Wikiversity:Colloquium

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== 'Wikidata item' link is moving, finally. ==

Hello everyone, I previously wrote on the 27th September to advise that the ''Wikidata item'' sitelink will change places in the sidebar menu, moving from the '''General''' section into the '''In Other Projects''' section. The scheduled rollout date of 04.10.2024 was delayed due to a necessary request for Mobile/MinervaNeue skin. I am happy to inform that the global rollout can now proceed and will occur later today, 22.10.2024 at 15:00 UTC-2. [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Please let us know]] if you notice any problems or bugs after this change. There should be no need for null-edits or purging cache for the changes to occur. Kind regards, -[[m:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] 11:28, 22 October 2024 (UTC)
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:Hi @[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: I Just noticed your post above, and it is timely.
:I have been participating in the English WikiUniversity for a few years, much less often recently. I seems like something in the way the site displays is different, but I cannot put my finger on it. Your posting gave me a clue. Can you please tell me where  the link to wikidata items has moved to? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:23, 11 December 2024 (UTC)
::Hello @[[User:Ottawahitech|Ottawahitech]], sure, I would be happy to. The button/sitelink name didn't change, just its position. You should find it in the sidebar-menu under the section '''In other projects''' (where the links to all other Wikimedia Projects are displayed). If you do not see it, please reach out to us on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Move Wikidata item - Discussion page]]. Thank you, -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 09:24, 12 December 2024 (UTC)
:::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]], thank you for responding. I intend to followup on the ''Move Wikidata item - Discussion page'' as per your post above by putting it on my ever growing todo list.
:::I don't know about others on this wiki, as I said I have not been visiting here frequently, but for me the constant changes are a big distraction. I have been around wikimedia projects since 2007, so why do I have to spend so much time learning and re-learning how to find what I came here for? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:41, 12 December 2024 (UTC)
::::Hi @[[User:Ottawahitech|Ottawahitech]], thanks for you thoughts. Your input whether positive or critical helps us understand the impacts to editors so we welcome your further thoughts when you reach us in your To Do List :)
::::I can't speak about the other changes you've experienced here but I do hope they are made with a spirit of improvement for the community as a whole. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 10:43, 16 December 2024 (UTC)
:::::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: 
:::::Re: '''Your input whether positive or critical helps us understand the impacts to editors'''
:::::Today I (finally)  checked [[Move Wikidata item - Discussion page]] and discovered that it is a talkpage on META where, unfortunately, I am infinitely blocked, so cannot participate. Even so, I proceeded to try and see what others are saying and immediately came to the conclusion that the few who actually participated in that discussin viewed the change  negatively. It must be disheartening for developers to meet such a hostile attitude from the community. Please don't take it personally, this is a common phenomena in  wikimedia community wide discussions , IMIO.
:::::I further checked the [https://pageviews.wmcloud.org/?project=meta.wikimedia.org&amp;platform=all-access&amp;agent=user&amp;redirects=0&amp;range=latest-90&amp;pages=Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link page view statistcics] which showed there were only  828 pageviews in the last 90 days, and what's worse [https://meta.wikimedia.org/w/index.php?title=Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link&amp;action=info#mw-pageinfo-watchers the page has &quot;Fewer than 30 watchers&quot;]. 
:::::Since [[META:User:Danny Benjafield (WMDE)|your userpage on META]] says that you are the: &quot;Community Communications Manager Wikidata Integrations Team&quot;, may I ask how this apparent apathy is being addressed by your own management?
:::::I apologize if my post is not welcome on the Wikiversity:Colloquium, as i said I am  a rather infrequent visitor to this wiki. I probably would not have followed up if you did not assure us that our feedback positive or negative is sought. Cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:49, 3 January 2025 (UTC)
::::::Dear @[[User:Ottawahitech|Ottawahitech]], I am so so sorry for leaving you on read for these last months, I have no excuse other than reading your comment and then getting lost before making a reply.
::::::The team I am working with, [[m:Wikidata_For_Wikimedia_Projects|Wikidata for Wikimedia Projects]] is a new development team, so I think management has allowed a certain amount of elbow room or leeway for us to make small changes whilst developing our confidence tackling the MediaWiki codebase with onboarding tasks that won't 'rock the boat' too much. We certainly expected some pushback or resistance to moving the Wikidata item as editors are so used to where it previously resided. Now it has been some time and hopefully the communities have gotten used to the change.
::::::Please do not apologise, your comments are always welcome, critical or not, as a new team I think we certainly &quot;fly under the radar&quot; to an extent and I hope that changes as we continue to work on projects that deepen the integrations between Wikidata and the other sibling projects. Once again, my sincere apologies for the delay in this reply. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 13:59, 1 April 2025 (UTC)

== Wikiversity - Newsletters ==

Hello All,

I wanted to create a newsletter on Wikiversity, which would highlight what is going on in certain months and events on Wikiversity; which would bolster engagement by many people. This would be on the website and would have its dedicated 'Newsletter' tab.

I hope you acknowledge this idea. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:05, 8 December 2024 (UTC)

:@[[User:RockTransport|RockTransport]], What sort of things do you plan to include in your newsletter? Will they be different than what is currently in [[Main Page/News]]? Just curious.
:I am also wondering about your motive which I think is: to bolster engagement by many people. I am asking because I wonder if others who are currently active here also think this I is desirable? Have you asked them? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:34, 11 December 2024 (UTC)
::Not yet, which was why I was asking this on the colloquium. I plan to include things that many people have created on Wikiversity over the month, as it is a monthly newsletter. It would be somewhere on the website here. It will be more frequent that the ones seen on [[Main Page/News]]. We will include people's resources to essentially promote them. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 06:50, 12 December 2024 (UTC)
:::@[[User:RockTransport|RockTransport]], I Think what you are saying is that ''Main Page/News'' does not update frequently enough? 
:::If this is the reason, why not start small by simply increasing the frequency of posting news on the main page, instead of trying to start a newsletter?
:::If there is more, can you articulate what else is missing. Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:51, 12 December 2024 (UTC)
::::I meant going to detail into topics covered in that month, rather than just giving a few points. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 16:53, 12 December 2024 (UTC)
:::::What sort of details did you have in mind? You can pick one of the links provided in [[Main Page/News]] to illustrate. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:29, 16 December 2024 (UTC)
::::::I'm thinking of the community entering their projects, and discussing those in the newsletter. It depends on what they want, though. There would be a dedicated page for giving the information about their projects [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:24, 16 December 2024 (UTC)
:::::::I might start working on this soon, depending on the projects being created on Wikiversity. @[[User:Ottawahitech|Ottawahitech]] @[[User:Atcovi|Atcovi]] [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:25, 17 December 2024 (UTC)
::::::::I'd recommend you start off with putting this under a userspace page (something like [[User:RockTransport/Wikiversity Newsletter]]), and drafting what you desire. Let us know once it's done, and the community can provide their input. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 17 December 2024 (UTC)
:::::::::I will try and make one for this month. This is supposed to be a monthly newsletter, showcasing the different projects mentioned there. Users can put their projects, and we will document them on the newsletter. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:33, 17 December 2024 (UTC)
:::::::::I am hoping for it to be released by January 2025. There's no rush to get it done; it's still in it's planning stage. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:43, 17 December 2024 (UTC)
::::I '''might''' be able to icnrease the frequency there, but it doesn't go into detail about these topics. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:30, 18 December 2024 (UTC)
:Where you are going to get the audience for your website and Wikiversity newsletter? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 18 December 2024 (UTC)
::It's on Wikiversity, not on an outside platform. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:51, 18 December 2024 (UTC)
::The audience will be Wikiversity contributors. There will be a dedicated page for it on Wikiversity. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:55, 18 December 2024 (UTC)
:::Hi @[[User:RockTransport|RockTransport]], Just wondering if there is a progress on the wikiversity newsletter? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 18:09, 6 January 2025 (UTC)
::::There is progress, I just need to find some topics to cover about. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:26, 6 January 2025 (UTC)
::::Also, if you wanted to see the work being done on the page, go to [[User:RockTransport/Wikiversity Newsletter|this page]]. I haven't worked on it that much lately, but I am constantly working on it. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:38, 6 January 2025 (UTC)

== &lt;s&gt;Degrees&lt;/s&gt; (Certificates (see below)) ==

Why does Wikiversity not provide degrees? I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal. But anyway, why is that? Wikiversity is about opening doors, i.e., removing obstacles. So, what kind of an obstacle was a paper? Was a certain body of knowledge that you learned well?! Because Wikiversity is not accredited for that? Yes, and do we need official US accreditation? We cannot create our system so that the learners who learn here and would like to continue their science career have a recognizable degree they can continue? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:19, 18 December 2024 (UTC)

:&quot;I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal.&quot; Was it? Becoming a degree-granting institution is an extremely high bar in the United States, but what is even the point in becoming a degree-granting institution in... Malawi? Tonga? Somewhere else where the servers aren't located or the WMF aren't incorporated? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 15:53, 18 December 2024 (UTC)
::I ment certificates. The question is the recognazibility of a certificate. I am not talking here about equal certification, which is provided by governmental institucians to universities, rather on Wikiversity own certification, which might may advocate itself over the time. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 15:05, 19 December 2024 (UTC)
::: We could issue certificates in some residing in certain jurisdictions probably (?). To my knowledge, there is no legal prohibition federally against doing this in the USA as long as no misrepresentation happens. Although some states might prohibit it (?). Degrees are likely different (at least with respect to accreditation). Please let me know if you believe I am likely incorrect in my understanding. I asked an LLM this prompt, &quot;is there any prohibition legally in USA for a DAO (decentralized autonomous organization or wiki community related to learning, teaching, and research) from issuing certifications or certificates to those who go through learning materials and educational resources that might be on a decentralized or nonprofit wiki that has an active community?&quot; (i won't post the specific result, but I wrote and engineered that prompt myself). The LLM output seemed to indicate my understanding noted here is correct, but LLM's are sometimes wrong. what do you or others think about this? [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 18:49, 25 December 2024 (UTC)
:From [https://web.archive.org/web/20170703053134/https://wikimediafoundation.org/wiki/Meetings/November_13,_2005 the WMF Board] (repeated at [[WV:WWIN]]):
:&lt;blockquote&gt;&quot;[[Wikiversity:Original proposal|Wikiversity proposal]] not approved, but we will approve it if [[Wikiversity:Approved Wikiversity project proposal|some changes are made]]... The board recommend rewriting the proposal to ''exclude credentials'', exclude online-courses and clarify the concept of elearning platform.&quot;&lt;/blockquote&gt;
:That is, Wikiversity was prevented from creation until it was codified '''not''' to provide credentials. It is not just ''U.S.'' credentials, but credentials period.
:I see you were around for [[Wikiversity:Community Review/Wikimedia Ethics:Ethical Breaching Experiments|the Reckoning]], so I imagine you are aware of the potential consequences of challenging such a clear policy so explicitly. I worry the community would not withstand another round. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 19:24, 2 January 2025 (UTC)
::That said, I see nothing wrong with a cute badge of some sort (emulating barnstars) for completion of a resource (perhaps supervised/signed off by the resource creators). Even if there is no pretention of &quot;credentials&quot;, who doesn't like a trophy? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 20:19, 2 January 2025 (UTC)
:::[[:w:Gamification|Gamification]] is quite different than granting certificates and degrees. And ''even'' if Wikiversity grants certificates, half the battle is getting others to recognize the legitimacy of the certificate. Otherwise people will just think of Wikiversity as a [[:w:diploma mill|diploma mill]] especially if this conversation steers towards purposely issuing certificates in far flung countries for the sole purpose of skirting around the rules. And that's something I don't want to be associated with if Wikiversity goes down that path. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:24, 2 January 2025 (UTC)

== Citation system ==

How is being maintained citation system on en.wv. I mean, is it completly the same as on English Wikipedia? Do we update it according to English Wikipedia? How we do that? Are the templates like [[Template:Cite book|Cite book]] based on Lua? I dont see any invoke word.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:20, 2 January 2025 (UTC)

:I was just working on references in [[WikiJournal Preprints/Mobility-aware Scheduling in Fog Computing: Analysis and Challenges]]. And I agree with you. The citation system is so outdated compared to en.wp. Just the fact that I have to do extra clicks to access {{tl|cite journal}} is bizarre. Are there efforts to sync updates to the current citation version on en.wp? [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:35, 2 January 2025 (UTC)
::Not mine, I am just wondering if there is an easy system how to take over citation aparatus. I havent investigated the citation system on English Wikipedia yet, but on the first glance it looks like a very complicated environment. So in the following days Ill be looking on it if its a way to overtake it or if it would be easier to create own citation system.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:00, 2 January 2025 (UTC)

== Proposal: citation templates for VisualEditor ==

@[[User:OhanaUnited|OhanaUnited]] [[Wikiversity:Colloquium#Citation system|pointed above]], that they had a hard time to create citations via VisualEditor I believe. I think its because of missing map in [[MediaWiki:Cite-tool-definition.json]] ([[phab:T219551|see also]]). And the question is, which citation templates the editor should list. So I would propose the same as on en.wp, i.e. [[Template:Cite book|Cite book]], [[Template:Cite journal|journal]], [[Template:Cite news|news]], and [[Template:Cite web|web]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 13:38, 3 January 2025 (UTC)

:I support those four templates (book, journal, news, web). Another part of me wonders if we should include other use cases like AV media, thesis and report. But they may have limited usage and will only clutter the screen. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:55, 7 January 2025 (UTC)
::Sure and thesis could be cited by Cite book. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:53, 7 January 2025 (UTC)
::[[Wikiversity:Request custodian action#Edit MediaWiki page|Requested Custodian action]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:01, 7 January 2025 (UTC)

== Wikiversity Newsletter - Topics? ==

Hello,
For the newsletter concept on Wikiversity, for Wikiversitans (which can be seen above), I was wondering if there were any recently added or updated resources on Wikiversity that this newsletter could add.
Kind regards,
Rock [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:13, 9 January 2025 (UTC)

== Wikiversity page view statistics ==

I remember seeing [[recent topics/threads]] here wondering about page view statistics for this project. So I wonder if anyone else here is as curious as I am about the following page view which compares wikiversity to other wikimedia projects
https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;range=latest-30&amp;sites=all-projects
cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:05, 15 January 2025 (UTC)

:It does look interesting, but I haven't viewed it in depth yet. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  17:24, 19 January 2025 (UTC)

== Launching! Join Us for Wiki Loves Ramadan 2025! ==

Dear All,

We’re happy to announce the launch of [[m:Wiki Loves Ramadan 2025|Wiki Loves Ramadan 2025]], an annual international campaign dedicated to celebrating and preserving Islamic cultures and history through the power of Wikipedia. As an active contributor to the Local Wikipedia, you are specially invited to participate in the launch. 

This year’s campaign will be launched for you to join us write, edit, and improve articles that showcase the richness and diversity of Islamic traditions, history, and culture.

* Topic: [[m:Event:Wiki Loves Ramadan 2025 Campaign Launch|Wiki Loves Ramadan 2025 Campaign Launch]]
* When: Jan 19, 2025 
* Time: 16:00 Universal Time UTC and runs throughout Ramadan (starting February 25, 2025).
* Join Zoom Meeting: https://us02web.zoom.us/j/88420056597?pwd=NdrpqIhrwAVPeWB8FNb258n7qngqqo.1 
* Zoom meeting hosted by [[m:Wikimedia Bangladesh|Wikimedia Bangladesh]]

To get started, visit the [[m:Wiki Loves Ramadan 2025|campaign page]] for details, resources, and guidelines: Wiki Loves Ramadan 2025.

Add [[m:Wiki Loves Ramadan 2025/Participant|your community here]], and organized Wiki Loves Ramadan 2025 in your local language.

Whether you’re a first-time editor or an experienced Wikipedian, your contributions matter. Together, we can ensure Islamic cultures and traditions are well-represented and accessible to all.

Feel free to invite your community and friends too. Kindly reach out if you have any questions or need support as you prepare to participate.

Let’s make Wiki Loves Ramadan 2025 a success!

For the [[m:Wiki Loves Ramadan 2025/Team|International Team]] 12:08, 16 January 2025 (UTC)
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== Deletion of talk pages ==

I wonder if there are any policies here that define when talkpages are deleted?

Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:30, 17 January 2025 (UTC)

:I'm not too sure if there are any topics about this. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  19:37, 17 January 2025 (UTC)
::Let me explain why I am asking about deletion:
::I have recently posted a question on a WV talk-page. The page was empty when I arrived, so had to be created, or recreated as it turns out because when I tried to post I received this box that said the page had been deleted by @[[User:Guy vandegrift|Guy vandegrift]] as a test page. I then Went ahead and recreated the page by posting at:
::[[Wikiversity talk:Wikidebate/Guy vandegrift#Do we need dialogues?]].
::However a bit later I remembered a discussion on the English Wikiquote Village Pump which was started by a contributor who was active there a long time ago who apparently was looking for their own contributions. It turned out that the history of the contributions had disappeared when the page was deleted and then re-created by another contributor who's became, at least according to the View history, the &quot;owner&quot; of all the previous contributions. Here is the ENWQ-VP discussion: https://en.wikiquote.org/wiki/Wikiquote:Village_pump#Now_this_is_contrary_to_the_spirit_of_Wikipedia.
::I believe deletions of old pages that seem unimportant to new users of the English Wikversity may become problematic in the future. I know that at least one  [[User:MathXplore|new admin]] has been added in the last  couple of years, but I am not sure how  many of the experienced admins are still active, so I don't know who makes deletion decisions here.. History is crucial to maintain when people are no longeraround.
::It would be nice for the ENWV-community  to understand how and what files/contributions are deleted.
::note: @[[User:Koavf|Koavf]] @[[User:Juandev|Juandev]], @[[User:OhanaUnited|OhanaUnited]] as recent participants in the Colloquium I wonder if you have any knowledge to contribute?
::Thanks advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:20, 18 January 2025 (UTC)
:::This project is generally pretty policy-lite, so deleting talk pages is probably ad hoc and left to best judgement. I have personally deleted one content page here but kept the talk page to document why it was deleted (this is common on en.wikt). —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 16:47, 18 January 2025 (UTC)
::::I was looking up some old history (2002) on the English Wikipedia associated with a particular user (Roadrunner) and  happened to see a talk-page that was deleted in 2021 that this user had contributed content to:
::::https://en.wikipedia.org/wiki/Talk%3AImmediate_Action_Unit
::::This page is no longer public as a result of: 
::::https://en.wikipedia.org/wiki/Wikipedia:Articles_for_deletion/Immediate_Action_Unit
::::So it appears that on the English Wikipedia talkpages were still being deleted along with their associated page as recently as 2021, I think? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 19:52, 31 January 2025 (UTC)
::: Please read [[Wikiversity:Deletions]] (especially [[WV:CSD]]) for the deletion of (talk) pages. No.8 of [[WV:CSD]] is specific for talk pages. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:09, 18 January 2025 (UTC)
::::@[[User:MathXplore|MathXplore]], I think @[[User:Ottawahitech|Ottawahitech]] is referring to user talk pages (correct me if I'm wrong). Do we have any policies related to this? [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  08:02, 19 January 2025 (UTC)
::::: [[Wikiversity:Deletions]] (including [[WV:CSD]]) apply for all namespaces. Therefore, the same rule will be applied to user talk pages. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 11:59, 19 January 2025 (UTC)
::::::@[[User:MathXplore|MathXplore]], thanks for clarifying. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  17:28, 19 January 2025 (UTC)
:::@[[User:Koavf|Koavf]], Thanks for this important tid-bit : {{green|I have personally deleted one content page here but kept the talk page to document why it was deleted (this is common on en.wikt).}}
:::This is a great habit IMIO. Do you happen to know if other WV-admins know how to not delete a talk-page when they delete its counterpart? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:05, 26 January 2025 (UTC)
::::I don't know that they do, but it's a fairly simple process when you're deleting pages. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:26, 26 January 2025 (UTC)

== Research Guidelines for the new Wiki of Government Efficiency ==

[[User:Jaredscribe/Department_of_Government_Efficiency]]

Before I move this original research project to mainspace, I invite a colloquy on my proposed
[[User:Jaredscribe/Department_of_Government_Efficiency#Research_Guidelines_and_Scholarly_Ethics|Research_Guidelines_and_Scholarly_Ethics]], and will entertain suggested improvements.

All may constructively contribute;  those who do so competently, are invited to edit after they declare and disclose.
[[User_talk:Jaredscribe/Department_of_Government_Efficiency#Declare_your_Interests_and_Disclose_Potential_Conflicts]] 


Thanks in advance for your consideration and informed opinions on how to make this work.  [[User:Jaredscribe|Jaredscribe]] ([[User talk:Jaredscribe|discuss]] • [[Special:Contributions/Jaredscribe|contribs]]) 07:05, 20 January 2025 (UTC)

== Mentors ==

With respect to [https://en.wikiversity.org/w/index.php?title=User_talk%3AUsername142857&amp;diff=2692853&amp;oldid=2667985 this], may I return, and if so, could I get a mentor? [[User:Username142857|Username142857]] ([[User talk:Username142857|discuss]] • [[Special:Contributions/Username142857|contribs]]) 17:15, 20 January 2025 (UTC)

:Hi @[[User:Username142857|Username142857]]: I am not familiar with the term &quot;mentors&quot; on WV. What did you have in mind? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:22, 22 January 2025 (UTC)
::@[[User:Ottawahitech|Ottawahitech]], I believe he means getting a mentor to help him with his 'return' on Wikiversity. Please correct me if I'm wrong however @[[User:Username142857|Username142857]]. [[User:RailwayEnthusiast2025|''RailwayEnthusiast2025'']] 😊 ([[User_talk:RailwayEnthusiast2025|Talk page]])  18:57, 23 January 2025 (UTC)
::'Mentors' are usually used to describe people on Wikiversity who mentor people for curatorship, custodianship etc. I think in this context, he might be trying to get a mentor to help him on Wikiversity. [[User:RailwayEnthusiast2025|&lt;span style=&quot;color:green;&quot;&gt;'''''RailwayEnthusiast2025'''''&lt;/span&gt;]] ([[User talk:RailwayEnthusiast2025|talk page]] - [[Special:Contributions/RailwayEnthusiast2025|contribs]]) 20:46, 24 January 2025 (UTC)
:::To clarify, other people have stated that I should probably leave for a while, and I'm wondering if it's safe for me to return [[User:Username142857|Username142857]] ([[User talk:Username142857|discuss]] • [[Special:Contributions/Username142857|contribs]]) 05:51, 9 February 2025 (UTC)
::::@[[User:Username142857|Username142857]]: I think you should return whenever you feel like it, honestly. [[User:Contributor 118,784|&lt;b style=&quot;color:#070&quot;&gt;Contributor&lt;/b&gt;&lt;sup style=&quot;color:#707&quot;&gt;118,784&lt;/sup&gt;]] [[User talk:Contributor 118,784|&lt;span style=&quot;color:#00F&quot;&gt;''Let's talk''&lt;/span&gt;]] 12:19, 10 February 2025 (UTC)

== Universal Code of Conduct annual review: provide your comments on the UCoC and Enforcement Guidelines ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

I am writing to you to let you know the annual review period for the Universal Code of Conduct and Enforcement Guidelines is open now. You can make suggestions for changes through 3 February 2025. This is the first step of several to be taken for the annual review.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find a conversation to join on the UCoC page on Meta]].

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] (U4C) is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|you may review the U4C Charter]].

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 01:12, 24 January 2025 (UTC)
&lt;/div&gt;
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:Thanks for the link. I will have a look at it later. [[User:RailwayEnthusiast2025|&lt;span style=&quot;color:green;&quot;&gt;'''RailwayEnthusiast2025'''&lt;/span&gt;]] ([[User talk:RailwayEnthusiast2025|talk page]]|[[Special:Contributions/RailwayEnthusiast2025|contribs]]) 08:49, 24 January 2025 (UTC)

== Subscribing to this talk-page ==

Is anyone here curious to find out what is the best method of subscribing to discussions here? Until today I did not even know one could subscribe to all new topics by clicking on  ''Subscribe'' (the second ''Action'' right after ''Move''). I will have to see if indeed I am automatically subscribed to this new thread that I am hoping  to start as soon as I hit the ''Add topic'' blue button at the bottom right hand corner.

So far I have had to resort to  clicking ''Subscribe'' individually for each topic when  I wanted to receive a notification for any new replies, but unfortunately after some items I was subscribed to have been archived on January 30, I received a message telling me I  am no longer subscribed. I guess I would have to look for any updates that took place before the archive in the archive itself?

Am I making sense at all? I have managed to confuse myself, LOL. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:11, 30 January 2025 (UTC)

:You are not subscribed to threads once they are removed from a page (e.g. by archiving). The easiest way to subscribe is by clicking on the &quot;Subscribe&quot; button with the bell next to it that renders near the thread's title. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 19:44, 30 January 2025 (UTC)

== A club for Wikiversity ==

Hello there,
I would like to start a club for Wikiversity, which would be a part of outreach. Wikiversity is one of the smallest Wikimedia projects and I enjoy contributing here. How could you help me in creating a club for this?
Yours sincerely,
[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 17:51, 31 January 2025 (UTC)

:There is a formal process for this at [[:m:Wikimedia user groups]]. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 18:18, 31 January 2025 (UTC)
::I meant like a club at an organization, school etc. Not a user group in a town or a city. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 18:31, 31 January 2025 (UTC)
:::I wanted to do this, because I'm active here, but I don't know. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 19:59, 12 February 2025 (UTC)
::::Dear @[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]], If you could contact any established user group in your locality. They could provide support to start a wiki club. [[User:511KeV|511KeV]] ([[User talk:511KeV|discuss]] • [[Special:Contributions/511KeV|contribs]]) 04:41, 28 March 2025 (UTC)
:::::Dear @[[User:511KeV|511KeV]], As said in my previous message, I wish to start a club at an organization, school etc. I wish to start a small club like this, not a user group in a town/city. I don't think you understand what I'm trying to say. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 16:23, 28 March 2025 (UTC)
::::::@@[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] Forming a non-affiliated club is a straightforward process. Gather a group of interested individuals and create a simple page on Meta-Wiki outlining the club’s purpose and how others can join and start editing. If your club focuses on a specific theme, such as medicine or the arts, you can mention it on the page.
::::::However, if you intend to establish a university- or school-affiliated club, you should seek permission from the institution. Start by submitting a formal application to the relevant authority at your college or university. [[User:511KeV|511KeV]] ([[User talk:511KeV|discuss]] • [[Special:Contributions/511KeV|contribs]]) 13:26, 29 March 2025 (UTC)
:::::::The latter is what I intend to do, and thanks for the help. I will start working on it soon. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 14:23, 29 March 2025 (UTC)

== Global ban proposal for Shāntián Tàiláng ==

Hello. This is to notify the community that there is an ongoing global ban proposal for [[species:User:Shāntián_Tàiláng|User:Shāntián Tàiláng]] who has been active on this wiki. You are invited to participate at [[metawiki:Requests_for_comment/Global_ban_for_Shāntián_Tàiláng|m:Requests for comment/Global ban for Shāntián Tàiláng]]. [[User:Wüstenspringmaus|Wüstenspringmaus]] ([[User talk:Wüstenspringmaus|discuss]] • [[Special:Contributions/Wüstenspringmaus|contribs]]) 12:50, 2 February 2025 (UTC)

:Hi @[[User:Wüstenspringmaus|Wüstenspringmaus]], Looks like the RFC you started in an effort to  globally ban [[User:Shāntián Tàiláng]] has still not concluded. Forgive me, but I am indef-blocked on META so cannot ask there:
:* Is there no time limit on such nominations?
:* I am not familiar with the subject of this ban nomination, but I think there might be some unsupported allegations against them, such as harassment which is a serious issue. If I'm wrong please forgive me, I did spend a lot of time plowing through this lengthy page.
:* Many of us prefer to spend more of our time adding information to the wiki-projects that we are involved in and less  to endless discussions. The Nomination page on META is now '''43,962 bytes long''' and growing, and will require any new participant spend a great deal of unproductive time to come up to speed.
:Is it expectedad that the only people who Support or Oppose your nomination be personally familiar with the User in question? Cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 23:43, 16 February 2025 (UTC)

== Reminder: first part of the annual UCoC review closes soon ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

This is a reminder that the first phase of the annual review period for the Universal Code of Conduct and Enforcement Guidelines will be closing soon. You can make suggestions for changes through [[d:Q614092|the end of day]], 3 February 2025. This is the first step of several to be taken for the annual review.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find a conversation to join on the UCoC page on Meta]]. After review of the feedback, proposals for updated text will be published on Meta in March for another round of community review. 

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 00:49, 3 February 2025 (UTC)
&lt;/div&gt;
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== Self-deleting pages that I nominated for deletion myself ==
In 2024, I nominated multiple pages for deletion via [[:Template:Proposed deletion]] (see also [[Special:WhatLinksHere/Template:Proposed deletion]]). The three-month protective period for most of them now expired.

Example pages: [[Astronomy outline]], [[VELS mathematics]], [[Particle mechanics]].

It would be ideal if the deleting person would be different from the nominating person. However, no one seems to be interested in deleting these pages.

Should I feel free to delete the pages I nominated myself? I think it could be okay, but I can also imagine someone being stringent about these matters and requiring the four-eye principle. One rationale for allowing deleting myself is that the English Wikiversity has only few active administrators and therefore, the four-eye principle would create too much of delay and overhead; on a more admin-populated project, the four-eye principle is more workable. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:08, 16 February 2025 (UTC)

:OK I'll bite :-)
:Looks like enwv has a different ''Proposed deletion'' notice than other wiki-projects. One thing I noticed immediately is that there is no reason or explanation required for the deletion proposal. 
:I understand that all a deletion will accomplish is to remove those articles from public view. They will still continue to exist, but only admins will see them. May I ask @[[User:Dan Polansky|Dan Polansky]], why do you believe these 3 articles should be deleted? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 23:08, 16 February 2025 (UTC)
:: I always provide a reason for deletion. And  thus, e.g. [[Astronomy outline]] states: &quot;The Nominator gave the following reason for their nomination:&quot;, &quot;too low quality to serve as a learning resource; most links are redlinks; no further reading&quot;. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:18, 17 February 2025 (UTC)
: I went ahead and deleted the three listed pages. I will wait a little longer before I proceed further. Most of the usual admins do not seem to be around, though, so the absence of opposition does not tell us much. And thus, I am proceeding at risk, and undo is possible by an admin or quasi-admin. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:41, 24 February 2025 (UTC)
:@[[User:Dan Polansky|Dan Polansky]] You proposed deletion back in October. Yes, it's fine if you are now the one to delete it. Often there is only one user at a time interested in cleaning up Wikiversity. That person does it until they choose not to. Then after a while, someone else steps up. I cleaned up my own proposed deletions for years with very few complaints. If someone wants to object, they need to be willing to speak up and review your proposed deletions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:51, 26 February 2025 (UTC)
:: Thank you. I went ahead and quasi-deleted 3 more pages, this time by moving them to user space (since I could find the main creator). I will make more deletions or quasi-deletions later. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:47, 26 February 2025 (UTC)

==  Upcoming Language Community Meeting (Feb 28th, 14:00 UTC) and Newsletter ==

&lt;section begin=&quot;message&quot;/&gt;
Hello everyone!
[[File:WP20Symbols WIKI INCUBATOR.svg|right|frameless|150x150px|alt=An image symbolising multiple languages]]
We’re excited to announce that the next '''Language Community Meeting''' is happening soon, '''February 28th at 14:00 UTC'''! If you’d like to join, simply sign up on the '''[[mw:Wikimedia_Language_and_Product_Localization/Community_meetings#28_February_2025|wiki page]]'''.

This is a participant-driven meeting where we share updates on language-related projects, discuss technical challenges in language wikis, and collaborate on solutions. In our last meeting, we covered topics like developing language keyboards, creating the Moore Wikipedia, and updates from the language support track at Wiki Indaba.

'''Got a topic to share?''' Whether it’s a technical update from your project, a challenge you need help with, or a request for interpretation support, we’d love to hear from you! Feel free to '''reply to this message''' or add agenda items to the document '''[[etherpad:p/language-community-meeting-feb-2025|here]]'''.

Also, we wanted to highlight that the sixth edition of the Language &amp; Internationalization newsletter (January 2025) is available here: [[:mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/January|Wikimedia Language and Product Localization/Newsletter/2025/January]]. This newsletter provides updates from the October–December 2024 quarter on new feature development, improvements in various language-related technical projects and support efforts, details about community meetings, and ideas for contributing to projects. To stay updated, you can subscribe to the newsletter on its wiki page: [[:mw:Wikimedia Language and Product Localization/Newsletter|Wikimedia Language and Product Localization/Newsletter]].

We look forward to your ideas and participation at the language community meeting, see you there!
&lt;section end=&quot;message&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 08:29, 22 February 2025 (UTC)
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== Replicate [[c:Template:Imagestack]] ==

I find this feature on Commons quite practical, and would like to use it on Wikiversity. But just copying the content to {{tl|Imagestack}} is not enough. The example on {{tl|Imagestack/sandbox}} remains static. Does someone know how to implement the JavaScript? [[User:Watchduck|Watchduck]] &lt;small&gt;([[User talk:Watchduck|quack]])&lt;/small&gt; 18:31, 26 February 2025 (UTC)

:I don't know how to implement the JavaScript here. I haven't used the Imagestack feature before. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 21:11, 20 March 2025 (UTC)

== Universal Code of Conduct annual review: proposed changes are available for comment ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

I am writing to you to let you know that [[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/Proposed_Changes|proposed changes]] to the [[foundation:Special:MyLanguage/Policy:Universal_Code_of_Conduct/Enforcement_guidelines|Universal Code of Conduct (UCoC) Enforcement Guidelines]] and [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|Universal Code of Conduct Coordinating Committee (U4C) Charter]] are open for review. '''[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/Proposed_Changes|You can provide feedback on suggested changes]]''' through the [[d:Q614092|end of day]] on Tuesday, 18 March 2025. This is the second step in the annual review process, the final step will be community voting on the proposed changes.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find relevant links about the process on the UCoC annual review page on Meta]].

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] (U4C) is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|you may review the U4C Charter]].

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] 18:52, 7 March 2025 (UTC)

&lt;/div&gt;
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== Your wiki will be in read-only soon ==

&lt;section begin=&quot;server-switch&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;

[[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-Tech%2FServer+switch&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]

The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster.

All traffic will switch on '''{{#time:j xg|2025-03-19|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2025-03-19T14:00|en}} {{#time:H:i e|2025-03-19T14:00}}]'''.

Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. 

A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. 

'''You will be able to read, but not edit, all wikis for a short period of time.'''

*You will not be able to edit for up to an hour on {{#time:l j xg Y|2025-03-19|en}}.
*If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case.

''Other effects'':

*Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped.
* We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards.
* [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes.

This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. 

