| | = 95 MDD | Autonomous and Controlled Motivations for Treatment Questionnaire. | Autonomous motivation predicted a higher probability of remission and lower post-treatment depression severity among patients across three outpatient treatments: 16 sessions of manualized interpersonal therapy, cognitive–behavior therapy, or pharmacotherapy with clinical management. | Zuroff et al. ( )
|
| | = 59 subthreshold MDD | Performance of a stopwatch task based on intrinsic motivation during fMRI scanning | Behavioral activation therapy (identify and complete enjoyable activities that provide a sense of achievement) increased activation and connectivity in frontostriatal regions, associated with improved sensitivity to rewards. | Mori et al. ( )
|
| | = 106 healthy volunteers | Intrinsic Motivation Inventory: two items from the interest/enjoyment subscale. | Participants who were unable to differentiate between positive emotions had stronger links between positive emotions and intrinsic motivation, whereas subjects that were able to differentiate between negative emotions showed a weaker link between negative emotions and intrinsic motivation. | Vandercammen, Hofmans, and Theuns ( )
|
| | = 33 treatment resistant MDD | Intrinsic Motivation Inventory. | Examined the effectiveness of cognitive remediation with supplemental Internet-based homework, Treatment consisted of 10 weeks of weekly group sessions and daily online cognitive exercises completed at home. Homework completion was associated with worse depressive symptoms and not intrinsic motivation. | Bowie et al. ( )
|
| | = 300 working adults | Rated 10 job aspects on 6-point scales related in intrinsic (e.g. self growth) and extrinsic (e.g. pay, social status) job features. | Intrinsic work motivation was associated with higher job satisfaction. Higher extrinsic motivation was associated with higher depression scores. | Lu ( )
|
| | = 215 elite team-sport athletes | Sport Motivation Scale II, Perceived Motivational Climate in Sport Questionnaire II, Basic Need Satisfaction in Sport Scale. | Intrinsic regulation of sport motivation was related to higher depressive symptoms. | Sheehan, Herring, and Campbell ( )
|
| | = 236 healthy adolescents | Perceived Teacher Autonomy Support Questionnaire, General Basic Needs Satisfaction Scale. | Teacher autonomy support increased psychological needs satisfaction and intrinsic motivation for school engagement, which, in turn, was associated with decreased anxiety and depression scores. | Yu, Li, Wang, and Zhang ( )
|
| | = 115 healthy children | Perception of Success, Enjoyment of the Practice of Sports, Achievement Motivation in Physical Education. | In 11-12-year-old children, skill mastery ‘intrinsic’ motivation training increased task enjoyment, perceived ability and effort, as well as baseline anxiety. | Cecchini et al. ( )
|
Schizophrenia spectrum disorders | ‘Negative symptoms' in schizophrenia, schizoaffective disorder, and other psychotic illnesses span a range of behaviors again underscored by a lack of self-generated initiation, not limited to alogia, avolition, social withdrawal and affective blunting. | = 66 SCZ or SZA; = 44 controls | Motivational Trait Questionnaire: 3 components of intrinsic motivation (personal mastery, competitive excellence, motivation related to anxiety). | In control subjects only, IM was related to cognitive performance. Both groups showed positive relationships between intrinsic motivation and approach and avoidance behaviors. | Barch, Yodkovik, Sypher-Locke, and Hanewinkel ( )
|
| | = 120 SCZ | Quality of Life Scale: Sum of 3 items, purpose, motivation, and curiosity. | In patients who were at the start of outpatient psychosocial rehabilitation programs, IM mediated the relationship between neurocognition and psychosocial functioning. | Nakagami, Xie, Hoe, and Brekke ( )
|
| | = 57 SCZ or SZA | Intrinsic Motivation Inventory. | Intrinsically motivating instructional techniques during difficult task learning increased intrinsic motivation for the task, self-efficacy and achievement. | Choi and Medalia ( )
|
