Literaturnachweis - Detailanzeige
| Autor/inn/en | Kruglanski, Arie W.; Belanger, Jocelyn J.; Chen, Xiaoyan; Kopetz, Catalina; Pierro, Antonio; Mannetti, Lucia |
|---|---|
| Titel | The Energetics of Motivated Cognition: A Force-Field Analysis |
| Quelle | In: Psychological Review, 119 (2012) 1, S.1-20 (20 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-295X |
| DOI | 10.1037/a0025488 |
| Schlagwörter | Evidence; Educational Change; Cognitive Processes; Student Motivation; Energy; Theories; Self Management; Task Analysis; Schemata (Cognition); Success |
| Abstract | A force-field theory of motivated cognition is presented and applied to a broad variety of phenomena in social judgment and self-regulation. Purposeful cognitive activity is assumed to be propelled by a "driving force" and opposed by a "restraining force". "Potential" driving force represents the maximal amount of energy an individual is prepared to invest in a cognitive activity. "Effective" driving force corresponds to the amount of energy he or she actually invests in attempt to match the restraining force. Magnitude of the potential driving force derives from a combination of goal importance and the pool of available mental resources, whereas magnitude of the restraining force derives from an individual's inclination to conserve resources, current task demands, and competing goals. The present analysis has implications for choice of means to achieve one's cognitive goals as well as for successful goal attainment under specific force-field constellations. Empirical evidence for these effects is considered, and the underlying theory's integrative potential is highlighted. (Contains 11 footnotes, 1 table, and 2 figures.) (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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