'''Please share this information with your community.'''&lt;/div&gt;&lt;section end=&quot;server-switch&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:14, 14 March 2025 (UTC)
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== Wikidata and Sister Projects: an online event ==

Hello everyone, I’m writing to announce an upcoming event called [[wikidata:Event:Wikidata and Sister Projects|'''Wikidata and Sister Projects''']] that will be a mini online conference to highlight the different ways Wikidata can be connected and integrated with the other WM projects.

We are currently looking for session ideas and speakers for our program and wanted to reach out in case there were any editors here that might have a cool idea for a session proposal. Sessions can be found on the [[wikidata:Event talk:Wikidata and Sister Projects|'''event discussion page''']].

As previously mentioned, we would like to showcase the relationship between Wikibooks and Wikidata, such as the storing of metadata and sitelinking between books and their respective Wikidata items. Do you have an idea for a session? We'd love to hear about it!

The event is scheduled between '''May 29 - June 1st, 2025'''. If you have any questions about the event, would like more information or have a session idea to propose, please feel free to get in touch by replying to this post or writing on the event page or on my [[v:User_talk:Danny_Benjafield_(WMDE)|talk page]]. Thanks for reading, - [[wikidata:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[wikidata:User talk:Danny Benjafield (WMDE)|&lt;span class=&quot;signature-talk&quot;&gt;{{int:Talkpagelinktext}}&lt;/span&gt;]]) 07:48, 1 April 2025 (UTC)

== Final proposed modifications to the Universal Code of Conduct Enforcement Guidelines and U4C Charter now posted ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
The proposed modifications to the [[foundation:Special:MyLanguage/Policy:Universal_Code_of_Conduct/Enforcement_guidelines|Universal Code of Conduct Enforcement Guidelines]] and the U4C Charter [[m:Universal_Code_of_Conduct/Annual_review/2025/Proposed_Changes|are now on Meta-wiki for community notice]] in advance of the voting period. This final draft was developed from the previous two rounds of community review. Community members will be able to vote on these modifications starting on 17 April 2025. The vote will close on 1 May 2025, and results will be announced no later than 12 May 2025. The U4C election period, starting with a call for candidates, will open immediately following the announcement of the review results. More information will be posted on [[m:Special:MyLanguage//Universal_Code_of_Conduct/Coordinating_Committee/Election|the wiki page for the election]] soon.

Please be advised that this process will require more messages to be sent here over the next two months. 

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|review the U4C Charter]].

Please share this message with members of your community so they can participate as well.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|talk]]) 02:05, 4 April 2025 (UTC)
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== Wikidata and Sister Projects: An online community event ==

''(Apologies for posting in English)''

Hello everyone, I am excited to share news of an upcoming online event called '''[[d:Event:Wikidata_and_Sister_Projects|Wikidata and Sister Projects]]''' celebrating the different ways Wikidata can be used to support or enhance with another Wikimedia project. The event takes place over 4 days between '''May 29 - June 1st, 2025'''.

We would like to invite speakers to present at this community event, to hear success stories, challenges, showcase tools or projects you may be working on, where Wikidata has been involved in Wikipedia, Commons, WikiSource and all other WM projects.

If you are interested in attending, please [[d:Special:RegisterForEvent/1291|register here]].
If you would like to speak at the event, please fill out this Session Proposal template on the [[d:Event_talk:Wikidata_and_Sister_Projects|event talk page]], where you can also ask any questions you may have. 

I hope to see you at the event, in the audience or as a speaker, - [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 09:18, 11 April 2025 (UTC)
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== Vote now on the revised UCoC Enforcement Guidelines and U4C Charter ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

The voting period for the revisions to the Universal Code of Conduct Enforcement Guidelines (&quot;UCoC EG&quot;) and the UCoC's Coordinating Committee Charter is open now through the end of 1 May (UTC) ([https://zonestamp.toolforge.org/1746162000 find in your time zone]). [[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/2025/Voter_information|Read the information on how to participate and read over the proposal before voting]] on the UCoC page on Meta-wiki.

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review of the EG and Charter was planned and implemented by the U4C. Further information will be provided in the coming months about the review of the UCoC itself. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|review the U4C Charter]].

Please share this message with members of your community so they can participate as well.

In cooperation with the U4C -- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|talk]]) 00:35, 17 April 2025 (UTC)
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== FYI: Can Citizen Science Be Trusted? New Study of Birds Shows It Can ==

https://www.ucdavis.edu/news/can-citizen-science-be-trusted-new-study-birds-shows-it-can —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 01:08, 23 April 2025 (UTC)

== Vote on proposed modifications to the UCoC Enforcement Guidelines and U4C Charter ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
The voting period for the revisions to the Universal Code of Conduct Enforcement Guidelines and U4C Charter closes on 1 May 2025 at 23:59 UTC ([https://zonestamp.toolforge.org/1746162000 find in your time zone]). [[m:Special:MyLanguage/Universal Code of Conduct/Annual review/2025/Voter information|Read the information on how to participate and read over the proposal before voting]] on the UCoC page on Meta-wiki.

The [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Charter|review the U4C Charter]].

Please share this message with members of your community in your language, as appropriate, so they can participate as well.

In cooperation with the U4C -- &lt;section end=&quot;announcement-content&quot; /&gt;

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
[[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 03:41, 29 April 2025 (UTC)&lt;/div&gt;
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== Question Centre ==

I have a question: 

'''1.''''Is it possible to change your username? Or is it permament? 

''Antworte zu meinem Kommentar, und Ich werde zu dir abonnieren. ''

[[User:Kumpa-pasión|Kumpa-pasión]] ([[User talk:Kumpa-pasión|discuss]] • [[Special:Contributions/Kumpa-pasión|contribs]]) 15:18, 30 April 2025 (UTC)

:Hello {{ping|Kumpa-pasión}} To change your username, you can go to [https://meta.wikimedia.org/wiki/Special:GlobalRenameRequest Special:GlobalRenameRequest]. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:42, 2 May 2025 (UTC)

== Names of pages I am creating, one man's look at X ==
I am creating pages like [[One man's look at LibreOffice]], but I am increasingly dissatisfied with this naming scheme. It just means that &quot;One man's look at X&quot; is nothing but &quot;Dan Polansky's look at X&quot;; what is so special about Dan Polansky that he is the &quot;one man&quot;, which other people are not? I prefer &quot;X (Dan Polansky)&quot;, but that was previously rejected (I should find the discussion, but I am too lazy now). What was not rejected is &quot;X/Dan Polansky&quot; (as in [[COVID-19/Dan Polansky]]), but I find it greatly suboptimal: there is nothing in that syntax that suggests that &quot;Dan Polansky&quot; is an author name; compare a possible &quot;Philosophy/Aristotle&quot;, which would be ''about'' Aristotle and not ''by'' Aristotle.

Perhaps we can have a discussion/conversation about alternative proposals and what makes them preferable and dispreferable, desirable and undesirable? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:07, 1 May 2025 (UTC)
: If a main space page is meant only for one user's view, then perhaps that page should instead be located in that user's space. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 05:12, 17 May 2025 (UTC)
:: That would not work: pages in user space are not Google search indexed, from what I understand. One's spending effort to write and publish an article and then having it ignored by readers since not found via Google Search is not rewarding; I do not see why people would like to do it, and they apparently don't. Moreover, since other editors can comment on the article on the talk page, it is vital that the author does not have the right to have the article deleted on a whim; an article should be deleted only in well justified rare cases (ethical breach, etc.).
:: I think that a page being author-specific should be the usual case, not the rare case, in Wikiversity. It is the case with Wikijournal articles. It also seems to be the case with the Motivation and Emotion pages, e.g. as listed in [[Motivation and emotion/Book/2024]]; and thus, e.g. [[Motivation and emotion/Book/2024/Abusive supervision]] has TJDuus as the main author as per the assignment and revision history (there are auxiliary editors, but the author seems to maintain editorial control?)
:: Since Wikiversity pages are not organized by the principle of being encyclopedic and by avoidance of original research, I do not see how the free-for-all editing of Wikipedia could possibly work here.
:: Some of the best materials I have seen in the English Wikiversity either have a single author or single main author. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:10, 17 May 2025 (UTC)

== We will be enabling the new Charts extension on your wiki soon! ==

''(Apologies for posting in English)''

Hi all! We have good news to share regarding the ongoing problem with graphs and charts affecting all wikis that use them.

As you probably know, the [[:mw:Special:MyLanguage/Extension:Graph|old Graph extension]] was disabled in 2023 [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/EWL4AGBEZEDMNNFTM4FRD4MHOU3CVESO/|due to security reasons]]. We’ve worked in these two years to find a solution that could replace the old extension, and provide a safer and better solution to users who wanted to showcase graphs and charts in their articles. We therefore developed the [[:mw:Special:MyLanguage/Extension:Chart|Charts extension]], which will be replacing the old Graph extension and potentially also the [[:mw:Extension:EasyTimeline|EasyTimeline extension]].

After successfully deploying the extension on Italian, Swedish, and Hebrew Wikipedia, as well as on MediaWiki.org, as part of a pilot phase, we are now happy to announce that we are moving forward with the next phase of deployment, which will also include your wiki.

The deployment will happen in batches, and will start from '''May 6'''. Please, consult [[:mw:Special:MyLanguage/Extension:Chart/Project#Deployment Timeline|our page on MediaWiki.org]] to discover when the new Charts extension will be deployed on your wiki. You can also [[:mw:Special:MyLanguage/Extension:Chart|consult the documentation]] about the extension on MediaWiki.org.

If you have questions, need clarifications, or just want to express your opinion about it, please refer to the [[:mw:Special:MyLanguage/Extension_talk:Chart/Project|project’s talk page on Mediawiki.org]], or ping me directly under this thread. If you encounter issues using Charts once it gets enabled on your wiki, please report it on the [[:mw:Extension_talk:Chart/Project|talk page]] or at [[phab:tag/charts|Phabricator]].

Thank you in advance! -- [[User:Sannita (WMF)|User:Sannita (WMF)]] ([[User talk:Sannita (WMF)|talk]]) 15:07, 6 May 2025 (UTC)
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== Progressive translations ==

If you gradually translate more and more words in a text it's called &quot;progressive translation&quot; apparently. If we were doing, say, English to Hungarian it would look like &quot;I took the ''vonat'' (train) to Budapest&quot; and later on &quot;I saw the river from the ''vonat''&quot;. I want to be able to read novels and pick up vocabulary in this way, as well as make them (or rather get an AI to make them) and share them with other language learners. 

It's education so I thought you might be interested in hosting them, and maybe some people here would be interested in helping out. Thanks for any feedback [[User:Progressive translator|Progressive translator]] ([[User talk:Progressive translator|discuss]] • [[Special:Contributions/Progressive translator|contribs]]) 16:54, 6 May 2025 (UTC)

== Call for Candidates for the Universal Code of Conduct Coordinating Committee (U4C) ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
The results of voting on the Universal Code of Conduct Enforcement Guidelines and Universal Code of Conduct Coordinating Committee (U4C) Charter is [[m:Special:MyLanguage/Universal Code of Conduct/Annual review/2025#Results|available on Meta-wiki]].

You may now [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2025/Candidates|submit your candidacy to serve on the U4C]] through 29 May 2025 at 12:00 UTC. Information about [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2025|eligibility, process, and the timeline are on Meta-wiki]]. Voting on candidates will open on 1 June 2025 and run for two weeks, closing on 15 June 2025 at 12:00 UTC.

If you have any questions, you can ask on [[m:Talk:Universal Code of Conduct/Coordinating Committee/Election/2025|the discussion page for the election]]. -- in cooperation with the U4C, &lt;/div&gt;&lt;section end=&quot;announcement-content&quot; /&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|discuss]])&lt;/bdi&gt; 22:08, 15 May 2025 (UTC)
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== RfC ongoing regarding Abstract Wikipedia (and your project) ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
''(Apologies for posting in English, if this is not your first language)''

Hello all! We opened a discussion on Meta about a very delicate issue for the development of [[:m:Special:MyLanguage/Abstract Wikipedia|Abstract Wikipedia]]: where to store the abstract content that will be developed through functions from Wikifunctions and data from Wikidata. Since some of the hypothesis involve your project, we wanted to hear your thoughts too. 

We want to make the decision process clear: we do not yet know which option we want to use, which is why we are consulting here. We will take the arguments from the Wikimedia communities into account, and we want to consult with the different communities and hear arguments that will help us with the decision. The decision will be made and communicated after the consultation period by the Foundation.

You can read the various hypothesis and have your say at [[:m:Abstract Wikipedia/Location of Abstract Content|Abstract Wikipedia/Location of Abstract Content]]. Thank you in advance! -- [[User:Sannita (WMF)|Sannita (WMF)]] ([[User talk:Sannita (WMF)|&lt;span class=&quot;signature-talk&quot;&gt;{{int:Talkpagelinktext}}&lt;/span&gt;]]) 15:27, 22 May 2025 (UTC)
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== Wikimedia Foundation Board of Trustees 2025 Selection &amp; Call for Questions ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Wikimedia Foundation elections/2025/Announcement/Selection announcement|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Wikimedia Foundation elections/2025/Announcement/Selection announcement}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Dear all,

This year, the term of 2 (two) Community- and Affiliate-selected Trustees on the Wikimedia Foundation Board of Trustees will come to an end [1]. The Board invites the whole movement to participate in this year’s selection process and vote to fill those seats.

The Elections Committee will oversee this process with support from Foundation staff [2]. The Governance Committee, composed of trustees who are not candidates in the 2025 community-and-affiliate-selected trustee selection process (Raju Narisetti, Shani Evenstein Sigalov, Lorenzo Losa, Kathy Collins, Victoria Doronina and Esra’a Al Shafei) [3], is tasked with providing Board oversight for the 2025 trustee selection process and for keeping the Board informed. More details on the roles of the Elections Committee, Board, and staff are here [4].

Here are the key planned dates:

* May 22 – June 5: Announcement (this communication) and call for questions period [6]
* June 17 – July 1, 2025: Call for candidates
* July 2025: If needed, affiliates vote to shortlist candidates if more than 10 apply [5]
* August 2025: Campaign period
* August – September 2025: Two-week community voting period
* October – November 2025: Background check of selected candidates
* Board’s Meeting in December 2025: New trustees seated

Learn more about the 2025 selection process - including the detailed timeline, the candidacy process, the campaign rules, and the voter eligibility criteria - on this Meta-wiki page [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2025|[link]]].

'''Call for Questions'''

In each selection process, the community has the opportunity to submit questions for the Board of Trustees candidates to answer. The Election Committee selects questions from the list developed by the community for the candidates to answer. Candidates must answer all the required questions in the application in order to be eligible; otherwise their application will be disqualified. This year, the Election Committee will select 5 questions for the candidates to answer. The selected questions may be a combination of what’s been submitted from the community, if they’re alike or related. [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2025/Questions_for_candidates|[link]]]

'''Election Volunteers'''

Another way to be involved with the 2025 selection process is to be an Election Volunteer. Election Volunteers are a bridge between the Elections Committee and their respective community. They help ensure their community is represented and mobilize them to vote. Learn more about the program and how to join on this Meta-wiki page [[m:Wikimedia_Foundation_elections/2025/Election_volunteers|[link].]]

Thank you!

[1] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2022/Results

[2] https://foundation.wikimedia.org/wiki/Committee:Elections_Committee_Charter

[3] https://foundation.wikimedia.org/wiki/Resolution:Committee_Membership,_December_2024

[4] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections_committee/Roles

[5] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2025/FAQ

[6] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2025/Questions_for_candidates

Best regards,

Victoria Doronina

Board Liaison to the Elections Committee

Governance Committee&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 03:08, 28 May 2025 (UTC)
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== Vote now in the 2025 U4C Election ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}

Eligible voters are asked to participate in the 2025 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2025|2025 Election information page]]. The vote closes on 17 June 2025 at [https://zonestamp.toolforge.org/1750161600 12:00 UTC].

Please vote if your account is eligible. Results will be available by 1 July 2025. -- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 23:01, 13 June 2025 (UTC) &lt;/div&gt;
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== Geometric growth in views ==

Wikiversity seems to be experiencing an [https://stats.wikimedia.org/#/en.wikiversity.org/reading/total-page-views/normal|bar|all|~total|monthly unprecedented amount of traffic], literally doubling in May '25 with almost 60 million monthly views. (Note practically no growth from 2016-24).