| | = 130 SCZ or SZA | Quality of Life Scale: Sum of 3 items, purpose, motivation, and curiosity. | In patients from 4 community-based, psychosocial rehabilitation programs in Los Angeles, USA, IM was dynamic over time. Baseline IM predicted improvements in neurocognition, and change in IM was associated with change in psychosocial functioning. | Nakagami, Hoe, and Brekke ( )
|
| | = 18 SCZ; = 17 healthy controls | Enjoyable stop watch timing task where subjects stop a watch at an exact time. In this task, the watch starts automatically and must be stopped with a single button press within 50 ms of the 5s time point. The total number of successful trials is continuously displayed. A control task is passive watch viewing with a single button press when the watch stops. | Participants with SCZ showed lower IM for the task. Lateral prefrontal cortex activity during the cue period was associated with higher IM. | Takeda et al. ( )
|
| | = 75 SCZ | Quality of Life Scale: Sum of 3 items, purpose, motivation, and curiosity. | High IM related to greater metacognitive mastery in a sample of patients with chronic illness. | Vohs and Lysaker ( )
|
| | = 32 SCZ in functional remission | Intrinsic Motivation Inventory for Schizophrenia Research. | IM was associated with metacognition and subjects with greater intrinsic motivation and metacognition improved. | Tas, Brown, Esen-Danaci, Lysaker, and Brüne ( )
|
| | = 58 SCZ spectrum disorders | Quality of Life Scale: Sum of 3 items, purpose, motivation, and curiosity. | IM was linked to extraversion, neuroticism and negative symptoms in this all-male cohort. | Vohs, Lysaker, and Nabors ( )
|
| | = 12 SCZ | Intrinsic Motivation Inventory. | Among patients in outpatient treatment, IM for a cognitive task was associated with performance. | Fervaha, Agid, Foussias, and Remington ( )
|
| | = 166 SCZ spectrum disorders | Quality of Life Scale. | All participants attended psychosocial rehabilitation programs in a diverse urban community. IM fully mediated the relationship between functioning and negative, disorganized, and global symptoms, and partially mediated the relationship between positive symptoms and functioning. | Yamada, Lee, Dinh, Barrio, and Brekke ( )
|
| | = 49 SCZ or SZA | Intrinsic Motivation Inventory for Schizophrenia Research. | Perceived program value was the only predictor of attendance and cognitive improvement increased with improvements in program interest. Motivational changes over time were variable between subjects. | Bryce et al. ( )
|
| | = 125 psychotic disorder | Quality of Life Scale: Sum of 3 items, purpose, motivation, and curiosity. | IM mediated the relationship between poor metacognition and impaired functioning. | Luther et al. ( )
|
| | = 40 FEP; = 66 prolonged psychosis | Quality of Life Scale: Sum of 3 items, purpose, motivation, and curiosity; PANSS. | FEP patients had higher IM and lower amotivation levels than the prolonged psychosis group. IM was associated with lower amotivation in both groups. | Luther, Lysaker, Firmin, Breier, and Vohs ( )
|
| | = 535 SCZ with comorbid SUDs | Quality of Life Scale: Sum of 3 items, purpose, motivation, and curiosity. | The IM measure was reliable for this cohort. IM was negatively associated with alcohol and drug use severity, and changes in IM over time predicted alcohol/drug use severity. | Bahorik, Eack, Cochran, Greeno, and Cornelius ( )
|
| | = 858 SCZ; = 576 SCZ with comorbid SUDs | Heinrichs-Carpenter Quality of Life Scale | IM was negatively related to the likelihood of any alcohol or substance use at baseline. Reduced IM was associated with greater likelihood of alcohol or substance use at 6-month follow-up, whereas greater IM was protective against drug use. | Bahorik, Greeno, Cochran, Cornelius, and Eack ( )
|
| | = 71 SCZ spectrum disorders | Quality of Life Scale: Sum of 3 items, purpose, motivation, and curiosity; Intrinsic Motivation Inventory. | The two IM measures were not significantly correlated among patients in an outpatient rehabilitation program. Only the QLS IM score was associated with rehabilitation outcomes. | Choi, Choi, Felice Reddy, and Fiszdon ( )
|
