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The World Health Organization (WHO) has defined Post-COVID-19 Condition (PCC) as the onset of symptoms within three months after resolution of an acute SARS-CoV-2 infection, wherein symptoms persist for at least two months and cannot be explained by another medical/psychiatric condition. Persons living with PCC report debilitating symptoms including, but not limited to, depressive symptoms and motivational deficits. The aim of this post-hoc analysis was to evaluate the association between depressive symptoms and motivation in adults with PCC.
Methods
We conducted a post-hoc analysis of an 8-week, double-blind, randomized, placebo-controlled trial evaluating adults (18 years or older) in Canada with WHO-defined PCC and cognitive symptoms. This post-hoc analysis is comprised of baseline data that evaluates the association between depressive symptom severity measured by the 16-item Quick Inventory of Depressive Symptomatology-Self Report (QIDS-SR-16) and motivational systems measured by the Behavioral Inhibition System/Behavioral Activation System Questionnaire (BIS/BAS).
Results
There was a statistically significant association between depressive symptoms and BIS (β = -0.041 95% CI [-0.066, -0.016], p<0.05), BAS reward responsiveness (β = 0.043 95% CI [0.012, 0.074], p<0.05), sex (β = -0.137 95% CI [-0.266, -0.008], p<0.05), and confirmed COVID-19 infection (β = 0.196 95% CI [0.061, 0.332], p<0.05).
Conclusions
Depressive symptoms were associated with motivational deficits in persons living with PCC. Optimizing treatment for depressive symptoms may potentially improve aspects of motivational impairment amongst persons with PCC. All patients presenting with MDD and a history of COVID-19 infection should be assessed for the presence of PCC.
Moderate-to-vigorous physical activity (MVPA) is beneficial for health, and reducing sedentary behavior (SB) is recommended in international guidelines. People with mental illnesses are at higher risk of preventable diseases than the general population, partly attributable to lower MVPA and higher SB. Self-determination theory provides a framework for understanding how motivation regulates behavior. This study aimed to evaluate the contribution of different forms of motivation for physical activity (amotivation, controlled, autonomous) to MVPA and SB in people with mental illnesses.
Methods
Cross-sectional self-reported and accelerometer-derived MVPA and SB in people with a range of mental illnesses across four countries were pooled for analysis (Australia, Belgium, England, Uganda). Motivation for physical activity was measured using the Behavioural Regulation in Exercise Questionnaire (BREQ). Regression analyses were used to investigate the association of MVPA and SB with amotivation, controlled, autonomous motivations, controlling for mental health and demographic variables.
Results
Autonomous motivation was associated with 31% higher self-reported MVPA, and amotivation and controlled motivation were associated with 18% and 11% lower self-reported MVPA, respectively (n = 654). In contrast, controlled motivation was positively associated with SB (n = 189). Having physical comorbidities or an alcohol use disorder was associated with lower MVPA (n = 318). Sub-analyses with accelerometer-derived MVPA and SB (n = 139 and n = 145) did not reveal any associations with motivational forms.
Conclusions
Findings with an international sample support the universal relevance of motivation in promoting health-related behavior. Strategies for facilitating autonomous motivation should be utilized by health professionals seeking to support people with mental illnesses to become physically active.
The introduction articulates the topic of the book, explains the book’s methodology and interdisciplinary approach, and introduces the chapter contents.
In this study, we approximately replicated Papi and Khajavy’s (2021) investigation into the regulatory focus in second language acquisition, applying their approach to a significantly larger cohort of 855 Chinese second language (L2) learners. In contrast with the original study, our research employed the College English Test Band 4 (CET-4), a standardized English test, to better align with the Chinese educational context. This methodological shift allowed for a nuanced exploration of the regulatory focus’s role in language learning among Chinese students. Our results predominantly reinforce the crucial role of regulatory focus in language learning, echoing Papi and Khajavy’s findings. We discovered notable parallels in how promotion positively influences ideal own and ideal other, and how prevention negatively impacts ought own and ought other. However, a unique finding of our study was the stronger impact of ought selves on L2 anxiety and enjoyment in the Chinese context. This highlights the nuanced influence of socioeducational environments on regulatory focus strategies, suggesting contextual variability in language learning strategies.
This study was conducted to determine the relationships between nurses’ competency, motivation, and stress levels in disaster management, as well as to shed light on the establishment of effective disaster management programs.
Methods
In our research we used a correlational, descriptive, cross-sectional design. The sample of the study was composed of 498 nurses working in Turkey. The “Descriptive and Professional Characteristics and Disaster Experiences of Nurses” form, the “Competencies for Disaster Nursing Management Questionnaire,” the “Perceived Stress Scale,” and the “Nurses Job Motivation Scale” were used in data collection.