I haven't noticed any corresponding unprecedented activity however. Anyone know what's up? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 21:56, 15 June 2025 (UTC)</text>
      <sha1>mmpmp54xuwk48481hya3cbwrz6u6xdb</sha1>
    </revision>
    <revision>
      <id>2718597</id>
      <parentid>2718596</parentid>
      <timestamp>2025-06-15T22:01:50Z</timestamp>
      <contributor>
        <username>Tule-hog</username>
        <id>2984180</id>
      </contributor>
      <comment>/* Geometric growth in views */ prev thread</comment>
      <origin>2718597</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="77045" sha1="he2g6qqda6coa3i6f9w7jnj6sf42bma" xml:space="preserve">{{Wikiversity:Colloquium/Header}}
&lt;!-- MESSAGES GO BELOW --&gt;
== 'Wikidata item' link is moving, finally. ==

Hello everyone, I previously wrote on the 27th September to advise that the ''Wikidata item'' sitelink will change places in the sidebar menu, moving from the '''General''' section into the '''In Other Projects''' section. The scheduled rollout date of 04.10.2024 was delayed due to a necessary request for Mobile/MinervaNeue skin. I am happy to inform that the global rollout can now proceed and will occur later today, 22.10.2024 at 15:00 UTC-2. [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Please let us know]] if you notice any problems or bugs after this change. There should be no need for null-edits or purging cache for the changes to occur. Kind regards, -[[m:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] 11:28, 22 October 2024 (UTC)
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:Hi @[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: I Just noticed your post above, and it is timely.
:I have been participating in the English WikiUniversity for a few years, much less often recently. I seems like something in the way the site displays is different, but I cannot put my finger on it. Your posting gave me a clue. Can you please tell me where  the link to wikidata items has moved to? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:23, 11 December 2024 (UTC)
::Hello @[[User:Ottawahitech|Ottawahitech]], sure, I would be happy to. The button/sitelink name didn't change, just its position. You should find it in the sidebar-menu under the section '''In other projects''' (where the links to all other Wikimedia Projects are displayed). If you do not see it, please reach out to us on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Move Wikidata item - Discussion page]]. Thank you, -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 09:24, 12 December 2024 (UTC)
:::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]], thank you for responding. I intend to followup on the ''Move Wikidata item - Discussion page'' as per your post above by putting it on my ever growing todo list.
:::I don't know about others on this wiki, as I said I have not been visiting here frequently, but for me the constant changes are a big distraction. I have been around wikimedia projects since 2007, so why do I have to spend so much time learning and re-learning how to find what I came here for? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:41, 12 December 2024 (UTC)
::::Hi @[[User:Ottawahitech|Ottawahitech]], thanks for you thoughts. Your input whether positive or critical helps us understand the impacts to editors so we welcome your further thoughts when you reach us in your To Do List :)
::::I can't speak about the other changes you've experienced here but I do hope they are made with a spirit of improvement for the community as a whole. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 10:43, 16 December 2024 (UTC)
:::::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: 
:::::Re: '''Your input whether positive or critical helps us understand the impacts to editors'''
:::::Today I (finally)  checked [[Move Wikidata item - Discussion page]] and discovered that it is a talkpage on META where, unfortunately, I am infinitely blocked, so cannot participate. Even so, I proceeded to try and see what others are saying and immediately came to the conclusion that the few who actually participated in that discussin viewed the change  negatively. It must be disheartening for developers to meet such a hostile attitude from the community. Please don't take it personally, this is a common phenomena in  wikimedia community wide discussions , IMIO.
:::::I further checked the [https://pageviews.wmcloud.org/?project=meta.wikimedia.org&amp;platform=all-access&amp;agent=user&amp;redirects=0&amp;range=latest-90&amp;pages=Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link page view statistcics] which showed there were only  828 pageviews in the last 90 days, and what's worse [https://meta.wikimedia.org/w/index.php?title=Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link&amp;action=info#mw-pageinfo-watchers the page has &quot;Fewer than 30 watchers&quot;]. 
:::::Since [[META:User:Danny Benjafield (WMDE)|your userpage on META]] says that you are the: &quot;Community Communications Manager Wikidata Integrations Team&quot;, may I ask how this apparent apathy is being addressed by your own management?
:::::I apologize if my post is not welcome on the Wikiversity:Colloquium, as i said I am  a rather infrequent visitor to this wiki. I probably would not have followed up if you did not assure us that our feedback positive or negative is sought. Cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:49, 3 January 2025 (UTC)
::::::Dear @[[User:Ottawahitech|Ottawahitech]], I am so so sorry for leaving you on read for these last months, I have no excuse other than reading your comment and then getting lost before making a reply.
::::::The team I am working with, [[m:Wikidata_For_Wikimedia_Projects|Wikidata for Wikimedia Projects]] is a new development team, so I think management has allowed a certain amount of elbow room or leeway for us to make small changes whilst developing our confidence tackling the MediaWiki codebase with onboarding tasks that won't 'rock the boat' too much. We certainly expected some pushback or resistance to moving the Wikidata item as editors are so used to where it previously resided. Now it has been some time and hopefully the communities have gotten used to the change.
::::::Please do not apologise, your comments are always welcome, critical or not, as a new team I think we certainly &quot;fly under the radar&quot; to an extent and I hope that changes as we continue to work on projects that deepen the integrations between Wikidata and the other sibling projects. Once again, my sincere apologies for the delay in this reply. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 13:59, 1 April 2025 (UTC)

== Wikiversity - Newsletters ==

Hello All,

I wanted to create a newsletter on Wikiversity, which would highlight what is going on in certain months and events on Wikiversity; which would bolster engagement by many people. This would be on the website and would have its dedicated 'Newsletter' tab.

I hope you acknowledge this idea. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:05, 8 December 2024 (UTC)

:@[[User:RockTransport|RockTransport]], What sort of things do you plan to include in your newsletter? Will they be different than what is currently in [[Main Page/News]]? Just curious.
:I am also wondering about your motive which I think is: to bolster engagement by many people. I am asking because I wonder if others who are currently active here also think this I is desirable? Have you asked them? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:34, 11 December 2024 (UTC)
::Not yet, which was why I was asking this on the colloquium. I plan to include things that many people have created on Wikiversity over the month, as it is a monthly newsletter. It would be somewhere on the website here. It will be more frequent that the ones seen on [[Main Page/News]]. We will include people's resources to essentially promote them. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 06:50, 12 December 2024 (UTC)
:::@[[User:RockTransport|RockTransport]], I Think what you are saying is that ''Main Page/News'' does not update frequently enough? 
:::If this is the reason, why not start small by simply increasing the frequency of posting news on the main page, instead of trying to start a newsletter?
:::If there is more, can you articulate what else is missing. Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:51, 12 December 2024 (UTC)
::::I meant going to detail into topics covered in that month, rather than just giving a few points. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 16:53, 12 December 2024 (UTC)
:::::What sort of details did you have in mind? You can pick one of the links provided in [[Main Page/News]] to illustrate. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:29, 16 December 2024 (UTC)
::::::I'm thinking of the community entering their projects, and discussing those in the newsletter. It depends on what they want, though. There would be a dedicated page for giving the information about their projects [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:24, 16 December 2024 (UTC)
:::::::I might start working on this soon, depending on the projects being created on Wikiversity. @[[User:Ottawahitech|Ottawahitech]] @[[User:Atcovi|Atcovi]] [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:25, 17 December 2024 (UTC)
::::::::I'd recommend you start off with putting this under a userspace page (something like [[User:RockTransport/Wikiversity Newsletter]]), and drafting what you desire. Let us know once it's done, and the community can provide their input. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 17 December 2024 (UTC)
:::::::::I will try and make one for this month. This is supposed to be a monthly newsletter, showcasing the different projects mentioned there. Users can put their projects, and we will document them on the newsletter. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:33, 17 December 2024 (UTC)
:::::::::I am hoping for it to be released by January 2025. There's no rush to get it done; it's still in it's planning stage. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:43, 17 December 2024 (UTC)
::::I '''might''' be able to icnrease the frequency there, but it doesn't go into detail about these topics. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:30, 18 December 2024 (UTC)
:Where you are going to get the audience for your website and Wikiversity newsletter? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 18 December 2024 (UTC)
::It's on Wikiversity, not on an outside platform. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:51, 18 December 2024 (UTC)
::The audience will be Wikiversity contributors. There will be a dedicated page for it on Wikiversity. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:55, 18 December 2024 (UTC)
:::Hi @[[User:RockTransport|RockTransport]], Just wondering if there is a progress on the wikiversity newsletter? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 18:09, 6 January 2025 (UTC)
::::There is progress, I just need to find some topics to cover about. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:26, 6 January 2025 (UTC)
::::Also, if you wanted to see the work being done on the page, go to [[User:RockTransport/Wikiversity Newsletter|this page]]. I haven't worked on it that much lately, but I am constantly working on it. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:38, 6 January 2025 (UTC)

== &lt;s&gt;Degrees&lt;/s&gt; (Certificates (see below)) ==

Why does Wikiversity not provide degrees? I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal. But anyway, why is that? Wikiversity is about opening doors, i.e., removing obstacles. So, what kind of an obstacle was a paper? Was a certain body of knowledge that you learned well?! Because Wikiversity is not accredited for that? Yes, and do we need official US accreditation? We cannot create our system so that the learners who learn here and would like to continue their science career have a recognizable degree they can continue? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:19, 18 December 2024 (UTC)

:&quot;I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal.&quot; Was it? Becoming a degree-granting institution is an extremely high bar in the United States, but what is even the point in becoming a degree-granting institution in... Malawi? Tonga? Somewhere else where the servers aren't located or the WMF aren't incorporated? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 15:53, 18 December 2024 (UTC)
::I ment certificates. The question is the recognazibility of a certificate. I am not talking here about equal certification, which is provided by governmental institucians to universities, rather on Wikiversity own certification, which might may advocate itself over the time. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 15:05, 19 December 2024 (UTC)
::: We could issue certificates in some residing in certain jurisdictions probably (?). To my knowledge, there is no legal prohibition federally against doing this in the USA as long as no misrepresentation happens. Although some states might prohibit it (?). Degrees are likely different (at least with respect to accreditation). Please let me know if you believe I am likely incorrect in my understanding. I asked an LLM this prompt, &quot;is there any prohibition legally in USA for a DAO (decentralized autonomous organization or wiki community related to learning, teaching, and research) from issuing certifications or certificates to those who go through learning materials and educational resources that might be on a decentralized or nonprofit wiki that has an active community?&quot; (i won't post the specific result, but I wrote and engineered that prompt myself). The LLM output seemed to indicate my understanding noted here is correct, but LLM's are sometimes wrong. what do you or others think about this? [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 18:49, 25 December 2024 (UTC)
:From [https://web.archive.org/web/20170703053134/https://wikimediafoundation.org/wiki/Meetings/November_13,_2005 the WMF Board] (repeated at [[WV:WWIN]]):
:&lt;blockquote&gt;&quot;[[Wikiversity:Original proposal|Wikiversity proposal]] not approved, but we will approve it if [[Wikiversity:Approved Wikiversity project proposal|some changes are made]]... The board recommend rewriting the proposal to ''exclude credentials'', exclude online-courses and clarify the concept of elearning platform.&quot;&lt;/blockquote&gt;
:That is, Wikiversity was prevented from creation until it was codified '''not''' to provide credentials. It is not just ''U.S.'' credentials, but credentials period.
:I see you were around for [[Wikiversity:Community Review/Wikimedia Ethics:Ethical Breaching Experiments|the Reckoning]], so I imagine you are aware of the potential consequences of challenging such a clear policy so explicitly. I worry the community would not withstand another round. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 19:24, 2 January 2025 (UTC)
::That said, I see nothing wrong with a cute badge of some sort (emulating barnstars) for completion of a resource (perhaps supervised/signed off by the resource creators). Even if there is no pretention of &quot;credentials&quot;, who doesn't like a trophy? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 20:19, 2 January 2025 (UTC)
:::[[:w:Gamification|Gamification]] is quite different than granting certificates and degrees. And ''even'' if Wikiversity grants certificates, half the battle is getting others to recognize the legitimacy of the certificate. Otherwise people will just think of Wikiversity as a [[:w:diploma mill|diploma mill]] especially if this conversation steers towards purposely issuing certificates in far flung countries for the sole purpose of skirting around the rules. And that's something I don't want to be associated with if Wikiversity goes down that path. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:24, 2 January 2025 (UTC)

== Citation system ==

How is being maintained citation system on en.wv. I mean, is it completly the same as on English Wikipedia? Do we update it according to English Wikipedia? How we do that? Are the templates like [[Template:Cite book|Cite book]] based on Lua? I dont see any invoke word.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:20, 2 January 2025 (UTC)

:I was just working on references in [[WikiJournal Preprints/Mobility-aware Scheduling in Fog Computing: Analysis and Challenges]]. And I agree with you. The citation system is so outdated compared to en.wp. Just the fact that I have to do extra clicks to access {{tl|cite journal}} is bizarre. Are there efforts to sync updates to the current citation version on en.wp? [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:35, 2 January 2025 (UTC)
::Not mine, I am just wondering if there is an easy system how to take over citation aparatus. I havent investigated the citation system on English Wikipedia yet, but on the first glance it looks like a very complicated environment. So in the following days Ill be looking on it if its a way to overtake it or if it would be easier to create own citation system.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:00, 2 January 2025 (UTC)

== Proposal: citation templates for VisualEditor ==

@[[User:OhanaUnited|OhanaUnited]] [[Wikiversity:Colloquium#Citation system|pointed above]], that they had a hard time to create citations via VisualEditor I believe. I think its because of missing map in [[MediaWiki:Cite-tool-definition.json]] ([[phab:T219551|see also]]). And the question is, which citation templates the editor should list. So I would propose the same as on en.wp, i.e. [[Template:Cite book|Cite book]], [[Template:Cite journal|journal]], [[Template:Cite news|news]], and [[Template:Cite web|web]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 13:38, 3 January 2025 (UTC)

:I support those four templates (book, journal, news, web). Another part of me wonders if we should include other use cases like AV media, thesis and report. But they may have limited usage and will only clutter the screen. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:55, 7 January 2025 (UTC)
::Sure and thesis could be cited by Cite book. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:53, 7 January 2025 (UTC)
::[[Wikiversity:Request custodian action#Edit MediaWiki page|Requested Custodian action]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:01, 7 January 2025 (UTC)

== Wikiversity Newsletter - Topics? ==

Hello,
For the newsletter concept on Wikiversity, for Wikiversitans (which can be seen above), I was wondering if there were any recently added or updated resources on Wikiversity that this newsletter could add.
Kind regards,
Rock [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:13, 9 January 2025 (UTC)

== Wikiversity page view statistics ==

I remember seeing [[recent topics/threads]] here wondering about page view statistics for this project. So I wonder if anyone else here is as curious as I am about the following page view which compares wikiversity to other wikimedia projects
https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;range=latest-30&amp;sites=all-projects
cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:05, 15 January 2025 (UTC)

:It does look interesting, but I haven't viewed it in depth yet. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  17:24, 19 January 2025 (UTC)

== Launching! Join Us for Wiki Loves Ramadan 2025! ==

Dear All,

We’re happy to announce the launch of [[m:Wiki Loves Ramadan 2025|Wiki Loves Ramadan 2025]], an annual international campaign dedicated to celebrating and preserving Islamic cultures and history through the power of Wikipedia. As an active contributor to the Local Wikipedia, you are specially invited to participate in the launch. 

This year’s campaign will be launched for you to join us write, edit, and improve articles that showcase the richness and diversity of Islamic traditions, history, and culture.

* Topic: [[m:Event:Wiki Loves Ramadan 2025 Campaign Launch|Wiki Loves Ramadan 2025 Campaign Launch]]
* When: Jan 19, 2025 
* Time: 16:00 Universal Time UTC and runs throughout Ramadan (starting February 25, 2025).
* Join Zoom Meeting: https://us02web.zoom.us/j/88420056597?pwd=NdrpqIhrwAVPeWB8FNb258n7qngqqo.1 
* Zoom meeting hosted by [[m:Wikimedia Bangladesh|Wikimedia Bangladesh]]

To get started, visit the [[m:Wiki Loves Ramadan 2025|campaign page]] for details, resources, and guidelines: Wiki Loves Ramadan 2025.

Add [[m:Wiki Loves Ramadan 2025/Participant|your community here]], and organized Wiki Loves Ramadan 2025 in your local language.

Whether you’re a first-time editor or an experienced Wikipedian, your contributions matter. Together, we can ensure Islamic cultures and traditions are well-represented and accessible to all.

Feel free to invite your community and friends too. Kindly reach out if you have any questions or need support as you prepare to participate.

Let’s make Wiki Loves Ramadan 2025 a success!

For the [[m:Wiki Loves Ramadan 2025/Team|International Team]] 12:08, 16 January 2025 (UTC)
&lt;!-- Message sent by User:ZI Jony@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Non-Technical_Village_Pumps_distribution_list&amp;oldid=27568454 --&gt;

== Deletion of talk pages ==

I wonder if there are any policies here that define when talkpages are deleted?

Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:30, 17 January 2025 (UTC)

:I'm not too sure if there are any topics about this. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  19:37, 17 January 2025 (UTC)
::Let me explain why I am asking about deletion:
::I have recently posted a question on a WV talk-page. The page was empty when I arrived, so had to be created, or recreated as it turns out because when I tried to post I received this box that said the page had been deleted by @[[User:Guy vandegrift|Guy vandegrift]] as a test page. I then Went ahead and recreated the page by posting at:
::[[Wikiversity talk:Wikidebate/Guy vandegrift#Do we need dialogues?]].
::However a bit later I remembered a discussion on the English Wikiquote Village Pump which was started by a contributor who was active there a long time ago who apparently was looking for their own contributions. It turned out that the history of the contributions had disappeared when the page was deleted and then re-created by another contributor who's became, at least according to the View history, the &quot;owner&quot; of all the previous contributions. Here is the ENWQ-VP discussion: https://en.wikiquote.org/wiki/Wikiquote:Village_pump#Now_this_is_contrary_to_the_spirit_of_Wikipedia.
::I believe deletions of old pages that seem unimportant to new users of the English Wikversity may become problematic in the future. I know that at least one  [[User:MathXplore|new admin]] has been added in the last  couple of years, but I am not sure how  many of the experienced admins are still active, so I don't know who makes deletion decisions here.. History is crucial to maintain when people are no longeraround.
::It would be nice for the ENWV-community  to understand how and what files/contributions are deleted.
::note: @[[User:Koavf|Koavf]] @[[User:Juandev|Juandev]], @[[User:OhanaUnited|OhanaUnited]] as recent participants in the Colloquium I wonder if you have any knowledge to contribute?
::Thanks advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:20, 18 January 2025 (UTC)
:::This project is generally pretty policy-lite, so deleting talk pages is probably ad hoc and left to best judgement. I have personally deleted one content page here but kept the talk page to document why it was deleted (this is common on en.wikt). —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 16:47, 18 January 2025 (UTC)
::::I was looking up some old history (2002) on the English Wikipedia associated with a particular user (Roadrunner) and  happened to see a talk-page that was deleted in 2021 that this user had contributed content to:
::::https://en.wikipedia.org/wiki/Talk%3AImmediate_Action_Unit
::::This page is no longer public as a result of: 
::::https://en.wikipedia.org/wiki/Wikipedia:Articles_for_deletion/Immediate_Action_Unit
::::So it appears that on the English Wikipedia talkpages were still being deleted along with their associated page as recently as 2021, I think? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 19:52, 31 January 2025 (UTC)
::: Please read [[Wikiversity:Deletions]] (especially [[WV:CSD]]) for the deletion of (talk) pages. No.8 of [[WV:CSD]] is specific for talk pages. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:09, 18 January 2025 (UTC)
::::@[[User:MathXplore|MathXplore]], I think @[[User:Ottawahitech|Ottawahitech]] is referring to user talk pages (correct me if I'm wrong). Do we have any policies related to this? [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  08:02, 19 January 2025 (UTC)
::::: [[Wikiversity:Deletions]] (including [[WV:CSD]]) apply for all namespaces. Therefore, the same rule will be applied to user talk pages. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 11:59, 19 January 2025 (UTC)
::::::@[[User:MathXplore|MathXplore]], thanks for clarifying. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  17:28, 19 January 2025 (UTC)
:::@[[User:Koavf|Koavf]], Thanks for this important tid-bit : {{green|I have personally deleted one content page here but kept the talk page to document why it was deleted (this is common on en.wikt).}}
:::This is a great habit IMIO. Do you happen to know if other WV-admins know how to not delete a talk-page when they delete its counterpart? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:05, 26 January 2025 (UTC)
::::I don't know that they do, but it's a fairly simple process when you're deleting pages. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:26, 26 January 2025 (UTC)

== Research Guidelines for the new Wiki of Government Efficiency ==

[[User:Jaredscribe/Department_of_Government_Efficiency]]

Before I move this original research project to mainspace, I invite a colloquy on my proposed
[[User:Jaredscribe/Department_of_Government_Efficiency#Research_Guidelines_and_Scholarly_Ethics|Research_Guidelines_and_Scholarly_Ethics]], and will entertain suggested improvements.

All may constructively contribute;  those who do so competently, are invited to edit after they declare and disclose.
[[User_talk:Jaredscribe/Department_of_Government_Efficiency#Declare_your_Interests_and_Disclose_Potential_Conflicts]] 


Thanks in advance for your consideration and informed opinions on how to make this work.  [[User:Jaredscribe|Jaredscribe]] ([[User talk:Jaredscribe|discuss]] • [[Special:Contributions/Jaredscribe|contribs]]) 07:05, 20 January 2025 (UTC)

== Mentors ==

With respect to [https://en.wikiversity.org/w/index.php?title=User_talk%3AUsername142857&amp;diff=2692853&amp;oldid=2667985 this], may I return, and if so, could I get a mentor? [[User:Username142857|Username142857]] ([[User talk:Username142857|discuss]] • [[Special:Contributions/Username142857|contribs]]) 17:15, 20 January 2025 (UTC)

:Hi @[[User:Username142857|Username142857]]: I am not familiar with the term &quot;mentors&quot; on WV. What did you have in mind? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:22, 22 January 2025 (UTC)
::@[[User:Ottawahitech|Ottawahitech]], I believe he means getting a mentor to help him with his 'return' on Wikiversity. Please correct me if I'm wrong however @[[User:Username142857|Username142857]]. [[User:RailwayEnthusiast2025|''RailwayEnthusiast2025'']] 😊 ([[User_talk:RailwayEnthusiast2025|Talk page]])  18:57, 23 January 2025 (UTC)
::'Mentors' are usually used to describe people on Wikiversity who mentor people for curatorship, custodianship etc. I think in this context, he might be trying to get a mentor to help him on Wikiversity. [[User:RailwayEnthusiast2025|&lt;span style=&quot;color:green;&quot;&gt;'''''RailwayEnthusiast2025'''''&lt;/span&gt;]] ([[User talk:RailwayEnthusiast2025|talk page]] - [[Special:Contributions/RailwayEnthusiast2025|contribs]]) 20:46, 24 January 2025 (UTC)
:::To clarify, other people have stated that I should probably leave for a while, and I'm wondering if it's safe for me to return [[User:Username142857|Username142857]] ([[User talk:Username142857|discuss]] • [[Special:Contributions/Username142857|contribs]]) 05:51, 9 February 2025 (UTC)
::::@[[User:Username142857|Username142857]]: I think you should return whenever you feel like it, honestly. [[User:Contributor 118,784|&lt;b style=&quot;color:#070&quot;&gt;Contributor&lt;/b&gt;&lt;sup style=&quot;color:#707&quot;&gt;118,784&lt;/sup&gt;]] [[User talk:Contributor 118,784|&lt;span style=&quot;color:#00F&quot;&gt;''Let's talk''&lt;/span&gt;]] 12:19, 10 February 2025 (UTC)

== Universal Code of Conduct annual review: provide your comments on the UCoC and Enforcement Guidelines ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

I am writing to you to let you know the annual review period for the Universal Code of Conduct and Enforcement Guidelines is open now. You can make suggestions for changes through 3 February 2025. This is the first step of several to be taken for the annual review.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find a conversation to join on the UCoC page on Meta]].

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] (U4C) is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|you may review the U4C Charter]].

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 01:12, 24 January 2025 (UTC)
&lt;/div&gt;
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:Thanks for the link. I will have a look at it later. [[User:RailwayEnthusiast2025|&lt;span style=&quot;color:green;&quot;&gt;'''RailwayEnthusiast2025'''&lt;/span&gt;]] ([[User talk:RailwayEnthusiast2025|talk page]]|[[Special:Contributions/RailwayEnthusiast2025|contribs]]) 08:49, 24 January 2025 (UTC)

== Subscribing to this talk-page ==

Is anyone here curious to find out what is the best method of subscribing to discussions here? Until today I did not even know one could subscribe to all new topics by clicking on  ''Subscribe'' (the second ''Action'' right after ''Move''). I will have to see if indeed I am automatically subscribed to this new thread that I am hoping  to start as soon as I hit the ''Add topic'' blue button at the bottom right hand corner.

So far I have had to resort to  clicking ''Subscribe'' individually for each topic when  I wanted to receive a notification for any new replies, but unfortunately after some items I was subscribed to have been archived on January 30, I received a message telling me I  am no longer subscribed. I guess I would have to look for any updates that took place before the archive in the archive itself?

Am I making sense at all? I have managed to confuse myself, LOL. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:11, 30 January 2025 (UTC)

:You are not subscribed to threads once they are removed from a page (e.g. by archiving). The easiest way to subscribe is by clicking on the &quot;Subscribe&quot; button with the bell next to it that renders near the thread's title. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 19:44, 30 January 2025 (UTC)

== A club for Wikiversity ==

Hello there,
I would like to start a club for Wikiversity, which would be a part of outreach. Wikiversity is one of the smallest Wikimedia projects and I enjoy contributing here. How could you help me in creating a club for this?
Yours sincerely,
[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 17:51, 31 January 2025 (UTC)

:There is a formal process for this at [[:m:Wikimedia user groups]]. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 18:18, 31 January 2025 (UTC)
::I meant like a club at an organization, school etc. Not a user group in a town or a city. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 18:31, 31 January 2025 (UTC)
:::I wanted to do this, because I'm active here, but I don't know. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 19:59, 12 February 2025 (UTC)
::::Dear @[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]], If you could contact any established user group in your locality. They could provide support to start a wiki club. [[User:511KeV|511KeV]] ([[User talk:511KeV|discuss]] • [[Special:Contributions/511KeV|contribs]]) 04:41, 28 March 2025 (UTC)
:::::Dear @[[User:511KeV|511KeV]], As said in my previous message, I wish to start a club at an organization, school etc. I wish to start a small club like this, not a user group in a town/city. I don't think you understand what I'm trying to say. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 16:23, 28 March 2025 (UTC)
::::::@@[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] Forming a non-affiliated club is a straightforward process. Gather a group of interested individuals and create a simple page on Meta-Wiki outlining the club’s purpose and how others can join and start editing. If your club focuses on a specific theme, such as medicine or the arts, you can mention it on the page.
::::::However, if you intend to establish a university- or school-affiliated club, you should seek permission from the institution. Start by submitting a formal application to the relevant authority at your college or university. [[User:511KeV|511KeV]] ([[User talk:511KeV|discuss]] • [[Special:Contributions/511KeV|contribs]]) 13:26, 29 March 2025 (UTC)
:::::::The latter is what I intend to do, and thanks for the help. I will start working on it soon. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 14:23, 29 March 2025 (UTC)

== Global ban proposal for Shāntián Tàiláng ==

Hello. This is to notify the community that there is an ongoing global ban proposal for [[species:User:Shāntián_Tàiláng|User:Shāntián Tàiláng]] who has been active on this wiki. You are invited to participate at [[metawiki:Requests_for_comment/Global_ban_for_Shāntián_Tàiláng|m:Requests for comment/Global ban for Shāntián Tàiláng]]. [[User:Wüstenspringmaus|Wüstenspringmaus]] ([[User talk:Wüstenspringmaus|discuss]] • [[Special:Contributions/Wüstenspringmaus|contribs]]) 12:50, 2 February 2025 (UTC)

:Hi @[[User:Wüstenspringmaus|Wüstenspringmaus]], Looks like the RFC you started in an effort to  globally ban [[User:Shāntián Tàiláng]] has still not concluded. Forgive me, but I am indef-blocked on META so cannot ask there:
:* Is there no time limit on such nominations?
:* I am not familiar with the subject of this ban nomination, but I think there might be some unsupported allegations against them, such as harassment which is a serious issue. If I'm wrong please forgive me, I did spend a lot of time plowing through this lengthy page.
:* Many of us prefer to spend more of our time adding information to the wiki-projects that we are involved in and less  to endless discussions. The Nomination page on META is now '''43,962 bytes long''' and growing, and will require any new participant spend a great deal of unproductive time to come up to speed.
:Is it expectedad that the only people who Support or Oppose your nomination be personally familiar with the User in question? Cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 23:43, 16 February 2025 (UTC)

== Reminder: first part of the annual UCoC review closes soon ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

This is a reminder that the first phase of the annual review period for the Universal Code of Conduct and Enforcement Guidelines will be closing soon. You can make suggestions for changes through [[d:Q614092|the end of day]], 3 February 2025. This is the first step of several to be taken for the annual review.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find a conversation to join on the UCoC page on Meta]]. After review of the feedback, proposals for updated text will be published on Meta in March for another round of community review. 

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 00:49, 3 February 2025 (UTC)
&lt;/div&gt;
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== Self-deleting pages that I nominated for deletion myself ==
In 2024, I nominated multiple pages for deletion via [[:Template:Proposed deletion]] (see also [[Special:WhatLinksHere/Template:Proposed deletion]]). The three-month protective period for most of them now expired.

Example pages: [[Astronomy outline]], [[VELS mathematics]], [[Particle mechanics]].

It would be ideal if the deleting person would be different from the nominating person. However, no one seems to be interested in deleting these pages.

Should I feel free to delete the pages I nominated myself? I think it could be okay, but I can also imagine someone being stringent about these matters and requiring the four-eye principle. One rationale for allowing deleting myself is that the English Wikiversity has only few active administrators and therefore, the four-eye principle would create too much of delay and overhead; on a more admin-populated project, the four-eye principle is more workable. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:08, 16 February 2025 (UTC)

:OK I'll bite :-)
:Looks like enwv has a different ''Proposed deletion'' notice than other wiki-projects. One thing I noticed immediately is that there is no reason or explanation required for the deletion proposal. 
:I understand that all a deletion will accomplish is to remove those articles from public view. They will still continue to exist, but only admins will see them. May I ask @[[User:Dan Polansky|Dan Polansky]], why do you believe these 3 articles should be deleted? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 23:08, 16 February 2025 (UTC)
:: I always provide a reason for deletion. And  thus, e.g. [[Astronomy outline]] states: &quot;The Nominator gave the following reason for their nomination:&quot;, &quot;too low quality to serve as a learning resource; most links are redlinks; no further reading&quot;. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:18, 17 February 2025 (UTC)
: I went ahead and deleted the three listed pages. I will wait a little longer before I proceed further. Most of the usual admins do not seem to be around, though, so the absence of opposition does not tell us much. And thus, I am proceeding at risk, and undo is possible by an admin or quasi-admin. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:41, 24 February 2025 (UTC)
:@[[User:Dan Polansky|Dan Polansky]] You proposed deletion back in October. Yes, it's fine if you are now the one to delete it. Often there is only one user at a time interested in cleaning up Wikiversity. That person does it until they choose not to. Then after a while, someone else steps up. I cleaned up my own proposed deletions for years with very few complaints. If someone wants to object, they need to be willing to speak up and review your proposed deletions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:51, 26 February 2025 (UTC)
:: Thank you. I went ahead and quasi-deleted 3 more pages, this time by moving them to user space (since I could find the main creator). I will make more deletions or quasi-deletions later. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:47, 26 February 2025 (UTC)

==  Upcoming Language Community Meeting (Feb 28th, 14:00 UTC) and Newsletter ==

&lt;section begin=&quot;message&quot;/&gt;
Hello everyone!
[[File:WP20Symbols WIKI INCUBATOR.svg|right|frameless|150x150px|alt=An image symbolising multiple languages]]
We’re excited to announce that the next '''Language Community Meeting''' is happening soon, '''February 28th at 14:00 UTC'''! If you’d like to join, simply sign up on the '''[[mw:Wikimedia_Language_and_Product_Localization/Community_meetings#28_February_2025|wiki page]]'''.

This is a participant-driven meeting where we share updates on language-related projects, discuss technical challenges in language wikis, and collaborate on solutions. In our last meeting, we covered topics like developing language keyboards, creating the Moore Wikipedia, and updates from the language support track at Wiki Indaba.

'''Got a topic to share?''' Whether it’s a technical update from your project, a challenge you need help with, or a request for interpretation support, we’d love to hear from you! Feel free to '''reply to this message''' or add agenda items to the document '''[[etherpad:p/language-community-meeting-feb-2025|here]]'''.

Also, we wanted to highlight that the sixth edition of the Language &amp; Internationalization newsletter (January 2025) is available here: [[:mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/January|Wikimedia Language and Product Localization/Newsletter/2025/January]]. This newsletter provides updates from the October–December 2024 quarter on new feature development, improvements in various language-related technical projects and support efforts, details about community meetings, and ideas for contributing to projects. To stay updated, you can subscribe to the newsletter on its wiki page: [[:mw:Wikimedia Language and Product Localization/Newsletter|Wikimedia Language and Product Localization/Newsletter]].

We look forward to your ideas and participation at the language community meeting, see you there!
&lt;section end=&quot;message&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 08:29, 22 February 2025 (UTC)
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== Replicate [[c:Template:Imagestack]] ==

I find this feature on Commons quite practical, and would like to use it on Wikiversity. But just copying the content to {{tl|Imagestack}} is not enough. The example on {{tl|Imagestack/sandbox}} remains static. Does someone know how to implement the JavaScript? [[User:Watchduck|Watchduck]] &lt;small&gt;([[User talk:Watchduck|quack]])&lt;/small&gt; 18:31, 26 February 2025 (UTC)

:I don't know how to implement the JavaScript here. I haven't used the Imagestack feature before. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 21:11, 20 March 2025 (UTC)

== Universal Code of Conduct annual review: proposed changes are available for comment ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

I am writing to you to let you know that [[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/Proposed_Changes|proposed changes]] to the [[foundation:Special:MyLanguage/Policy:Universal_Code_of_Conduct/Enforcement_guidelines|Universal Code of Conduct (UCoC) Enforcement Guidelines]] and [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|Universal Code of Conduct Coordinating Committee (U4C) Charter]] are open for review. '''[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/Proposed_Changes|You can provide feedback on suggested changes]]''' through the [[d:Q614092|end of day]] on Tuesday, 18 March 2025. This is the second step in the annual review process, the final step will be community voting on the proposed changes.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find relevant links about the process on the UCoC annual review page on Meta]].

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] (U4C) is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|you may review the U4C Charter]].

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] 18:52, 7 March 2025 (UTC)

&lt;/div&gt;
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== Your wiki will be in read-only soon ==

&lt;section begin=&quot;server-switch&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;

[[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-Tech%2FServer+switch&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]

The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster.

All traffic will switch on '''{{#time:j xg|2025-03-19|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2025-03-19T14:00|en}} {{#time:H:i e|2025-03-19T14:00}}]'''.

Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. 

A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. 

'''You will be able to read, but not edit, all wikis for a short period of time.'''

*You will not be able to edit for up to an hour on {{#time:l j xg Y|2025-03-19|en}}.
*If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case.

''Other effects'':

*Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped.
* We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards.
* [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes.

This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. 

'''Please share this information with your community.'''&lt;/div&gt;&lt;section end=&quot;server-switch&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:14, 14 March 2025 (UTC)
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== Wikidata and Sister Projects: an online event ==

Hello everyone, I’m writing to announce an upcoming event called [[wikidata:Event:Wikidata and Sister Projects|'''Wikidata and Sister Projects''']] that will be a mini online conference to highlight the different ways Wikidata can be connected and integrated with the other WM projects.

We are currently looking for session ideas and speakers for our program and wanted to reach out in case there were any editors here that might have a cool idea for a session proposal. Sessions can be found on the [[wikidata:Event talk:Wikidata and Sister Projects|'''event discussion page''']].

As previously mentioned, we would like to showcase the relationship between Wikibooks and Wikidata, such as the storing of metadata and sitelinking between books and their respective Wikidata items. Do you have an idea for a session? We'd love to hear about it!