Parkinson's disease | Apathy- In Parkinson's disease (PD), apathy describes reduced interest and execution of goal-directed activities, unrelated to depressive emotional states or cognitive impairment. There is an absence of spontaneous auto-activation, or self-generated behavior. three subtypes of disrupted processing: ‘cognitive’, ‘emotional-affective’, and ‘auto-activation’. | = 27 PD; = 27 healthy controls | Curiosity for resolving uncertainty, despite negative outcomes, via choice to view or skip negative images. | The PD group viewed the images less frequently under the certain and uncertain conditions. The amount of pictures viewed was positively associated with the distribution of dopamine transporters in the striatum. | Shigemune et al. ( )
|
| | = 28 PD | Participants stood on a stabilometer and aimed to maintain a horizontal platform position during each 30s trial, with the self-control group having autonomy to choose to use a balance pole while the yoked group used the balance pole on a set schedule. | The self-control group were more accurate and more motivated to learn the task compared to the yoked group. | Chiviacowsky, Wulf, Lewthwaite, and Campos ( )
|
| | = 28 PD | Intrinsic Motivation Inventory. | In PD patients at general psychiatric outpatient clinics in Nanjing, those assigned to core stability training showed (1) higher IM compared to the home exercise group, and (2) increased interest and pleasure, perceived merit, effort and general motivation at the 8-week follow-up. | Sun and Chen ( )
|
| | = 57 PD | Regulatory Mode Questionnaire. | Patients showed reduced assessment motivation only. | Foerde, Braun, Higgins, and Shohamy ( )
|
SUD, AUD, and gambling disorder | One symptom of SUDs and AUD relates to individuals forgoing important work-related, social or recreational activities due to their substance use. Among others, this symptom relates to reduced goal-directed behaviors, which may indicate impaired IM. | = 454 SUD | Circumstances, Motivation, Readiness, and Suitability instrument, Norwegian version. | In patients from 5 inpatient SUD centers in Norway, higher IM for changing substance use was associated with lower dropout risk. | Andersson, Steinsbekk, Walderhaug, Otterholt, and Nordfjærn ( )
|
| | = 15 SUD adolescents; = 15 caretakers | Interview about treatment experience coded for dyadic categories: ; ; both or / ; and disagreement/conflicting. | Adolescent patients with higher IM were more engaged in treatment. | Cornelius, Earnshaw, Menino, Bogart, and Levy ( )
|
| | = 611 SUD | Reasons for Quitting Questionnaire adapted for use with substance users other than tobacco smokers. | Intrinsic self-concept issues were related to abstinence. IM was higher than IM in this sample of treatment-seeking individuals with poly-substance use disorders | Downey, Rosengren, and Donovan ( )
|
| | = 252 undergraduate students | Gambling Motives Scale & General Causality Orientation Scale | In an at-risk sample, greater autonomy was associated with lower problematic gambling, in part, due to a lower tendency of chasing losses. | Rodriguez, Neighbors, Rinker, and Tackett ( )
|
| | = 887 regular gamblers | Global Motivation Scale & Basic Psychological Need Satisfaction and Frustration Scale | Greater IM was weakly associated with increased problematic gambling. | Mills, Li Anthony, and Nower ( )
|
| | = 94 undergraduate students | Intrinsic–Extrinsic Aspirations Scale. | IM and sense of control were positively associated with adaptive motivation and negatively with alcohol intake. | Shamloo and Cox ( )
|
| | = 1137 smokers | Reasons for Quitting scale. | In this population-based sample, higher IM relative to EM was associated with greater readiness to quit and successful smoking cessation at 1-year follow-up. | Curry, Grothaus, and McBride ( )
|
| | = 1961 adolescents | Ratings of emotional engagement. | In a diverse adolescent sample, positive time attitudes were indirectly associated with less marijuana use via IM, engagement, and less alcohol use. The indirect effect of positive time attitudes on engagement via IM was significant and substantial. Negative time attitudes and IM were indirectly associated with less marijuana use via behavioral engagement. | Froiland, Worrell, Olenchak, and Kowalski ( )
|
Note: Cohort abbreviations: AUD, alcohol use disorder; FEP, first-episode psychosis; MDD, major depressive disorder; PD, Parkinson's disease; SCZ, schizophrenia; SUDs, substance use disorders; SZA, schizoaffective disorder. Evidence abbreviations: EM, extrinsic motivation; IM, intrinsic motivation.
