A tribute to Dr. Willy Lens

Dr. Willy Lens, born on December 10th, 1943, passed away on August 29th, 2014. With his passing, the motivation community has lost a seminal member, a mentor, and a friend. Dr. Lens – a Fellow of the Association for Psychological Science and Founding Fellow of the American Educational Research Association – made fundamental contributions to the study of motivation both through his own work and through his caring and thoughtful mentorship of a large community of scholars. With this tribute, we want to honor Dr. Willy Lens’ significance to psychology and education as well as his positive influence, both personally and professionally, on the lives of dozens of scholars. With his contagious enthusiasm and caring mentorship, Willy was an example for our academic community and with this tribute we express our gratitude for the privilege to have collaborated with him

How you provide corrective feedback makes a difference: the motivating role of communicating in an autonomy-supporting way

We relied on self-determination theory (SDT; Deci & Ryan, 2000) to investigate to what extent autonomy-supporting corrective feedback (i.e., feedback that coaches communicate to their athletes after poor performance or mistakes) is associated with athletes' optimal motivation and well-being. To test this hypothesis, we conducted a cross-sectional study with 337 (67.1% males) Greek adolescent athletes (age M = 15.59, SD = 2.37) from various sports. Aligned with SDT, we found through path analysis that an autonomy-supporting versus controlling communication style was positively related to future intentions to persist and well-being and negatively related to ill-being. These relations were partially mediated by the perceived legitimacy of the corrective feedback (i.e., the degree of acceptance of corrective feedback), and, in turn, by intrinsic motivation, identified regulation, and external regulation for doing sports. Results indicate that autonomy-supporting feedback can be still motivating even in cases in which such feedback conveys messages of still too low competence

No aspect of structure should be left behind in relation to student autonomous motivation

Background Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure—namely, contingency, clear expectations, help and support, and monitoring—are equally important for student learning and motivation. Aims In this cross-sectional study, we aimed to investigate to what extent students’ autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers’ contingency, clear expectations, help and support, and monitoring. Sample Participants were 12,036 Turkish adolescent students (age range: 15–19 years; 54.4% males) from 446 classes, nested into 24 public schools. Methods Cross-sectional, based on student ratings of their self-determined motivation and their teacher structure provision and autonomy support. Results Multilevel and ordinary least-squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations). Conclusions These findings imply the key role that teachers could play in enhancing their students’ autonomous motivation by providing all the elements of structure

Game and Balance Multicast Architecture Algorithms for Sensor Grid

We propose a scheme to attain shorter multicast delay and higher efficiency in the data transfer of sensor grid. Our scheme, in one cluster, seeks the central node, calculates the space and the data weight vectors. Then we try to find a new vector composed by linear combination of the two old ones. We use the equal correlation coefficient between the new and old vectors to find the point of game and balance of the space and data factorsbuild a binary simple equation, seek linear parameters, and generate a least weight path tree. We handled the issue from a quantitative way instead of a qualitative way. Based on this idea, we considered the scheme from both the space and data factor, then we built the mathematic model, set up game and balance relationship and finally resolved the linear indexes, according to which we improved the transmission efficiency of sensor grid. Extended simulation results indicate that our scheme attains less average multicast delay and number of links used compared with other well-known existing schemes

Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences

Relatively little research drawing from self-determination theory has examined the links between controlling teaching environments and student motivation. To this end, two longitudinal studies were conducted to explore how students’ perceptions of controlling teaching behavior and experiences of psychological need frustration were associated with a number of motivation-related outcomes over a school year. Multilevel growth modelling indicated that changes in perceptions of controlling teaching positively related to changes in need frustration across the school year (Studies 1 & 2) which, in turn, negatively related to autonomous motivation and positively related to controlled motivation and amotivation in Study 1 (N = 419); and positively related to fear of failure, contingent self-worth, and challenge avoidance in Study 2 (N = 447). Significant indirect effects also supported the mediating role of need frustration. These findings reinforce the need for research on the negative motivational pathways which link controlling teaching to poor quality student motivation. Implications for teacher training are discussed

In search of quality of motivation: antecedents and correlates of autonomous motivation and achievement goals in sport and physical education

In Search of Quality of Motivation: Antecedents and Correlates of Autono mous Motivation and Achievement Goals in Sport and Physical Education Based on the Self-determination theory (Deci & Ryan, 2000) and on the ac hievement goal perspective (Dweck, 1986; Elliot, 2005), the present doct oral project investigated various correlates and antecedents that may in fluence quality of motivation in sports and physical education settings. With respect to the correlates of quality of motivation, it was shown t hat mastery goals were related to emotional and social adjustment regard less of students perceived competence or peer acceptance and prosocial behavior. Also, it was tested whether experimentally manipulated mastery goals with task-referenced or self-referenced standards yielded differe nt effects on performance and well-being, whereas it was demonstrated th at athletes endorsing performance goals for controlling reasons, as thes e are defined within SDT framework, were more susceptible to report ill- being. Also, further evidence for a link between achievement goals and a utonomous and controlled motivation was provided, and an association bet ween mastery goals and outcome goals and between performance goals and a bility goals was also found. With respect to the antecedents of quality of motivation, the present doctoral research provided evidence of a moti vational model in which the need for competence and autonomous motivatio n mediated the effects of positive competence feedback on intrinsic moti vation, well-being, and performance. Similarly, it demonstrated that the need for autonomy and competence mediated the differential relation of autonomous and controlling styles of corrective feedback to well being, and moral functioning. Last, it showed that autonomy- and relatedness-su pporting environments interact with individuals motivational orientatio ns on the prediction of enjoyment and vitality as it was found that opti mally motivated individuals benefited more when embedded in favorable mo tivational environments. When considered together, these set of studies demonstrated that quality of motivation, as operationalized within both self-determination theory and the achievement goal perspective, is multi faceted, but still important.status: publishe

Emerging Trends and Future Directions for the Field of Motivation Psychology: A Special Issue in Honor of Prof. Dr. Willy Lens

This special issue is devoted to Prof. Dr. W. Lens, who passed away end of August 2014 while he was vacationing. The special issue is meant to honor Willy’s intellectual contribution to the field of motivation psychology and his enthusiastic and devoted mentorship, which has spurred many of us to study motivation-related topics. In line with Willy’s interest and extensive network, the special issue brings together scholars from diverse theoretical perspectives (i.e., Achievement Goal Theory, Future Time Perspective Theory, and Self-Determination Theory) and diverse cultural backgrounds (i.e., China, Peru, Greece, Portugal, Belgium, US, Australia, Canada). We introduce the special issue by highlighting four emerging trends that characterize contemporary motivation psychology and that were central to Willy’s work: (a) multiperspectivism (i.e., a reliance on multiple motivational frameworks); (b) the diversity of motives and goals that underlie behavior (i.e., motivational heterogeneity); (c) interest in motives for non-participation; and (d) the issue of universalism versus relativism (i.e., the question whether there exist universal motivational processes or whether these processes are contingent upon sociodemographic, personality-based, and contextual factors). Each of the eight contributions in the special issue touch upon one or more of these emerging themes, which are critically discussed in conjunction with a number of directions for future research