The event is scheduled between '''May 29 - June 1st, 2025'''. If you have any questions about the event, would like more information or have a session idea to propose, please feel free to get in touch by replying to this post or writing on the event page or on my [[v:User_talk:Danny_Benjafield_(WMDE)|talk page]]. Thanks for reading, - [[wikidata:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[wikidata:User talk:Danny Benjafield (WMDE)|&lt;span class=&quot;signature-talk&quot;&gt;{{int:Talkpagelinktext}}&lt;/span&gt;]]) 07:48, 1 April 2025 (UTC)

== Final proposed modifications to the Universal Code of Conduct Enforcement Guidelines and U4C Charter now posted ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
The proposed modifications to the [[foundation:Special:MyLanguage/Policy:Universal_Code_of_Conduct/Enforcement_guidelines|Universal Code of Conduct Enforcement Guidelines]] and the U4C Charter [[m:Universal_Code_of_Conduct/Annual_review/2025/Proposed_Changes|are now on Meta-wiki for community notice]] in advance of the voting period. This final draft was developed from the previous two rounds of community review. Community members will be able to vote on these modifications starting on 17 April 2025. The vote will close on 1 May 2025, and results will be announced no later than 12 May 2025. The U4C election period, starting with a call for candidates, will open immediately following the announcement of the review results. More information will be posted on [[m:Special:MyLanguage//Universal_Code_of_Conduct/Coordinating_Committee/Election|the wiki page for the election]] soon.

Please be advised that this process will require more messages to be sent here over the next two months. 

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|review the U4C Charter]].

Please share this message with members of your community so they can participate as well.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|talk]]) 02:05, 4 April 2025 (UTC)
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== Wikidata and Sister Projects: An online community event ==

''(Apologies for posting in English)''

Hello everyone, I am excited to share news of an upcoming online event called '''[[d:Event:Wikidata_and_Sister_Projects|Wikidata and Sister Projects]]''' celebrating the different ways Wikidata can be used to support or enhance with another Wikimedia project. The event takes place over 4 days between '''May 29 - June 1st, 2025'''.

We would like to invite speakers to present at this community event, to hear success stories, challenges, showcase tools or projects you may be working on, where Wikidata has been involved in Wikipedia, Commons, WikiSource and all other WM projects.

If you are interested in attending, please [[d:Special:RegisterForEvent/1291|register here]].
If you would like to speak at the event, please fill out this Session Proposal template on the [[d:Event_talk:Wikidata_and_Sister_Projects|event talk page]], where you can also ask any questions you may have. 

I hope to see you at the event, in the audience or as a speaker, - [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 09:18, 11 April 2025 (UTC)
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== Vote now on the revised UCoC Enforcement Guidelines and U4C Charter ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

The voting period for the revisions to the Universal Code of Conduct Enforcement Guidelines (&quot;UCoC EG&quot;) and the UCoC's Coordinating Committee Charter is open now through the end of 1 May (UTC) ([https://zonestamp.toolforge.org/1746162000 find in your time zone]). [[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/2025/Voter_information|Read the information on how to participate and read over the proposal before voting]] on the UCoC page on Meta-wiki.

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review of the EG and Charter was planned and implemented by the U4C. Further information will be provided in the coming months about the review of the UCoC itself. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|review the U4C Charter]].

Please share this message with members of your community so they can participate as well.

In cooperation with the U4C -- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|talk]]) 00:35, 17 April 2025 (UTC)
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== FYI: Can Citizen Science Be Trusted? New Study of Birds Shows It Can ==

https://www.ucdavis.edu/news/can-citizen-science-be-trusted-new-study-birds-shows-it-can —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 01:08, 23 April 2025 (UTC)

== Vote on proposed modifications to the UCoC Enforcement Guidelines and U4C Charter ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
The voting period for the revisions to the Universal Code of Conduct Enforcement Guidelines and U4C Charter closes on 1 May 2025 at 23:59 UTC ([https://zonestamp.toolforge.org/1746162000 find in your time zone]). [[m:Special:MyLanguage/Universal Code of Conduct/Annual review/2025/Voter information|Read the information on how to participate and read over the proposal before voting]] on the UCoC page on Meta-wiki.

The [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Charter|review the U4C Charter]].

Please share this message with members of your community in your language, as appropriate, so they can participate as well.

In cooperation with the U4C -- &lt;section end=&quot;announcement-content&quot; /&gt;

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
[[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 03:41, 29 April 2025 (UTC)&lt;/div&gt;
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== Question Centre ==

I have a question: 

'''1.''''Is it possible to change your username? Or is it permament? 

''Antworte zu meinem Kommentar, und Ich werde zu dir abonnieren. ''

[[User:Kumpa-pasión|Kumpa-pasión]] ([[User talk:Kumpa-pasión|discuss]] • [[Special:Contributions/Kumpa-pasión|contribs]]) 15:18, 30 April 2025 (UTC)

:Hello {{ping|Kumpa-pasión}} To change your username, you can go to [https://meta.wikimedia.org/wiki/Special:GlobalRenameRequest Special:GlobalRenameRequest]. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:42, 2 May 2025 (UTC)

== Names of pages I am creating, one man's look at X ==
I am creating pages like [[One man's look at LibreOffice]], but I am increasingly dissatisfied with this naming scheme. It just means that &quot;One man's look at X&quot; is nothing but &quot;Dan Polansky's look at X&quot;; what is so special about Dan Polansky that he is the &quot;one man&quot;, which other people are not? I prefer &quot;X (Dan Polansky)&quot;, but that was previously rejected (I should find the discussion, but I am too lazy now). What was not rejected is &quot;X/Dan Polansky&quot; (as in [[COVID-19/Dan Polansky]]), but I find it greatly suboptimal: there is nothing in that syntax that suggests that &quot;Dan Polansky&quot; is an author name; compare a possible &quot;Philosophy/Aristotle&quot;, which would be ''about'' Aristotle and not ''by'' Aristotle.

Perhaps we can have a discussion/conversation about alternative proposals and what makes them preferable and dispreferable, desirable and undesirable? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:07, 1 May 2025 (UTC)
: If a main space page is meant only for one user's view, then perhaps that page should instead be located in that user's space. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 05:12, 17 May 2025 (UTC)
:: That would not work: pages in user space are not Google search indexed, from what I understand. One's spending effort to write and publish an article and then having it ignored by readers since not found via Google Search is not rewarding; I do not see why people would like to do it, and they apparently don't. Moreover, since other editors can comment on the article on the talk page, it is vital that the author does not have the right to have the article deleted on a whim; an article should be deleted only in well justified rare cases (ethical breach, etc.).
:: I think that a page being author-specific should be the usual case, not the rare case, in Wikiversity. It is the case with Wikijournal articles. It also seems to be the case with the Motivation and Emotion pages, e.g. as listed in [[Motivation and emotion/Book/2024]]; and thus, e.g. [[Motivation and emotion/Book/2024/Abusive supervision]] has TJDuus as the main author as per the assignment and revision history (there are auxiliary editors, but the author seems to maintain editorial control?)
:: Since Wikiversity pages are not organized by the principle of being encyclopedic and by avoidance of original research, I do not see how the free-for-all editing of Wikipedia could possibly work here.
:: Some of the best materials I have seen in the English Wikiversity either have a single author or single main author. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:10, 17 May 2025 (UTC)

== We will be enabling the new Charts extension on your wiki soon! ==

''(Apologies for posting in English)''

Hi all! We have good news to share regarding the ongoing problem with graphs and charts affecting all wikis that use them.

As you probably know, the [[:mw:Special:MyLanguage/Extension:Graph|old Graph extension]] was disabled in 2023 [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/EWL4AGBEZEDMNNFTM4FRD4MHOU3CVESO/|due to security reasons]]. We’ve worked in these two years to find a solution that could replace the old extension, and provide a safer and better solution to users who wanted to showcase graphs and charts in their articles. We therefore developed the [[:mw:Special:MyLanguage/Extension:Chart|Charts extension]], which will be replacing the old Graph extension and potentially also the [[:mw:Extension:EasyTimeline|EasyTimeline extension]].

After successfully deploying the extension on Italian, Swedish, and Hebrew Wikipedia, as well as on MediaWiki.org, as part of a pilot phase, we are now happy to announce that we are moving forward with the next phase of deployment, which will also include your wiki.

The deployment will happen in batches, and will start from '''May 6'''. Please, consult [[:mw:Special:MyLanguage/Extension:Chart/Project#Deployment Timeline|our page on MediaWiki.org]] to discover when the new Charts extension will be deployed on your wiki. You can also [[:mw:Special:MyLanguage/Extension:Chart|consult the documentation]] about the extension on MediaWiki.org.

If you have questions, need clarifications, or just want to express your opinion about it, please refer to the [[:mw:Special:MyLanguage/Extension_talk:Chart/Project|project’s talk page on Mediawiki.org]], or ping me directly under this thread. If you encounter issues using Charts once it gets enabled on your wiki, please report it on the [[:mw:Extension_talk:Chart/Project|talk page]] or at [[phab:tag/charts|Phabricator]].

Thank you in advance! -- [[User:Sannita (WMF)|User:Sannita (WMF)]] ([[User talk:Sannita (WMF)|talk]]) 15:07, 6 May 2025 (UTC)
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== Progressive translations ==

If you gradually translate more and more words in a text it's called &quot;progressive translation&quot; apparently. If we were doing, say, English to Hungarian it would look like &quot;I took the ''vonat'' (train) to Budapest&quot; and later on &quot;I saw the river from the ''vonat''&quot;. I want to be able to read novels and pick up vocabulary in this way, as well as make them (or rather get an AI to make them) and share them with other language learners. 

It's education so I thought you might be interested in hosting them, and maybe some people here would be interested in helping out. Thanks for any feedback [[User:Progressive translator|Progressive translator]] ([[User talk:Progressive translator|discuss]] • [[Special:Contributions/Progressive translator|contribs]]) 16:54, 6 May 2025 (UTC)

== Call for Candidates for the Universal Code of Conduct Coordinating Committee (U4C) ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
The results of voting on the Universal Code of Conduct Enforcement Guidelines and Universal Code of Conduct Coordinating Committee (U4C) Charter is [[m:Special:MyLanguage/Universal Code of Conduct/Annual review/2025#Results|available on Meta-wiki]].

You may now [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2025/Candidates|submit your candidacy to serve on the U4C]] through 29 May 2025 at 12:00 UTC. Information about [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2025|eligibility, process, and the timeline are on Meta-wiki]]. Voting on candidates will open on 1 June 2025 and run for two weeks, closing on 15 June 2025 at 12:00 UTC.

If you have any questions, you can ask on [[m:Talk:Universal Code of Conduct/Coordinating Committee/Election/2025|the discussion page for the election]]. -- in cooperation with the U4C, &lt;/div&gt;&lt;section end=&quot;announcement-content&quot; /&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|discuss]])&lt;/bdi&gt; 22:08, 15 May 2025 (UTC)
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== RfC ongoing regarding Abstract Wikipedia (and your project) ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
''(Apologies for posting in English, if this is not your first language)''

Hello all! We opened a discussion on Meta about a very delicate issue for the development of [[:m:Special:MyLanguage/Abstract Wikipedia|Abstract Wikipedia]]: where to store the abstract content that will be developed through functions from Wikifunctions and data from Wikidata. Since some of the hypothesis involve your project, we wanted to hear your thoughts too. 

We want to make the decision process clear: we do not yet know which option we want to use, which is why we are consulting here. We will take the arguments from the Wikimedia communities into account, and we want to consult with the different communities and hear arguments that will help us with the decision. The decision will be made and communicated after the consultation period by the Foundation.

You can read the various hypothesis and have your say at [[:m:Abstract Wikipedia/Location of Abstract Content|Abstract Wikipedia/Location of Abstract Content]]. Thank you in advance! -- [[User:Sannita (WMF)|Sannita (WMF)]] ([[User talk:Sannita (WMF)|&lt;span class=&quot;signature-talk&quot;&gt;{{int:Talkpagelinktext}}&lt;/span&gt;]]) 15:27, 22 May 2025 (UTC)
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== Wikimedia Foundation Board of Trustees 2025 Selection &amp; Call for Questions ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Wikimedia Foundation elections/2025/Announcement/Selection announcement|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Wikimedia Foundation elections/2025/Announcement/Selection announcement}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Dear all,

This year, the term of 2 (two) Community- and Affiliate-selected Trustees on the Wikimedia Foundation Board of Trustees will come to an end [1]. The Board invites the whole movement to participate in this year’s selection process and vote to fill those seats.

The Elections Committee will oversee this process with support from Foundation staff [2]. The Governance Committee, composed of trustees who are not candidates in the 2025 community-and-affiliate-selected trustee selection process (Raju Narisetti, Shani Evenstein Sigalov, Lorenzo Losa, Kathy Collins, Victoria Doronina and Esra’a Al Shafei) [3], is tasked with providing Board oversight for the 2025 trustee selection process and for keeping the Board informed. More details on the roles of the Elections Committee, Board, and staff are here [4].

Here are the key planned dates:

* May 22 – June 5: Announcement (this communication) and call for questions period [6]
* June 17 – July 1, 2025: Call for candidates
* July 2025: If needed, affiliates vote to shortlist candidates if more than 10 apply [5]
* August 2025: Campaign period
* August – September 2025: Two-week community voting period
* October – November 2025: Background check of selected candidates
* Board’s Meeting in December 2025: New trustees seated

Learn more about the 2025 selection process - including the detailed timeline, the candidacy process, the campaign rules, and the voter eligibility criteria - on this Meta-wiki page [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2025|[link]]].

'''Call for Questions'''

In each selection process, the community has the opportunity to submit questions for the Board of Trustees candidates to answer. The Election Committee selects questions from the list developed by the community for the candidates to answer. Candidates must answer all the required questions in the application in order to be eligible; otherwise their application will be disqualified. This year, the Election Committee will select 5 questions for the candidates to answer. The selected questions may be a combination of what’s been submitted from the community, if they’re alike or related. [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2025/Questions_for_candidates|[link]]]

'''Election Volunteers'''

Another way to be involved with the 2025 selection process is to be an Election Volunteer. Election Volunteers are a bridge between the Elections Committee and their respective community. They help ensure their community is represented and mobilize them to vote. Learn more about the program and how to join on this Meta-wiki page [[m:Wikimedia_Foundation_elections/2025/Election_volunteers|[link].]]

Thank you!

[1] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2022/Results

[2] https://foundation.wikimedia.org/wiki/Committee:Elections_Committee_Charter

[3] https://foundation.wikimedia.org/wiki/Resolution:Committee_Membership,_December_2024

[4] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections_committee/Roles

[5] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2025/FAQ

[6] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2025/Questions_for_candidates

Best regards,

Victoria Doronina

Board Liaison to the Elections Committee

Governance Committee&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 03:08, 28 May 2025 (UTC)
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== Vote now in the 2025 U4C Election ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}

Eligible voters are asked to participate in the 2025 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2025|2025 Election information page]]. The vote closes on 17 June 2025 at [https://zonestamp.toolforge.org/1750161600 12:00 UTC].

Please vote if your account is eligible. Results will be available by 1 July 2025. -- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 23:01, 13 June 2025 (UTC) &lt;/div&gt;
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== Geometric growth in views ==

Wikiversity seems to be experiencing an [https://stats.wikimedia.org/#/en.wikiversity.org/reading/total-page-views/normal|bar|all|~total|monthly unprecedented amount of traffic], literally doubling in May '25 with almost 60 million monthly views. (Note practically no growth from 2016-24. From a [[Wikiversity:Colloquium/archives/December_2024#An_unexplained_spurt_of_Wikiversity_page_views|previous thread's link]], this is only partially reflected on the [https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;range=this-year&amp;sites=en.wikiversity.org|en.wikibooks.org|en.wikiquote.org|en.wikisource.org Pageviews widget], except for Wikisource somewhat.)