In the Diagnostic and Statistical Model of Mental Disorders, 5th edition (DSM- 5 ), anhedonia serves as one of two cardinal symptoms of depressive disorders, where it is defined as the ‘loss of interest or pleasure in all, or almost all, activities’, (American Psychiatric Association, 2013 ). The second cardinal symptom relates to persistent depressed mood. Approximately one-third of individuals with depression report clinically significant anhedonia (Pelizza & Ferrari, 2009 ), and these individuals are at-risk for poorer treatment outcomes, including nonresponse, relapse, and increased suicidality, relative to their non-anhedonic peers (Morris, Bylsma, & Rottenberg, 2009 ; Nierenberg et al., 1999 ).
Anhedonia remains an important clinical target that, by definition, implicates perturbations in intrinsically-motivated behavior, yet most empirical studies of anhedonia and motivation have investigated their relationship using extrinsic reinforcers. Findings broadly support theories of reward dysfunction in depression (reviewed by Sescousse, Caldú, Segura, and Dreher, 2013 ; Roiser & Husain, 2018; Borsini, Wallis, Zunszain, Pariante, and Kempton, 2020 ), where anhedonia has been associated with a reduced bias toward a monetary reward in individuals with depression (Liu et al., 2011 ) and their first-degree relatives (Liu et al., 2016 ). Children who are at-risk for depression show reduced VS and anterior insula responses to monetary gains, implicating blunted reward sensitivity as an antecedent to anhedonia (Luking, Pagliaccio, Luby, & Barch, 2016 ). Moreover, vmPFC responses during unexpected reward receipt may indirectly relate to anhedonia in depressed patients by modulating task motivation (Segarra et al., 2016 ). Interestingly, reward sensitivity disturbances in depression might not extend to aberrant reward learning (Huys, Pizzagalli, Bogdan, & Dayan, 2013 ) where adults with moderate depression show intact VS RPE-signaling during probabilistic learning (Rutledge et al., 2017 ). Nevertheless, there have been suggestions that perturbations in domains more related to intrinsic motivation, such as model-based future planning or effort initiation and invigoration, may be key in underlying anhedonia (Berwian et al., 2020 ; Cooper, Arulpragasam, & Treadway, 2018 ; Rutledge et al., 2017 ). Finally, affect can also alter both the valence and evaluation of an activity, which can, in turn, modulate the likelihood of selecting a more inherently interesting task (Isen & Reeve, 2006 ). Anhedonic individuals have more pessimistic likelihood estimates and reduced positive affective forecasts relative to controls while also demonstrating greater reliance on negative emotion during future-oriented cognition (Marroquín & Nolen-Hoeksema, 2015 ).
While few studies have implemented objective measures of intrinsic motivation in studying anhedonia, recent work links this symptom with difficulties with representations of future states during early stages of motivated behavior (Moutoussis et al., 2018 ). Since intrinsic motivation is driven more by proactive factors as opposed to the more reactive domain of extrinsic motivation, parsing future-oriented decision-making might provide novel insights not only into mechanisms of intrinsic motivation but also anhedonia. When considering the pre-decisional deliberation phase of motivated action ( Fig. 1 ), the representation of a future state may be critical for distinguishing intrinsic v. extrinsic motivation. For example, disrupted representations of intrinsic reinforcers (e.g. autonomy, achievement, task enjoyment, novelty seeking), energy expenditure (Treadway, Cooper, & Miller, 2019 ; Winch, Moberly, & Dickson, 2014 ), or fatigue (Müller, Klein-Flügge, Manohar, Husain, & Apps, 2021 ) might disrupt choice deliberation and interrupt ensuing stages of motivation. This could critically determine the capacity for self-generated, intrinsically-motivated actions (Husain & Roiser, 2018 ). However, relatively few studies have examined this distinction. One study developed a cognitive task that aimed to capture separate measures of self-generated ( intrinsic ) v. externally generated ( extrinsic ) motivation during the option-generation phase (Morris et al., 2020 ). This distinction linked self-generated option generation (intrinsic motivation) to anhedonia symptoms in healthy adults (Morris et al., 2020 ). However, this task still relies on extrinsic rewards, and there is a need for improved tasks that index both behavioral and neural correlates of intrinsic drivers of motivated behavior.