Results
Nurses’ disaster management competency and motivation levels were found to be adequate, and their stress levels were found to be moderate. A weak positive correlation was found between disaster management competency and motivation, but a weak negative correlation was found between stress levels. Age, education level, experience level, training in disaster nursing, and knowledge of duties and responsibilities in disasters were associated with significant differences in terms of disaster competency and its dimensions, motivation, and stress levels.
Conclusions
The study found that nurses’ disaster experiences impacted their competency, feeling of preparedness, and stress and motivation levels, and motivation was found to be a predictor of increasing competency.
To evaluate four dimensions of fatigue, including subjective fatigue severity, concentration problems, reduced motivation, and activity in patients with single-sided deafness.
Methods
Following audiological assessment, the Checklist Individual Strength scale and Montreal Cognitive Assessment were performed on 41 adults with single-sided deafness and 41 sex-matched adults with normal bilateral hearing in the study group and control group, respectively. Subjective fatigue severity, concentration, motivation, activity level and cognitive performance were analysed between and within groups.
Results
Individuals with single-sided deafness exhibited reduced concentration and motivation; however, their activity level was average. Subjective fatigue symptoms were more prevalent in individuals with single-sided deafness than in control participants. The concentration problem was related to decreased cognitive performance.
Conclusion
This study revealed negative somatic consequences of single-sided deafness. Self-perceived fatigue is likely underestimated in this population due to the limited studies reported in the literature. Further studies should focus on counselling, follow up and hearing rehabilitation concerning ameliorating fatigue.
When young people leave the musical world of their school environment, a lack of clear routes into adult musical engagement brings a risk of wasted ability, motivation and enjoyment, which arguably undermines the value of music education. This study explored the factors that influence continued musical participation among young British adults who had been actively engaged in school music. Musical participation is defined in this research as group music-making in either a formal or informal setting. Participants (n = 102) completed an online questionnaire or were interviewed (n = 6) about their past and present musical experiences along with future expectations for music-making. The stark headline finding was that while 87% of participants had intended to continue with music-making beyond school, only 48% had found groups to join. Nonetheless, 78% expected to continue with music-making in the future. Our research therefore suggests that any break from musical participation need not be permanent for individuals who have established strong musical identities through their early experiences. To conclude, we present a model of lifelong musical participation that illustrates the influences, motivations and choices that contribute to sustained musical engagement.
Effort-based decision-making has been proposed as a potential mechanism contributing to transdiagnostic motivational deficits in psychotic disorder and bipolar disorder. However, very limited information is available about deficits in effort-cost-decision-making in the early stages of psychotic disorder and no study has investigated effort allocation deficits before the onset of bipolar disorder. Our aim was to investigate effort-based-decision-making in ultra-high-risk for psychosis (UHR-P) and bipolar disorder (UHR-BD).
Methods
Effort-cost decision-making performance was evaluated in UHR-P (n = 72) and UHR-BD (n = 68) and healthy controls (n = 38). Effort-Expenditure for Reward Task (EEfRT) was used.
Results
Compared to controls, both UHR-P and UHR-BD groups were associated with a reduced possibility to choose the harder task when the reward magnitudes and/or the likelihood of receiving the reward were high. In both groups, effort allocation abnormalities were associated with poor social functioning.
Conclusions
The current findings suggest that difficulties in effort-cost computation are transdiagnostic markers of illness liability in psychotic and bipolar disorders. In early intervention services, effort-based decision-making abnormalities should be considered as a target for interventions to manage motivational deficits in individuals at high risk for psychosis and BD.
This short chapter motivates the questions being dealt with in the rest of the book: although states of emergency are very frequently called, we know very little about their effectiveness. We also know very little about the factors that lead to the inclusion of emergency provisions in a country’s constitution, about the factors that make politicians rely on these provisions, and so forth. This book deals with all of these questions – and more. The chapter contains an outline regarding the remaining 14 chapters.
This chapter focuses on how governments, public organizations, and public sector employees and managers can be more innovative. In other words, the motivating question is: What are the drivers and conditions for innovations in the public sector? Conditions for innovation are also essential because public sector employees, employees’ work groups, public organizations, countries, and international and supranational organizations must innovate. Thus, an important question becomes how and why individuals, groups, organizations, countries, and international organizations achieve innovations. What are the conditions for innovation? Answering this question is vital because it explains how governments (at national, regional, state, and local levels), organizations, groups, and individuals can innovate when there are the right conditions. In other words, based on the context and actors’ involvement, public organizations may require different conditions to innovate. This chapter discusses drivers and conditions of innovations at the national, organizational, workgroup, and individual levels.
