with the design of comprehensive interventions in the classroom. This fragmentation represents the most fundamental limitation in contemporary motivation theory and research today.
Gaps in Contemporary Motivation Research
Authors: Martin Andrew J. , Burns Emma C. 
Published: January 2023

Abstract
Traditional self-report surveys of motivation, such as questionnaires, may not be specific enough to provide valid and precise measurement of motivation. These limitations can significantly hamper motivation assessment, research, and practical interventions. While currently underutilized, biopsychology can inform and supplement traditional motivation research to better explain how and why students go about their schoolwork. This essay explores two areas of biopsychological research in the context of student motivation: psychophysiology (e.g., via heart rate, cortisol, electrodermal activity) and neuroscience (e.g., via electroencephalogram). Psychophysiological and neuropsychological perspectives can augment current research and practice in all of the following ways: motivation assessment; motivation theory; motivation intervention; and expanded breadth, reach, and relevance of motivation in schools.
Identifying the Role of Social Relationships in Motivating Students to Learn
Authors: Wentzel Kathryn R. 
Published: January 2023

Abstract
Understanding motivation at school has grown exponentially over past decades. Advances include learning about the role of students’ achievement-related self-beliefs, as manifest in values, goal orientations, perceived efficacy, and a sense of autonomy and self-determination. However, these intrapersonal processes tell only half the story. Researchers do not yet have a clear understanding of how beliefs concerning the social context interact with these intrapersonal processes to motivate academic engagement. What is needed to gain a new and deeper understanding in students’ motivation to learn is a discussion about the potential role of the interpersonal contexts that are most central to children’s lives, including relationships with family, peers, and teachers.
Most Motivation Research in Education Is Not Yet Useful for Teachers
Authors: Patrick Helen 
Published: January 2023

Abstract
Despite a long history of research on student motivation, it often seems that research has not influenced practice. This situation is frustrating for researchers and teachers alike. In general, researchers feel that teachers do not follow research-based recommendations, while teachers view research as not being applicable to them, their students, or their classrooms. Reasons for this impasse include differences in assumptions about motivation, assumptions about the role of theory in guiding classroom practice, the plethora of motivational theories and related jargon, and the generalizability of research results to actual classroom outcomes. These issues arise from researchers’ insufficient attention to ecological validity and an inadequate understanding of educational contexts. Therefore, the major responsibility for overcoming the chasm between teachers and researchers lies with researchers.
The Most Fundamental Limitation in Motivation Theory and Research Is Our Theories
Authors: Anderman Eric M. 
Published: January 2023

Abstract
The past two decades have seen growth in theoretical development and empirical support for self-determination theory, expectancy-value theory, achievement goal theory, attribution theory, and social cognitive theory. Whereas these developments have created numerous opportunities for the field, they may at times limit the bounds of new scholarship. Motivation science offers abundant opportunities for researchers to focus their efforts on contemporary issues. However, a fundamental limitation in motivation science is framing a program of research within one particular theoretical framework. Using a narrow theoretical focus jeopardizes the opportunities to support student motivation. Instead, what is most needed and what is most beneficial in motivation science is to adopt a broader theoretical perspective in one’s program of motivation research.
The Next Decade
Authors: Dweck Carol S. 
Published: January 2023

Abstract
Researchers must recognize anew that motivation is the foundation of psychology. Currently, the field of psychology tends to carve people into different pieces according to subdisciplines that focus separately on cognition, emotion, social behavior, personality traits, psychopathology, and so on. Sharing a vision of neuroscience and personality psychology, this author argues for motivation as the animating and organizing force behind behavior and as the basis for a unified perspective on psychological processes. The centrality of motivation will produce two new future developments. First, in neuroscience, motivation will better explain how the brain works, as during goal pursuit and intelligent decision-making. Second, motivation will better explain how children develop their personality, as new needs emerge and through the motivations these produce and the choices they present.
Harnessing Biopsychology and Mobile Technology to Develop Motivation Science in the Next Decade
Authors: Martin Andrew J. , Burns Emma C. , Kennett Roger , Pearson Joel 
Published: January 2023

Abstract
Benefits arise from adding “new generation” biopsychological indicators of motivation to “classic” motivation assessments. With the rise of mobile technology (smartphones, wristbands), researchers are now better positioned to capture real-time biopsychological motivation markers and to conduct more ecologically valid motivation research in the classroom setting. Such psychophysiology indicators include heart rate, heart rate variability, electrodermal activity, and eye gaze, and these measures can be paired with traditional motivation assessments such as surveys and observations. The authors of this essay discuss how complementing classic research methods with new-generation biopsychological indicators is the next exciting empirical frontier in both educational psychology and motivation science.
Assessing Motivation Dynamically
Authors: Schunk Dale H. 
Published: January 2023

Abstract
Motivation has a long history in psychology and other disciplines, becoming, by the mid-twentieth century, an active field of inquiry. When psychological theories began to increasingly incorporate cognition, beginning in the 1960s, motivation theories broadened their focus as well. Motivation is a dynamic, changing construct. Unfortunately, most research assesses motivation in static ways, as with the use of questionnaires. A significant development in motivation science in the next decade will be refinements in assessment methods to reflect fine-grained, real-time measures of motivation. Such measures will show moment-to-moment changes in motivation as a function of motivational outcomes and environmental influences. The future will also bring better integration of motivation research with neuroscience research to investigate how motivational processes are represented neurally.
Community-Engaged Research
Authors: Gray DeLeon L. , Harris-Thomas Brooke 
Published: January 2023