Summary and future directions
In this review, we summarize how intrinsic motivation has been conceptualized, measured, and related to neural function to elucidate its role in psychopathology. In contrast to extrinsic motivation, which has been rapidly incorporated into prominent cognitive, computational, and neurobiological models of human behavior, knowledge of intrinsic motivation remains limited due to evolving conceptualizations, imprecise measurement, and incomplete characterization of its biological correlates. We identify three potential areas of interest for future research.
First, additional objective measures of intrinsically motivation should be developed. This remains challenging experimentally since even the closest approximations of intrinsic motivation (Murayama et al., 2010 ; Rutledge et al., 2017 ) define the construct relative to extrinsic motivation, and other paradigms (e.g. exploration/exploitation tasks) rely on the presence of extrinsic reinforcers. Rather than defining motivated behavior as intrinsic or extrinsic, a more tractable approach might be to consider separate drivers of behavior that can be intrinsic or extrinsic. Future paradigms could index intrinsic motivation by characterizing the effects of intrinsic v. extrinsic reinforcers on motivation for an activity that is enjoyable. Such a design would enable more complex modeling of the effects of distinct reinforcers, and interactions between them, on motivated behavior, which would resolve inconsistencies surrounding the impact of extrinsic reinforcers on intrinsic motivation. For example, monetary incentives might reduce motivation only when a perceived agency is low, or when task enjoyment is high. These interactions might explain paradoxical observations like the undermining effect.
Second, computational models are needed to characterize intrinsic motivation. Computational models of motivation have been successfully implemented in studies of extrinsic motivation, yet few are appropriate for intrinsic motivation due to a focus on action-outcome associations. However, if the intrinsic reward were operationalized as a measurable outcome (e.g. completion of an enjoyable task), reinforcement-learning models could estimate how intrinsic reward value is represented. Advancements in the computational area could significantly improve understanding of the latent processes underlying (ab)normal decision-making, thereby identifying novel therapeutic targets.
Third, although evidence supports the bifurcation of intrinsic and extrinsic motivation at the psychological level, findings at the neural level are more equivocal. Given the overarching role of the mesolimbic dopamine system in learning, reward value estimation, and exploratory behavior, it is perhaps unsurprising that current evidence supports largely overlapping neural circuits for intrinsically and extrinsically motivated behavior. One potential avenue involves targeted pharmacological manipulations or neuromodulation of cortico-limbic circuits to determine if intrinsically and extrinsically motivated behaviors can be systematically modulated in humans. By elucidating the neural circuits of distinct motivational processes and their associations with specific symptom profiles, this approach would improve targeted interventions for highly heterogenous and debilitating disorders like depression.
Financial support
All authors report no financial disclosures. This work was supported by the National Institute of Mental Health (LSM, grant number K01MH120433) and the National Institute on Drug Abuse (MLW, T32DA022975).
- DOI: 10.36713/EPRA6848
- Corpus ID: 236343668
LITERATURE REVIEW ON THEORIES MOTIVATION
- Alex Acquah , Takyi Kwabena Nsiah , +1 author B. Otoo
- Published 21 May 2021
- Business, Psychology
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Effective teacher professional development for school-based mental health promotion: a review of the literature.
1. Introduction
1.1. teachers’ role in smhp, 1.2. teacher preparation for smhp, 1.3. capacity building is critical for implementation, 1.4. effective teacher pd for smhp, 1.5. purpose of current review.
- What are the components of high-quality teacher PD for SMHP that lead to effective implementation of innovations?
- What is the evidence base for these components?