This chapter provides an overview of the interactions among language, cognition, and social context by examining how individuals with different language abilities and varying language proficiencies respond to assorted social-communicative demands. The analysis of the social context reveals how local (e.g., language register use) and global (e.g., culture, socioeconomic status) changes affect children’s cognitive control and language performance, as indicated by neural and behavioral findings. Social context at the local level is more dynamically changing than the context at the global level, which is more predictable. Children rely on different cognitive control functions in neutral, cooperative, and competitive social contexts. They adapt their cognitive system more efficiently in cooperative and competitive contexts, compared to a neutral one. Children’s behavior across these social situations is most strongly influenced by their age, cultural background, socioeconomic status, language skills, and emotion regulation.
The fundamental practices and principles of network data are presented in this book, and the preface serves as an important starting point for readers to understand the goals and objectives of this text. The preface explains how the practical and fundamental aspects of network data are intertwined, and how they can be used to solve real-world problems. It also gives advice on how to use the book, including the boxes that will be featured throughout the book to highlight key concepts and provide practical examples of working with network data. Readers will find this preface to be a valuable resource as they begin their journey into the world of network science.
This chapter revisits the Expert Transition Cycle presented in Chapter 3 from the perspective of how identity changes. Five stages of the Expert Transition Cycle operate during transition. Intention orients and clarifies choices and provides drive. Inquiry holds open the transition process with criteria for choice and discrimination based upon intention. Exploration actively investigates the familiar and the new elements of identity, roles, social situations, work opportunities, beliefs, and performance. Commitment narrows and targets the choices made regarding those elements. Integration modifies and adapts the identity to include new elements, knowledge, experience, and beliefs. Each stage of the Expert Transition Cycle is reviewed in light of the operation of the transition experiences, such as cognitive flexibility and purpose. This is discussed in light of the retrospective interviews with twenty-four elite performers in three domains (business, sports, and music) who successfully and repeatedly transitioned to higher positions within their field.
This concluding chapter revisits some of the main themes of the book. Transition expertise is discussed through the lenses of cognitive adaptability, personal intelligences, contextual intelligence, and motivation. Career transitions are discussed through the themes of self concept evolution and identity change. The methodological characteristics of the study are evaluated, including its limitations. The questions of control group, nontransitions, and failed transitions are addressed. Finally, avenues of future research are proposed, including self-efficacity and self-control, resiliency, and wisdom. The discussion is informed by the retrospective interviews with twenty-four elite performers in three domains (business, sports, and music) who successfully and repeatedly transitioned to higher positions within their field.
Limited research is available on how motivations to adopt plant-based diets and nutrition literacy influence diet quality. This study assessed diet quality, diet motives and nutrition literacy in vegans, vegetarians and semi-vegetarians and investigated predictors of dietary quality.
Design:
Cross-sectional study, participants completed an online survey about diet-related motives and nutrition literacy. Dietary intake was assessed with the Diet History Questionnaire III, and diet quality was calculated with the Healthy Eating Index (HEI)-2015. A one-way ANCOVA was used to compare diet quality, nutrition literacy and diet motives among diets. Hierarchical regression analysis was performed to identify significant predictors of diet quality.
Setting:
Online survey, participants were recruited through paid targeted social media (Facebook/Instagram) advertising.
Participants:
Adults following a plant-based diet, including 117 (52·5 %) vegans, 51 (22·9 %) vegetarians and 55 (24·6 %) semi-vegetarians.
Results:
Vegans had higher HEI-2015 scores (80·8 (sd 6·5), P < 0·001) compared to vegetarians (75·1 (sd 9·1)) and semi-vegetarians (76·8 (sd 7·5)). Most participants (74 %) had good nutrition literacy scores. Total nutrition literacy did not differ between groups, but vegans had higher vegetarian nutrition literacy than vegetarians and semi-vegetarians (P < 0·001). Ecological welfare, health and sensory appeal were highly important to all participants. Motives accounted for 12·8 % of the variance in diet quality scores. HEI-2015 scores were positively associated with motives of health and natural content, but negatively associated with weight control motivation (all P < 0·05).
Conclusions:
Individuals following plant-based dietary patterns have high diet quality and nutrition literacy. Messages valuing intrinsic over extrinsic factors may facilitate healthier dietary adherence in this population.
This chapter addresses psychological individual differences that are upmost importance for second language teachers. It answers teachers’ everyday questions such as Why do some students never speak? and Why do some students give up so easily? The chapter begins by explaining some key information to understand learner psychology (e.g., trait-like vs. state-like) and argues that some psychological constructs are susceptible to instruction but some are not. The chapter then discusses multiple individual differences including L2 motivation, willingness to communicate, foreign language anxiety and enjoyment, metacognition, self-regulated learning, mindset, interaction mindset, and learner beliefs. Throughout the chapter, pedagogical recommendations for maximizing learner psychology for second language learning are shared. In addition to learner psychology, the chapter discusses teacher psychology (e.g., teacher cognition) and how it influences the success of second language teaching.