Abstract
In the opinion of the authors of this essay, the biggest shift in motivation science will be to bring an increased focus on community-engaged research methodologies. In an effort to establish motivation science as science, researchers have maintained distance between researchers and participants as an acceptable, valid, and correct way of gaining research-based insights. However, this distance has contributed to the continued need to translate scholarship from theory to practice after research has been conducted. Community-engaged research approaches help researchers overcome this theory–practice gap by ensuring that research is inclusive of participants, contextually based, and thus inherently relevant to educational communities.
Liberal Left Nativism
Authors: Duyvendak Jan Willem , Kešić Josip , Stacey Timothy 
Published: January 2023

AbstractBy focusing on nativist tendencies among the liberal left, this chapter contributes to the understanding of an important but neglected manifestation of nativism. The chapter shows that leftist nativism can be seen as sharing traits with right nativism: It regards the right as a minority that threatens the national community. The chapter argues that this depiction of the right has a long history in the Netherlands. It acknowledges that the line between liberal universalist forms of exclusion and liberal nativism is murky but, pushing through the paradox of toleration, the chapter attempts to theoretically distinguish between these before undertaking empirical examination of key cases.
How Can Liberals Counter Nativism?
Authors: Duyvendak Jan Willem , Kešić Josip , Stacey Timothy 
Published: January 2023

AbstractThis chapter draws on insights as to how and why nativism has returned, as well as other research on the narratives that motivate liberally oriented people to take action in the world, to offer the basis of alternative narratives that can counter nativism. The aim is to recognize the human need to belong without conceding that belonging must be framed in nativist ways. Instead, the chapter offers a liberal politics of belonging that places diversity, equality, and progressiveness at its core. A narrative to counter nativism would have to be attentive to the ideas of the past and present that dominate in the context into which it is being pitched. Such a narrative would offer equal dignity to all regardless of background, partly through reflection on how to recognize the sense of cultural longing that all people experience and partly on the basis of the cultural landscape that has revealed itself through the widespread acceptance of nativism.
Overview
Authors: Dybicz Phillip 
Published: January 2023

Abstract
Chapter 1 of A Genealogy of the Good and Critique of Hubris begins by introducing the broad question to be investigated: “Are we as a profession progressing morally in our endeavors to provide social welfare services to those in need?” It then begins making comparisons to previous books on social welfare history—from traditional histories to cultural histories to critical histories—in order to distinguish how this book’s use of the genealogical method marks it as both unique when compared to prior contributions and particularly suited to answer this question. Lastly, it thoroughly describes the various elements that comprise a Discourse as envisioned in this book: conditions of society (geographic, economic, political, and social), the urgent need, intellectual thought, defining cultural feature, philosophical paradigm (ontology, epistemology, and causality), conceptions of the self, rules of right, and overarching theme.
The Colonial American Discourse (c. 1620–1820)
Authors: Dybicz Phillip 
Published: January 2023

Abstract
Chapter 2 of A Genealogy of the Good and Critique of Hubris describes the Colonial Discourse (1620–1820) on social welfare and begins by offering three anecdotes of social welfare practices that occurred in colonial America, specifically chosen for their shock value when viewed from present understandings of social welfare: auctioning off the poor, corporal punishment for crime, and the wearing of a red letter “P” to qualify for relief at an almshouse. The claim is then made that once the reader learns of the Discourse operating during that era, these practices, which upon first glance seemed very strange and even barbaric, will be understood to be quite humane. The chapter then proceeds to thoroughly describe the Colonial Discourse, periodically referring back to the previous anecdotes as the means to illustrate how such practices arose. The urgent need of this Discourse is identified as that of maintaining the social hierarchy.
Social Welfare Practices in the Modern Era (c. 1920–Present)
Authors: Dybicz Phillip 
Published: January 2023

Abstract
Chapter 7 of A Genealogy of the Good and Critique of Hubris first examines the various twentieth-century psychological and sociological theories developed to inform social welfare practices. Then, social scientific investigation in the human services is looked at more broadly, along with providing a cautionary warning as to the predilection toward pseudoscience and the inherent limitations of the neurotic paradox (the idea that rigor works in opposition to relevance). Next, the evolution of social work into three broad categories—casework/psychotherapy, group work, and community organizing—is described. The recent emergence of a Postmodern discourse is discussed in terms of how the present time period may be indicative of a transition period between discourses. Moral blind spots take the form of a natural predilection toward social control. Lastly, reflections are offered as to how the insights can be applied to improve one’s practice.
Social Welfare at a Crossroads
Authors: Dybicz Phillip 
Published: January 2023

Abstract
Chapter 10 of A Genealogy of the Good and Critique of Hubris offers concluding comments and revisits the question posed in Chapter 1, “Are we morally progressing as a profession?” The answer contains nuanced “yes” and “no” aspects. The nature of moral blind spots is more thoroughly examined and the conclusion drawn that one must vigilantly maintain a critical awareness of one’s practice in order to avoid such pitfalls. Falling prey to hubris is seen as retarding one’s ability to maintain such critical awareness. Nurturing a strong sense of cultural humility is offered as the best means to maintain it. Finally, the profession of social work is depicted as being at a crossroads: Various scenarios are offered as to the path that could be taken: either continuing for some time down the present path of practice informed by the Modern Discourse or beginning to proceed down a path of practice informed by the Postmodern discourse.