2. Materials and Methods
3.1. training, 3.1.1. interactive, 3.1.2. staff input, 3.2. technical assistance, 3.2.1. goals, 3.2.2. approach, 3.2.3. activities, 3.3. pd delivery considerations, 3.3.1. online vs. in-person format, 3.3.2. dosage, 3.3.3. expertise of the provider.
| | | | Goals | Approach | Activities |
---|
Study | Training | Staff Input | Interactive | Technical Assistance | Develop Skills | Motivation | Generalization/Adaptation | Collaborative | Individualized | Data-driven | Strengths-Based | Modeling | Observation/Feedback | Reflection | Problem Solving |
---|
Becker et al., 2013 [ ] | X | | | X | X | X | | X | X | X | | X | X | X | X |
Berkowitz, 2011 [ ] | X | X | X | X | | | | | | | | | | | |
Chafouleas et al., 2016 [ ] | X | X | | X | X | | | | | | | | | | |
Domitrovich et al., 2012 [ ] | | | | X | | | | | | | | | X | X | |
Edgar, 2013 [ ] | | X | X | X | | | | X | X | | | | | X | |
Elias, 2008 [ ] | X | X | | X | | X | | | | | | | | X | X |
Eppler-Wolff et al., 2019 [ ] | X | X | X | X | | X | X | X | | | | | | | |
Erchul, 2015 [ ] | | | | X | X | X | X | X | X | X | | X | X | | X |
Flaspohler et al., 2006 [ ] | X | | | X | | | | | | | | | | | |
Gibson et al., 2014 [ ] | X | | | X | X | X | | X | X | | | | | | X |
Hamre et al., 2012 [ ] | X | | X | X | | | | | | | | X | | X | |
Hemmeter et al., 2018 [ ] | X | | | X | | | | X | X | X | | | X | X | |
Lee et al., 2014 [ ] | | | | X | | X | | X | X | X | | X | X | X | |
Owens et al., 2014 [ ] | X | X | X | X | X | X | | | X | | | | X | | X |
Pas et al., 2015 [ ] | | X | | X | X | | X | X | | X | | X | X | X | X |
Schultz et al., 2015 [ ] | | | | X | X | X | | X | | | | | X | | X |
Silva & Gimbert, 2001 [ ] | | | | X | | | | | | | | | | X | X |
Swain-Bradway et al., 2015 [ ] | X | | | X | X | | X | | | X | | | X | | |
Vetter, 2008 [ ] | | X | | X | | | | | | | | | | | |
| | | | Goals | Approach | Activities | Other Considerations |
---|
Study | Foundational Training | Staff Input | Interactive | Technical Assistance | Develop Skills | Motivation | Generalization/Adaptation | Collaborative | Individualized | Data-driven | Strengths-Based | Modeling | Observation/Feedback | Reflection | Problem Solving | Online | Dosage | Expertise of Provider |
---|
Ashworth et al., 2018 [ ] | | | | Q | | Q | Q | Q | | | Q | Q | Q | | | | X | Q |
Becker et al., 2014 [ ] | T | | T | X | X | | | | X | | | X | X | | X | T | X | |
Bradshaw et al., 2012 [ ] | T | | | T | X | | | | | X | | | | | X | | X | |
Cappella et al., 2011 [ ] | Q | Q | Q | X | | | | Q | X | Q | Q | Q | Q | X | | | X | |
Cunningham et al., 2013 [ ] | P | | P | P | P | | | | | | | | | | | | P | |
Hamre et al., 2012 [ ] | X | | | T | | | | | X | | | T | X | | X | P | T | |
Hough, 2011 [ ] | T | | P | X | | | | | | | | P | | | | | T | P |
Kutcher et al., 2013 [ ] | T | | X | | | | | | | | | | | | | | X | |
Livet et al., 2018 [ ] | X | | | X | | | | | | X | | X | X | | | Q | T | |
Owens et al., 2017 [ ] | X | | | P | T | T | | X | T | X | X | T | X | T | X | | X | |
Pas et al., 2015 [ ] | X | | | T | | | | | T | X | | X | X | | | | T | |
Reinke et al., 2012 [ ] | X | | X | X | X | T | | T | T | X | X | X | X | | X | | X | |
Steed & Durand, 2013 [ ] | | | | X | X | T | | X | | | | | X | X | X | | X | |
Sutherland et al., 2015 [ ] | X | | | T | X | | | X | X | X | | X | X | X | X | | X | |
Wanless et al., 2013 [ ] | X | | | Q | | | | Q | | | | Q | X | | | X | Q | |
4. Discussion
4.1. future directions: research to practice, 4.2. future directions: practice to research, 5. conclusions, author contributions, data availability statement, conflicts of interest.