The brain has an automated system designed to keep humans alive by promoting the search for, and remembering the location of, food. It is the motivation and reward system. The main neurotransmitter that drives our motivation and reward system is dopamine, which is the transmitter of repeat behavior. Our habits are formed by this system, and modern society offers numerous substances and activities to indulge in what can become habitual. Beneficial habits include exercise and eating lots of vegetables. Unhealthy habits include drinking too much alcohol, eating too much comfort food, and spending too much time on social media. Our habits often take hold because we use them to soothe our stress, anxiety, and depression. Habits are hard to break because they are established in our brains in networks of our brain cells.
The fundamental principle of veganism is to avoid all possible animal exploitation and therefore, animal ethics has always been a primary motivator. Nowadays, the environment and health are also common motivators. Omission of all animal products leads to dietary exclusion of vitamin B12, limited intake of omega-3 fatty acids, specifically EPA and DHA, and intake of low bioavailable iron sources1. Obtaining the knowledge to appropriately plan and replace nutrients through food or supplementation is key to avoiding deficiencies and subsequent consequences. This study aimed to determine the effect of motivation for being vegan on intake of key nutrients and nutritional knowledge. This cross-sectional, observational study recruited participants, who had followed a vegan diet for minimum 2 years. Demographics and nutrition knowledge were obtained from questionnaires. Motivation type was determined using the validated vegetarian eating motives inventory (VEMI) – participants scored the importance of animal ethic, environment and health. Intakes of vitamin B12 and iron, were collected using a 4-day food diary and assessed against Estimated Average Requirement (EAR). Blood samples were taken to determine status of vitamin B12, haemoglobin, serum ferritin, and omega-3 index. Omega-3 index score ≤4 indicates increased risk of coronary heart disease. Animal ethics was the greatest motivator to become vegan, with 83.5% of participants scoring it as very important, compared to 71.7% of people stating the environment, and 53.3% stating health. No association was found between all motivation types and intake of vitamin B12 and iron, nor omega-3 index. Mean vitamin B12 intake (supplements excluded) of 2.11ug/day ± 3.43 exceeded the EAR of 2.0ug/day for both men and women, however intakes ranged between 0.00 and 37.63ug/day. Mean intake of iron (18.77mg/day) exceeded the EAR for both men and women. Overall mean omega-3 index was 3.16%. Both men (162.24g/L) and women (151.44g/L) had adequate mean Hb serum concentrations. Mean serum ferritin was within normal range for both men (64.86ug/L ± 43.48) and women (32.55ug/L ± 26.04). Overall mean serum vitamin B12 was within normal range (316.54pmol/L ± 146.18), however a large range was observed from 72.00pmol/L to 1,015pmol/L. Males and females had similar knowledge, with only one question regarding fibre content in cornflakes found to be significantly different (P = 0.012). Knowledge was varied e.g., 100% of participants could identify that pasta was a carbohydrate source, yet could not identify which fats are most important to reduce. Mean vitamin B12 intake exceeding EAR and normal status despite limited vegan sources, indicates high consumption of high bioavailable fortified foods, and supplementation. Iron status shows large consumption of iron rich foods to overcome bioavailability issues, reflected by adequate iron intake, after increasing EAR by 80% to meet recommendations. The mean omega-3 index shows a low cardioprotective omega-3 fatty acid intake.
What makes us durable in alone time is a combination of background, personality, mindset, approach, and mental tools. It may come as no surprise that adaptable, confident, and optimistic people are better at alone time, because those traits are important for resilience in any context. But we are also learning that those who are able to stop and introspect, who are generally curious and self-reliant, flourish when they’re alone. Perhaps more importantly, how we perceive solitude can make or break that time. Being able to see value or meaning in it, even when we must be alone, is critical. Feeling that we have interesting and challenging activities in that space also makes it more enjoyable.
Most often, solitude starts out neutral, like a lump of sculptor’s clay that we can shape into whatever we want. Our experiences, and those of our research participants, have shown us that there are a lot of positive outcomes possible when choosing to carve out some time alone. Why is solitude so potentially powerful for all kinds of people? That’s a question that has driven a large part of our research, and we continue to build on what we have learned. What we’ve seen so far points to the fact that solitude creates an environment where two important things can happen: each of us can captain our own ship, and while in that role, we can connect to our true selves. Think of it as the ultimate place to do what you want (autonomy) and be who you are (authenticity).