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Motivating the academic mind: High-level construal of academic goals enhances goal meaningfulness, motivation, and self-concordance

Motivating the academic mind: High-level construal of academic goals enhances goal meaningfulness, motivation, and self-concordance
Motivating the academic mind: High-level construal of academic goals enhances goal meaningfulness, motivation, and self-concordance
How one thinks about or conceptualizes a goal has important consequences for the motivational features of goal pursuit. Two experiments tested the hypothesis, inspired by work on meaning in life, action identification theory, and expectancy-value theory, that high-level construal of an academic goal should enhance motivation to pursue that goal. In each experiment, we manipulated high-level versus low-level construal of an academic goal and assessed several variables related to the goal: the perceived meaningfulness of the goal, motivation to pursue the goal, and goal self-concordance. Supporting the hypothesis, individuals who thought about their academic goal in a high-level manner viewed their goal as more meaningful, reported being more motivated to pursue the goal, and reported the goal to be more self-concordant. Implications and future directions are discussed.
0146-7239
193-202
Davis, William E.
ea1e5dfa-c902-468a-8dea-b51fd4a35518
Kelley, Nicholas J.
445e767b-ad9f-44f2-b2c6-d981482bb90b
Kim, Jinhyung
106e89a3-aa46-49e9-9dd0-be6ca4e5ee3f
Tang, David
c1f39cad-a682-4b04-871d-9c8fd2e10504
Hicks, Joshua A.
716c3e2a-9b09-4a3e-8482-c03ac56be415
Davis, William E.
ea1e5dfa-c902-468a-8dea-b51fd4a35518
Kelley, Nicholas J.
445e767b-ad9f-44f2-b2c6-d981482bb90b
Kim, Jinhyung
106e89a3-aa46-49e9-9dd0-be6ca4e5ee3f
Tang, David
c1f39cad-a682-4b04-871d-9c8fd2e10504
Hicks, Joshua A.
716c3e2a-9b09-4a3e-8482-c03ac56be415

Davis, William E., Kelley, Nicholas J., Kim, Jinhyung, Tang, David and Hicks, Joshua A. (2016) Motivating the academic mind: High-level construal of academic goals enhances goal meaningfulness, motivation, and self-concordance. Motivation and Emotion, 40 (2), 193-202. (doi:10.1007/s11031-015-9522-x).

Record type: Article

Abstract

How one thinks about or conceptualizes a goal has important consequences for the motivational features of goal pursuit. Two experiments tested the hypothesis, inspired by work on meaning in life, action identification theory, and expectancy-value theory, that high-level construal of an academic goal should enhance motivation to pursue that goal. In each experiment, we manipulated high-level versus low-level construal of an academic goal and assessed several variables related to the goal: the perceived meaningfulness of the goal, motivation to pursue the goal, and goal self-concordance. Supporting the hypothesis, individuals who thought about their academic goal in a high-level manner viewed their goal as more meaningful, reported being more motivated to pursue the goal, and reported the goal to be more self-concordant. Implications and future directions are discussed.

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More information

e-pub ahead of print date: 10 December 2015
Published date: April 2016

Identifiers

Local EPrints ID: 433247
URI: http://eprints.soton.ac.uk/id/eprint/433247
ISSN: 0146-7239
PURE UUID: ed8c6a1d-b2ff-4e9f-9cef-005bd75d9d78
ORCID for Nicholas J. Kelley: ORCID iD orcid.org/0000-0003-2256-0597

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Date deposited: 12 Aug 2019 16:30
Last modified: 16 Mar 2024 04:41

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Contributors

Author: William E. Davis
Author: Jinhyung Kim
Author: David Tang
Author: Joshua A. Hicks

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