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Click here to enlarge figure
Component | Description |
---|
Training | Workshop to provide introduction to innovation and build needed knowledge, skills, and motivation |
Staff input | Gather input (e.g., whole staff survey) regarding topics to be covered and alignment of innovation with school mission |
Interactive | Employ active approaches to skill development (e.g., role playing, observation, analysis of models) and include opportunity for discussion and reflection (e.g., connect to current practices) |
Technical Assistance | Ongoing professional development or guidance to improve the implementation of a program or practice, often coaching |
Goals | The overall purpose of TA as part of teacher professional development for SMH is generally to improve implementation |
Developing teacher skills | Enhance and refine skills acquired in training |
Building motivation | Address teacher beliefs and attitudes toward the intervention, self-efficacy, commitment, and resistance to increase likelihood of behavior change |
Assisting with generalization and adaptation | Help teachers adapt innovation to fit local needs and challenges and to integrate with existing curriculum, routines, schedule, and teaching style |
Approach | The TA providers’ approach underlies effective delivery of TA activities |
Collaborative | Work with teachers as partners by building rapport and shared understanding of goals, challenges, and progress |
Individualized | Tailor frequency, intensity, and focus of support to address unique needs and challenges of different teachers |
Data-drive | Use formal and informal data to identify needs, strengths, and values to best prioritize goals and assess implementation quality |
Strengths-based | Acknowledge and celebrate strengths, effort, and success; build on strengths before providing feedback on growth areas |
Activities | The activities of TA, undertaken using the above approaches, help to achieve TA goals |
Modeling | Directly model innovation-specific skills, or provide and analyze video models of these skills |
Observation and performance feedback | Repeatedly observe implementation in person or using video recording and provide detailed, targeted feedback |
Reflection | Incorporate reflection throughout TA, using collaborative reflection to identify areas of focus for coaching and encourage teacher insight into progress and areas for improvement |
Problem solving | Identify and address barriers through a systematic problem-solving process |
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Share and Cite
Dinnen, H.L.; Litvitskiy, N.S.; Flaspohler, P.D. Effective Teacher Professional Development for School-Based Mental Health Promotion: A Review of the Literature. Behav. Sci. 2024 , 14 , 780. https://doi.org/10.3390/bs14090780
Dinnen HL, Litvitskiy NS, Flaspohler PD. Effective Teacher Professional Development for School-Based Mental Health Promotion: A Review of the Literature. Behavioral Sciences . 2024; 14(9):780. https://doi.org/10.3390/bs14090780
Dinnen, Hannah L., Nicole S. Litvitskiy, and Paul D. Flaspohler. 2024. "Effective Teacher Professional Development for School-Based Mental Health Promotion: A Review of the Literature" Behavioral Sciences 14, no. 9: 780. https://doi.org/10.3390/bs14090780
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Self-determination theory as an alternate conceptual foundation for motivation in natural resource research
Motivation is a topic that receives substantial interest across the social sciences. However, in the human dimensions of natural resource literature, scholars have primarily treated motivation as a construct narrowly defined by the individual’s desired goal state. In contrast, self-determination theory (SDT) suggests that multiple forms of motivation can influence levels of self-determination, integration of identities, and subsequent behavioral intentions, and has been utilized in multiple realms to understand human behavior. SDT forms a consistent and well-understood mechanism for human psychological development and optimal function and allows for the formulation of out-of-sample prediction, a cornerstone of science. In this manuscript, we review the basic theories that make up SDT and provide insight for its application to human dimensions of natural resource research.
Citation Information
Publication Year | 2024 |
Title | Self-determination theory as an alternate conceptual foundation for motivation in natural resource research |
DOI | |
Authors | Kyle Smith, Adam Landon, David C. Fulton, Gerard Kyle |
Publication Type | Article |
Publication Subtype | Journal Article |
Series Title | Human Dimensions of Wildlife: An International Journal |
Index ID | |
Record Source | |
USGS Organization | Coop Res Unit Leetown |
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