I haven't noticed any corresponding unprecedented activity however. Anyone know what's up? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 21:56, 15 June 2025 (UTC)</text>
      <sha1>he2g6qqda6coa3i6f9w7jnj6sf42bma</sha1>
    </revision>
    <revision>
      <id>2718609</id>
      <parentid>2718597</parentid>
      <timestamp>2025-06-15T22:37:39Z</timestamp>
      <contributor>
        <username>Tule-hog</username>
        <id>2984180</id>
      </contributor>
      <comment>/* Geometric growth in views */ active editor metric</comment>
      <origin>2718609</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="77205" sha1="n8pv5osyxwjp0qu8ti5abrr9ixyc2db" xml:space="preserve">{{Wikiversity:Colloquium/Header}}
&lt;!-- MESSAGES GO BELOW --&gt;
== 'Wikidata item' link is moving, finally. ==

Hello everyone, I previously wrote on the 27th September to advise that the ''Wikidata item'' sitelink will change places in the sidebar menu, moving from the '''General''' section into the '''In Other Projects''' section. The scheduled rollout date of 04.10.2024 was delayed due to a necessary request for Mobile/MinervaNeue skin. I am happy to inform that the global rollout can now proceed and will occur later today, 22.10.2024 at 15:00 UTC-2. [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Please let us know]] if you notice any problems or bugs after this change. There should be no need for null-edits or purging cache for the changes to occur. Kind regards, -[[m:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] 11:28, 22 October 2024 (UTC)
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:Hi @[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: I Just noticed your post above, and it is timely.
:I have been participating in the English WikiUniversity for a few years, much less often recently. I seems like something in the way the site displays is different, but I cannot put my finger on it. Your posting gave me a clue. Can you please tell me where  the link to wikidata items has moved to? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:23, 11 December 2024 (UTC)
::Hello @[[User:Ottawahitech|Ottawahitech]], sure, I would be happy to. The button/sitelink name didn't change, just its position. You should find it in the sidebar-menu under the section '''In other projects''' (where the links to all other Wikimedia Projects are displayed). If you do not see it, please reach out to us on the [[m:Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link|Move Wikidata item - Discussion page]]. Thank you, -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 09:24, 12 December 2024 (UTC)
:::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]], thank you for responding. I intend to followup on the ''Move Wikidata item - Discussion page'' as per your post above by putting it on my ever growing todo list.
:::I don't know about others on this wiki, as I said I have not been visiting here frequently, but for me the constant changes are a big distraction. I have been around wikimedia projects since 2007, so why do I have to spend so much time learning and re-learning how to find what I came here for? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:41, 12 December 2024 (UTC)
::::Hi @[[User:Ottawahitech|Ottawahitech]], thanks for you thoughts. Your input whether positive or critical helps us understand the impacts to editors so we welcome your further thoughts when you reach us in your To Do List :)
::::I can't speak about the other changes you've experienced here but I do hope they are made with a spirit of improvement for the community as a whole. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 10:43, 16 December 2024 (UTC)
:::::@[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]]: 
:::::Re: '''Your input whether positive or critical helps us understand the impacts to editors'''
:::::Today I (finally)  checked [[Move Wikidata item - Discussion page]] and discovered that it is a talkpage on META where, unfortunately, I am infinitely blocked, so cannot participate. Even so, I proceeded to try and see what others are saying and immediately came to the conclusion that the few who actually participated in that discussin viewed the change  negatively. It must be disheartening for developers to meet such a hostile attitude from the community. Please don't take it personally, this is a common phenomena in  wikimedia community wide discussions , IMIO.
:::::I further checked the [https://pageviews.wmcloud.org/?project=meta.wikimedia.org&amp;platform=all-access&amp;agent=user&amp;redirects=0&amp;range=latest-90&amp;pages=Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link page view statistcics] which showed there were only  828 pageviews in the last 90 days, and what's worse [https://meta.wikimedia.org/w/index.php?title=Talk:Wikidata_For_Wikimedia_Projects/Projects/Move_Wikidata_item_link&amp;action=info#mw-pageinfo-watchers the page has &quot;Fewer than 30 watchers&quot;]. 
:::::Since [[META:User:Danny Benjafield (WMDE)|your userpage on META]] says that you are the: &quot;Community Communications Manager Wikidata Integrations Team&quot;, may I ask how this apparent apathy is being addressed by your own management?
:::::I apologize if my post is not welcome on the Wikiversity:Colloquium, as i said I am  a rather infrequent visitor to this wiki. I probably would not have followed up if you did not assure us that our feedback positive or negative is sought. Cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:49, 3 January 2025 (UTC)
::::::Dear @[[User:Ottawahitech|Ottawahitech]], I am so so sorry for leaving you on read for these last months, I have no excuse other than reading your comment and then getting lost before making a reply.
::::::The team I am working with, [[m:Wikidata_For_Wikimedia_Projects|Wikidata for Wikimedia Projects]] is a new development team, so I think management has allowed a certain amount of elbow room or leeway for us to make small changes whilst developing our confidence tackling the MediaWiki codebase with onboarding tasks that won't 'rock the boat' too much. We certainly expected some pushback or resistance to moving the Wikidata item as editors are so used to where it previously resided. Now it has been some time and hopefully the communities have gotten used to the change.
::::::Please do not apologise, your comments are always welcome, critical or not, as a new team I think we certainly &quot;fly under the radar&quot; to an extent and I hope that changes as we continue to work on projects that deepen the integrations between Wikidata and the other sibling projects. Once again, my sincere apologies for the delay in this reply. -[[User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[User talk:Danny Benjafield (WMDE)|discuss]] • [[Special:Contributions/Danny Benjafield (WMDE)|contribs]]) 13:59, 1 April 2025 (UTC)

== Wikiversity - Newsletters ==

Hello All,

I wanted to create a newsletter on Wikiversity, which would highlight what is going on in certain months and events on Wikiversity; which would bolster engagement by many people. This would be on the website and would have its dedicated 'Newsletter' tab.

I hope you acknowledge this idea. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 21:05, 8 December 2024 (UTC)

:@[[User:RockTransport|RockTransport]], What sort of things do you plan to include in your newsletter? Will they be different than what is currently in [[Main Page/News]]? Just curious.
:I am also wondering about your motive which I think is: to bolster engagement by many people. I am asking because I wonder if others who are currently active here also think this I is desirable? Have you asked them? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:34, 11 December 2024 (UTC)
::Not yet, which was why I was asking this on the colloquium. I plan to include things that many people have created on Wikiversity over the month, as it is a monthly newsletter. It would be somewhere on the website here. It will be more frequent that the ones seen on [[Main Page/News]]. We will include people's resources to essentially promote them. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 06:50, 12 December 2024 (UTC)
:::@[[User:RockTransport|RockTransport]], I Think what you are saying is that ''Main Page/News'' does not update frequently enough? 
:::If this is the reason, why not start small by simply increasing the frequency of posting news on the main page, instead of trying to start a newsletter?
:::If there is more, can you articulate what else is missing. Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:51, 12 December 2024 (UTC)
::::I meant going to detail into topics covered in that month, rather than just giving a few points. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 16:53, 12 December 2024 (UTC)
:::::What sort of details did you have in mind? You can pick one of the links provided in [[Main Page/News]] to illustrate. cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:29, 16 December 2024 (UTC)
::::::I'm thinking of the community entering their projects, and discussing those in the newsletter. It depends on what they want, though. There would be a dedicated page for giving the information about their projects [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:24, 16 December 2024 (UTC)
:::::::I might start working on this soon, depending on the projects being created on Wikiversity. @[[User:Ottawahitech|Ottawahitech]] @[[User:Atcovi|Atcovi]] [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:25, 17 December 2024 (UTC)
::::::::I'd recommend you start off with putting this under a userspace page (something like [[User:RockTransport/Wikiversity Newsletter]]), and drafting what you desire. Let us know once it's done, and the community can provide their input. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 17 December 2024 (UTC)
:::::::::I will try and make one for this month. This is supposed to be a monthly newsletter, showcasing the different projects mentioned there. Users can put their projects, and we will document them on the newsletter. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:33, 17 December 2024 (UTC)
:::::::::I am hoping for it to be released by January 2025. There's no rush to get it done; it's still in it's planning stage. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 18:43, 17 December 2024 (UTC)
::::I '''might''' be able to icnrease the frequency there, but it doesn't go into detail about these topics. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 17:30, 18 December 2024 (UTC)
:Where you are going to get the audience for your website and Wikiversity newsletter? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 18 December 2024 (UTC)
::It's on Wikiversity, not on an outside platform. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:51, 18 December 2024 (UTC)
::The audience will be Wikiversity contributors. There will be a dedicated page for it on Wikiversity. [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 13:55, 18 December 2024 (UTC)
:::Hi @[[User:RockTransport|RockTransport]], Just wondering if there is a progress on the wikiversity newsletter? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 18:09, 6 January 2025 (UTC)
::::There is progress, I just need to find some topics to cover about. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:26, 6 January 2025 (UTC)
::::Also, if you wanted to see the work being done on the page, go to [[User:RockTransport/Wikiversity Newsletter|this page]]. I haven't worked on it that much lately, but I am constantly working on it. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:38, 6 January 2025 (UTC)

== &lt;s&gt;Degrees&lt;/s&gt; (Certificates (see below)) ==

Why does Wikiversity not provide degrees? I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal. But anyway, why is that? Wikiversity is about opening doors, i.e., removing obstacles. So, what kind of an obstacle was a paper? Was a certain body of knowledge that you learned well?! Because Wikiversity is not accredited for that? Yes, and do we need official US accreditation? We cannot create our system so that the learners who learn here and would like to continue their science career have a recognizable degree they can continue? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:19, 18 December 2024 (UTC)

:&quot;I know it was a promise to the Wikimedia Foundation in the Wikiversity project proposal.&quot; Was it? Becoming a degree-granting institution is an extremely high bar in the United States, but what is even the point in becoming a degree-granting institution in... Malawi? Tonga? Somewhere else where the servers aren't located or the WMF aren't incorporated? —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 15:53, 18 December 2024 (UTC)
::I ment certificates. The question is the recognazibility of a certificate. I am not talking here about equal certification, which is provided by governmental institucians to universities, rather on Wikiversity own certification, which might may advocate itself over the time. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 15:05, 19 December 2024 (UTC)
::: We could issue certificates in some residing in certain jurisdictions probably (?). To my knowledge, there is no legal prohibition federally against doing this in the USA as long as no misrepresentation happens. Although some states might prohibit it (?). Degrees are likely different (at least with respect to accreditation). Please let me know if you believe I am likely incorrect in my understanding. I asked an LLM this prompt, &quot;is there any prohibition legally in USA for a DAO (decentralized autonomous organization or wiki community related to learning, teaching, and research) from issuing certifications or certificates to those who go through learning materials and educational resources that might be on a decentralized or nonprofit wiki that has an active community?&quot; (i won't post the specific result, but I wrote and engineered that prompt myself). The LLM output seemed to indicate my understanding noted here is correct, but LLM's are sometimes wrong. what do you or others think about this? [[User:Michael Ten|Michael Ten]] ([[User talk:Michael Ten|discuss]] • [[Special:Contributions/Michael Ten|contribs]]) 18:49, 25 December 2024 (UTC)
:From [https://web.archive.org/web/20170703053134/https://wikimediafoundation.org/wiki/Meetings/November_13,_2005 the WMF Board] (repeated at [[WV:WWIN]]):
:&lt;blockquote&gt;&quot;[[Wikiversity:Original proposal|Wikiversity proposal]] not approved, but we will approve it if [[Wikiversity:Approved Wikiversity project proposal|some changes are made]]... The board recommend rewriting the proposal to ''exclude credentials'', exclude online-courses and clarify the concept of elearning platform.&quot;&lt;/blockquote&gt;
:That is, Wikiversity was prevented from creation until it was codified '''not''' to provide credentials. It is not just ''U.S.'' credentials, but credentials period.
:I see you were around for [[Wikiversity:Community Review/Wikimedia Ethics:Ethical Breaching Experiments|the Reckoning]], so I imagine you are aware of the potential consequences of challenging such a clear policy so explicitly. I worry the community would not withstand another round. [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 19:24, 2 January 2025 (UTC)
::That said, I see nothing wrong with a cute badge of some sort (emulating barnstars) for completion of a resource (perhaps supervised/signed off by the resource creators). Even if there is no pretention of &quot;credentials&quot;, who doesn't like a trophy? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 20:19, 2 January 2025 (UTC)
:::[[:w:Gamification|Gamification]] is quite different than granting certificates and degrees. And ''even'' if Wikiversity grants certificates, half the battle is getting others to recognize the legitimacy of the certificate. Otherwise people will just think of Wikiversity as a [[:w:diploma mill|diploma mill]] especially if this conversation steers towards purposely issuing certificates in far flung countries for the sole purpose of skirting around the rules. And that's something I don't want to be associated with if Wikiversity goes down that path. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:24, 2 January 2025 (UTC)

== Citation system ==

How is being maintained citation system on en.wv. I mean, is it completly the same as on English Wikipedia? Do we update it according to English Wikipedia? How we do that? Are the templates like [[Template:Cite book|Cite book]] based on Lua? I dont see any invoke word.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 16:20, 2 January 2025 (UTC)

:I was just working on references in [[WikiJournal Preprints/Mobility-aware Scheduling in Fog Computing: Analysis and Challenges]]. And I agree with you. The citation system is so outdated compared to en.wp. Just the fact that I have to do extra clicks to access {{tl|cite journal}} is bizarre. Are there efforts to sync updates to the current citation version on en.wp? [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 21:35, 2 January 2025 (UTC)
::Not mine, I am just wondering if there is an easy system how to take over citation aparatus. I havent investigated the citation system on English Wikipedia yet, but on the first glance it looks like a very complicated environment. So in the following days Ill be looking on it if its a way to overtake it or if it would be easier to create own citation system.  [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:00, 2 January 2025 (UTC)

== Proposal: citation templates for VisualEditor ==

@[[User:OhanaUnited|OhanaUnited]] [[Wikiversity:Colloquium#Citation system|pointed above]], that they had a hard time to create citations via VisualEditor I believe. I think its because of missing map in [[MediaWiki:Cite-tool-definition.json]] ([[phab:T219551|see also]]). And the question is, which citation templates the editor should list. So I would propose the same as on en.wp, i.e. [[Template:Cite book|Cite book]], [[Template:Cite journal|journal]], [[Template:Cite news|news]], and [[Template:Cite web|web]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 13:38, 3 January 2025 (UTC)

:I support those four templates (book, journal, news, web). Another part of me wonders if we should include other use cases like AV media, thesis and report. But they may have limited usage and will only clutter the screen. [[User:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: #0000FF;&quot;&gt;OhanaUnited&lt;/span&gt;&lt;/b&gt;]][[User talk:OhanaUnited|&lt;b&gt;&lt;span style=&quot;color: green;&quot;&gt;&lt;sup&gt;Talk page&lt;/sup&gt;&lt;/span&gt;&lt;/b&gt;]] 04:55, 7 January 2025 (UTC)
::Sure and thesis could be cited by Cite book. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:53, 7 January 2025 (UTC)
::[[Wikiversity:Request custodian action#Edit MediaWiki page|Requested Custodian action]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:01, 7 January 2025 (UTC)

== Wikiversity Newsletter - Topics? ==

Hello,
For the newsletter concept on Wikiversity, for Wikiversitans (which can be seen above), I was wondering if there were any recently added or updated resources on Wikiversity that this newsletter could add.
Kind regards,
Rock [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  18:13, 9 January 2025 (UTC)

== Wikiversity page view statistics ==

I remember seeing [[recent topics/threads]] here wondering about page view statistics for this project. So I wonder if anyone else here is as curious as I am about the following page view which compares wikiversity to other wikimedia projects
https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;range=latest-30&amp;sites=all-projects
cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:05, 15 January 2025 (UTC)

:It does look interesting, but I haven't viewed it in depth yet. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  17:24, 19 January 2025 (UTC)

== Launching! Join Us for Wiki Loves Ramadan 2025! ==

Dear All,

We’re happy to announce the launch of [[m:Wiki Loves Ramadan 2025|Wiki Loves Ramadan 2025]], an annual international campaign dedicated to celebrating and preserving Islamic cultures and history through the power of Wikipedia. As an active contributor to the Local Wikipedia, you are specially invited to participate in the launch. 

This year’s campaign will be launched for you to join us write, edit, and improve articles that showcase the richness and diversity of Islamic traditions, history, and culture.

* Topic: [[m:Event:Wiki Loves Ramadan 2025 Campaign Launch|Wiki Loves Ramadan 2025 Campaign Launch]]
* When: Jan 19, 2025 
* Time: 16:00 Universal Time UTC and runs throughout Ramadan (starting February 25, 2025).
* Join Zoom Meeting: https://us02web.zoom.us/j/88420056597?pwd=NdrpqIhrwAVPeWB8FNb258n7qngqqo.1 
* Zoom meeting hosted by [[m:Wikimedia Bangladesh|Wikimedia Bangladesh]]

To get started, visit the [[m:Wiki Loves Ramadan 2025|campaign page]] for details, resources, and guidelines: Wiki Loves Ramadan 2025.

Add [[m:Wiki Loves Ramadan 2025/Participant|your community here]], and organized Wiki Loves Ramadan 2025 in your local language.

Whether you’re a first-time editor or an experienced Wikipedian, your contributions matter. Together, we can ensure Islamic cultures and traditions are well-represented and accessible to all.

Feel free to invite your community and friends too. Kindly reach out if you have any questions or need support as you prepare to participate.

Let’s make Wiki Loves Ramadan 2025 a success!

For the [[m:Wiki Loves Ramadan 2025/Team|International Team]] 12:08, 16 January 2025 (UTC)
&lt;!-- Message sent by User:ZI Jony@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Non-Technical_Village_Pumps_distribution_list&amp;oldid=27568454 --&gt;

== Deletion of talk pages ==

I wonder if there are any policies here that define when talkpages are deleted?

Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:30, 17 January 2025 (UTC)

:I'm not too sure if there are any topics about this. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  19:37, 17 January 2025 (UTC)
::Let me explain why I am asking about deletion:
::I have recently posted a question on a WV talk-page. The page was empty when I arrived, so had to be created, or recreated as it turns out because when I tried to post I received this box that said the page had been deleted by @[[User:Guy vandegrift|Guy vandegrift]] as a test page. I then Went ahead and recreated the page by posting at:
::[[Wikiversity talk:Wikidebate/Guy vandegrift#Do we need dialogues?]].
::However a bit later I remembered a discussion on the English Wikiquote Village Pump which was started by a contributor who was active there a long time ago who apparently was looking for their own contributions. It turned out that the history of the contributions had disappeared when the page was deleted and then re-created by another contributor who's became, at least according to the View history, the &quot;owner&quot; of all the previous contributions. Here is the ENWQ-VP discussion: https://en.wikiquote.org/wiki/Wikiquote:Village_pump#Now_this_is_contrary_to_the_spirit_of_Wikipedia.
::I believe deletions of old pages that seem unimportant to new users of the English Wikversity may become problematic in the future. I know that at least one  [[User:MathXplore|new admin]] has been added in the last  couple of years, but I am not sure how  many of the experienced admins are still active, so I don't know who makes deletion decisions here.. History is crucial to maintain when people are no longeraround.
::It would be nice for the ENWV-community  to understand how and what files/contributions are deleted.
::note: @[[User:Koavf|Koavf]] @[[User:Juandev|Juandev]], @[[User:OhanaUnited|OhanaUnited]] as recent participants in the Colloquium I wonder if you have any knowledge to contribute?
::Thanks advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 16:20, 18 January 2025 (UTC)
:::This project is generally pretty policy-lite, so deleting talk pages is probably ad hoc and left to best judgement. I have personally deleted one content page here but kept the talk page to document why it was deleted (this is common on en.wikt). —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 16:47, 18 January 2025 (UTC)
::::I was looking up some old history (2002) on the English Wikipedia associated with a particular user (Roadrunner) and  happened to see a talk-page that was deleted in 2021 that this user had contributed content to:
::::https://en.wikipedia.org/wiki/Talk%3AImmediate_Action_Unit
::::This page is no longer public as a result of: 
::::https://en.wikipedia.org/wiki/Wikipedia:Articles_for_deletion/Immediate_Action_Unit
::::So it appears that on the English Wikipedia talkpages were still being deleted along with their associated page as recently as 2021, I think? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 19:52, 31 January 2025 (UTC)
::: Please read [[Wikiversity:Deletions]] (especially [[WV:CSD]]) for the deletion of (talk) pages. No.8 of [[WV:CSD]] is specific for talk pages. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 23:09, 18 January 2025 (UTC)
::::@[[User:MathXplore|MathXplore]], I think @[[User:Ottawahitech|Ottawahitech]] is referring to user talk pages (correct me if I'm wrong). Do we have any policies related to this? [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  08:02, 19 January 2025 (UTC)
::::: [[Wikiversity:Deletions]] (including [[WV:CSD]]) apply for all namespaces. Therefore, the same rule will be applied to user talk pages. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 11:59, 19 January 2025 (UTC)
::::::@[[User:MathXplore|MathXplore]], thanks for clarifying. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]])  17:28, 19 January 2025 (UTC)
:::@[[User:Koavf|Koavf]], Thanks for this important tid-bit : {{green|I have personally deleted one content page here but kept the talk page to document why it was deleted (this is common on en.wikt).}}
:::This is a great habit IMIO. Do you happen to know if other WV-admins know how to not delete a talk-page when they delete its counterpart? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:05, 26 January 2025 (UTC)
::::I don't know that they do, but it's a fairly simple process when you're deleting pages. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 22:26, 26 January 2025 (UTC)

== Research Guidelines for the new Wiki of Government Efficiency ==

[[User:Jaredscribe/Department_of_Government_Efficiency]]

Before I move this original research project to mainspace, I invite a colloquy on my proposed
[[User:Jaredscribe/Department_of_Government_Efficiency#Research_Guidelines_and_Scholarly_Ethics|Research_Guidelines_and_Scholarly_Ethics]], and will entertain suggested improvements.

All may constructively contribute;  those who do so competently, are invited to edit after they declare and disclose.
[[User_talk:Jaredscribe/Department_of_Government_Efficiency#Declare_your_Interests_and_Disclose_Potential_Conflicts]] 


Thanks in advance for your consideration and informed opinions on how to make this work.  [[User:Jaredscribe|Jaredscribe]] ([[User talk:Jaredscribe|discuss]] • [[Special:Contributions/Jaredscribe|contribs]]) 07:05, 20 January 2025 (UTC)

== Mentors ==

With respect to [https://en.wikiversity.org/w/index.php?title=User_talk%3AUsername142857&amp;diff=2692853&amp;oldid=2667985 this], may I return, and if so, could I get a mentor? [[User:Username142857|Username142857]] ([[User talk:Username142857|discuss]] • [[Special:Contributions/Username142857|contribs]]) 17:15, 20 January 2025 (UTC)

:Hi @[[User:Username142857|Username142857]]: I am not familiar with the term &quot;mentors&quot; on WV. What did you have in mind? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 20:22, 22 January 2025 (UTC)
::@[[User:Ottawahitech|Ottawahitech]], I believe he means getting a mentor to help him with his 'return' on Wikiversity. Please correct me if I'm wrong however @[[User:Username142857|Username142857]]. [[User:RailwayEnthusiast2025|''RailwayEnthusiast2025'']] 😊 ([[User_talk:RailwayEnthusiast2025|Talk page]])  18:57, 23 January 2025 (UTC)
::'Mentors' are usually used to describe people on Wikiversity who mentor people for curatorship, custodianship etc. I think in this context, he might be trying to get a mentor to help him on Wikiversity. [[User:RailwayEnthusiast2025|&lt;span style=&quot;color:green;&quot;&gt;'''''RailwayEnthusiast2025'''''&lt;/span&gt;]] ([[User talk:RailwayEnthusiast2025|talk page]] - [[Special:Contributions/RailwayEnthusiast2025|contribs]]) 20:46, 24 January 2025 (UTC)
:::To clarify, other people have stated that I should probably leave for a while, and I'm wondering if it's safe for me to return [[User:Username142857|Username142857]] ([[User talk:Username142857|discuss]] • [[Special:Contributions/Username142857|contribs]]) 05:51, 9 February 2025 (UTC)
::::@[[User:Username142857|Username142857]]: I think you should return whenever you feel like it, honestly. [[User:Contributor 118,784|&lt;b style=&quot;color:#070&quot;&gt;Contributor&lt;/b&gt;&lt;sup style=&quot;color:#707&quot;&gt;118,784&lt;/sup&gt;]] [[User talk:Contributor 118,784|&lt;span style=&quot;color:#00F&quot;&gt;''Let's talk''&lt;/span&gt;]] 12:19, 10 February 2025 (UTC)

== Universal Code of Conduct annual review: provide your comments on the UCoC and Enforcement Guidelines ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

I am writing to you to let you know the annual review period for the Universal Code of Conduct and Enforcement Guidelines is open now. You can make suggestions for changes through 3 February 2025. This is the first step of several to be taken for the annual review.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find a conversation to join on the UCoC page on Meta]].

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] (U4C) is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|you may review the U4C Charter]].

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 01:12, 24 January 2025 (UTC)
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:Thanks for the link. I will have a look at it later. [[User:RailwayEnthusiast2025|&lt;span style=&quot;color:green;&quot;&gt;'''RailwayEnthusiast2025'''&lt;/span&gt;]] ([[User talk:RailwayEnthusiast2025|talk page]]|[[Special:Contributions/RailwayEnthusiast2025|contribs]]) 08:49, 24 January 2025 (UTC)

== Subscribing to this talk-page ==

Is anyone here curious to find out what is the best method of subscribing to discussions here? Until today I did not even know one could subscribe to all new topics by clicking on  ''Subscribe'' (the second ''Action'' right after ''Move''). I will have to see if indeed I am automatically subscribed to this new thread that I am hoping  to start as soon as I hit the ''Add topic'' blue button at the bottom right hand corner.

So far I have had to resort to  clicking ''Subscribe'' individually for each topic when  I wanted to receive a notification for any new replies, but unfortunately after some items I was subscribed to have been archived on January 30, I received a message telling me I  am no longer subscribed. I guess I would have to look for any updates that took place before the archive in the archive itself?

Am I making sense at all? I have managed to confuse myself, LOL. [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 17:11, 30 January 2025 (UTC)

:You are not subscribed to threads once they are removed from a page (e.g. by archiving). The easiest way to subscribe is by clicking on the &quot;Subscribe&quot; button with the bell next to it that renders near the thread's title. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 19:44, 30 January 2025 (UTC)

== A club for Wikiversity ==

Hello there,
I would like to start a club for Wikiversity, which would be a part of outreach. Wikiversity is one of the smallest Wikimedia projects and I enjoy contributing here. How could you help me in creating a club for this?
Yours sincerely,
[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 17:51, 31 January 2025 (UTC)

:There is a formal process for this at [[:m:Wikimedia user groups]]. —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 18:18, 31 January 2025 (UTC)
::I meant like a club at an organization, school etc. Not a user group in a town or a city. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 18:31, 31 January 2025 (UTC)
:::I wanted to do this, because I'm active here, but I don't know. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 19:59, 12 February 2025 (UTC)
::::Dear @[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]], If you could contact any established user group in your locality. They could provide support to start a wiki club. [[User:511KeV|511KeV]] ([[User talk:511KeV|discuss]] • [[Special:Contributions/511KeV|contribs]]) 04:41, 28 March 2025 (UTC)
:::::Dear @[[User:511KeV|511KeV]], As said in my previous message, I wish to start a club at an organization, school etc. I wish to start a small club like this, not a user group in a town/city. I don't think you understand what I'm trying to say. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 16:23, 28 March 2025 (UTC)
::::::@@[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] Forming a non-affiliated club is a straightforward process. Gather a group of interested individuals and create a simple page on Meta-Wiki outlining the club’s purpose and how others can join and start editing. If your club focuses on a specific theme, such as medicine or the arts, you can mention it on the page.
::::::However, if you intend to establish a university- or school-affiliated club, you should seek permission from the institution. Start by submitting a formal application to the relevant authority at your college or university. [[User:511KeV|511KeV]] ([[User talk:511KeV|discuss]] • [[Special:Contributions/511KeV|contribs]]) 13:26, 29 March 2025 (UTC)
:::::::The latter is what I intend to do, and thanks for the help. I will start working on it soon. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 14:23, 29 March 2025 (UTC)

== Global ban proposal for Shāntián Tàiláng ==

Hello. This is to notify the community that there is an ongoing global ban proposal for [[species:User:Shāntián_Tàiláng|User:Shāntián Tàiláng]] who has been active on this wiki. You are invited to participate at [[metawiki:Requests_for_comment/Global_ban_for_Shāntián_Tàiláng|m:Requests for comment/Global ban for Shāntián Tàiláng]]. [[User:Wüstenspringmaus|Wüstenspringmaus]] ([[User talk:Wüstenspringmaus|discuss]] • [[Special:Contributions/Wüstenspringmaus|contribs]]) 12:50, 2 February 2025 (UTC)

:Hi @[[User:Wüstenspringmaus|Wüstenspringmaus]], Looks like the RFC you started in an effort to  globally ban [[User:Shāntián Tàiláng]] has still not concluded. Forgive me, but I am indef-blocked on META so cannot ask there:
:* Is there no time limit on such nominations?
:* I am not familiar with the subject of this ban nomination, but I think there might be some unsupported allegations against them, such as harassment which is a serious issue. If I'm wrong please forgive me, I did spend a lot of time plowing through this lengthy page.
:* Many of us prefer to spend more of our time adding information to the wiki-projects that we are involved in and less  to endless discussions. The Nomination page on META is now '''43,962 bytes long''' and growing, and will require any new participant spend a great deal of unproductive time to come up to speed.
:Is it expectedad that the only people who Support or Oppose your nomination be personally familiar with the User in question? Cheers, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 23:43, 16 February 2025 (UTC)

== Reminder: first part of the annual UCoC review closes soon ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

This is a reminder that the first phase of the annual review period for the Universal Code of Conduct and Enforcement Guidelines will be closing soon. You can make suggestions for changes through [[d:Q614092|the end of day]], 3 February 2025. This is the first step of several to be taken for the annual review.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find a conversation to join on the UCoC page on Meta]]. After review of the feedback, proposals for updated text will be published on Meta in March for another round of community review. 

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 00:49, 3 February 2025 (UTC)
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== Self-deleting pages that I nominated for deletion myself ==
In 2024, I nominated multiple pages for deletion via [[:Template:Proposed deletion]] (see also [[Special:WhatLinksHere/Template:Proposed deletion]]). The three-month protective period for most of them now expired.

Example pages: [[Astronomy outline]], [[VELS mathematics]], [[Particle mechanics]].

It would be ideal if the deleting person would be different from the nominating person. However, no one seems to be interested in deleting these pages.

Should I feel free to delete the pages I nominated myself? I think it could be okay, but I can also imagine someone being stringent about these matters and requiring the four-eye principle. One rationale for allowing deleting myself is that the English Wikiversity has only few active administrators and therefore, the four-eye principle would create too much of delay and overhead; on a more admin-populated project, the four-eye principle is more workable. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:08, 16 February 2025 (UTC)

:OK I'll bite :-)
:Looks like enwv has a different ''Proposed deletion'' notice than other wiki-projects. One thing I noticed immediately is that there is no reason or explanation required for the deletion proposal. 
:I understand that all a deletion will accomplish is to remove those articles from public view. They will still continue to exist, but only admins will see them. May I ask @[[User:Dan Polansky|Dan Polansky]], why do you believe these 3 articles should be deleted? [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 23:08, 16 February 2025 (UTC)
:: I always provide a reason for deletion. And  thus, e.g. [[Astronomy outline]] states: &quot;The Nominator gave the following reason for their nomination:&quot;, &quot;too low quality to serve as a learning resource; most links are redlinks; no further reading&quot;. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:18, 17 February 2025 (UTC)
: I went ahead and deleted the three listed pages. I will wait a little longer before I proceed further. Most of the usual admins do not seem to be around, though, so the absence of opposition does not tell us much. And thus, I am proceeding at risk, and undo is possible by an admin or quasi-admin. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:41, 24 February 2025 (UTC)
:@[[User:Dan Polansky|Dan Polansky]] You proposed deletion back in October. Yes, it's fine if you are now the one to delete it. Often there is only one user at a time interested in cleaning up Wikiversity. That person does it until they choose not to. Then after a while, someone else steps up. I cleaned up my own proposed deletions for years with very few complaints. If someone wants to object, they need to be willing to speak up and review your proposed deletions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:51, 26 February 2025 (UTC)
:: Thank you. I went ahead and quasi-deleted 3 more pages, this time by moving them to user space (since I could find the main creator). I will make more deletions or quasi-deletions later. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:47, 26 February 2025 (UTC)

==  Upcoming Language Community Meeting (Feb 28th, 14:00 UTC) and Newsletter ==

&lt;section begin=&quot;message&quot;/&gt;
Hello everyone!
[[File:WP20Symbols WIKI INCUBATOR.svg|right|frameless|150x150px|alt=An image symbolising multiple languages]]
We’re excited to announce that the next '''Language Community Meeting''' is happening soon, '''February 28th at 14:00 UTC'''! If you’d like to join, simply sign up on the '''[[mw:Wikimedia_Language_and_Product_Localization/Community_meetings#28_February_2025|wiki page]]'''.

This is a participant-driven meeting where we share updates on language-related projects, discuss technical challenges in language wikis, and collaborate on solutions. In our last meeting, we covered topics like developing language keyboards, creating the Moore Wikipedia, and updates from the language support track at Wiki Indaba.

'''Got a topic to share?''' Whether it’s a technical update from your project, a challenge you need help with, or a request for interpretation support, we’d love to hear from you! Feel free to '''reply to this message''' or add agenda items to the document '''[[etherpad:p/language-community-meeting-feb-2025|here]]'''.

Also, we wanted to highlight that the sixth edition of the Language &amp; Internationalization newsletter (January 2025) is available here: [[:mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/January|Wikimedia Language and Product Localization/Newsletter/2025/January]]. This newsletter provides updates from the October–December 2024 quarter on new feature development, improvements in various language-related technical projects and support efforts, details about community meetings, and ideas for contributing to projects. To stay updated, you can subscribe to the newsletter on its wiki page: [[:mw:Wikimedia Language and Product Localization/Newsletter|Wikimedia Language and Product Localization/Newsletter]].

We look forward to your ideas and participation at the language community meeting, see you there!
&lt;section end=&quot;message&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 08:29, 22 February 2025 (UTC)
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== Replicate [[c:Template:Imagestack]] ==

I find this feature on Commons quite practical, and would like to use it on Wikiversity. But just copying the content to {{tl|Imagestack}} is not enough. The example on {{tl|Imagestack/sandbox}} remains static. Does someone know how to implement the JavaScript? [[User:Watchduck|Watchduck]] &lt;small&gt;([[User talk:Watchduck|quack]])&lt;/small&gt; 18:31, 26 February 2025 (UTC)

:I don't know how to implement the JavaScript here. I haven't used the Imagestack feature before. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 21:11, 20 March 2025 (UTC)

== Universal Code of Conduct annual review: proposed changes are available for comment ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}.

I am writing to you to let you know that [[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/Proposed_Changes|proposed changes]] to the [[foundation:Special:MyLanguage/Policy:Universal_Code_of_Conduct/Enforcement_guidelines|Universal Code of Conduct (UCoC) Enforcement Guidelines]] and [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|Universal Code of Conduct Coordinating Committee (U4C) Charter]] are open for review. '''[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/Proposed_Changes|You can provide feedback on suggested changes]]''' through the [[d:Q614092|end of day]] on Tuesday, 18 March 2025. This is the second step in the annual review process, the final step will be community voting on the proposed changes.
[[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review|Read more information and find relevant links about the process on the UCoC annual review page on Meta]].

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] (U4C) is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|you may review the U4C Charter]].

Please share this information with other members in your community wherever else might be appropriate.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] 18:52, 7 March 2025 (UTC)

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== Your wiki will be in read-only soon ==

&lt;section begin=&quot;server-switch&quot;/&gt;&lt;div class=&quot;plainlinks&quot;&gt;

[[:m:Special:MyLanguage/Tech/Server switch|Read this message in another language]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-Tech%2FServer+switch&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]

The [[foundation:|Wikimedia Foundation]] will switch the traffic between its data centers. This will make sure that Wikipedia and the other Wikimedia wikis can stay online even after a disaster.

All traffic will switch on '''{{#time:j xg|2025-03-19|en}}'''. The switch will start at '''[https://zonestamp.toolforge.org/{{#time:U|2025-03-19T14:00|en}} {{#time:H:i e|2025-03-19T14:00}}]'''.

Unfortunately, because of some limitations in [[mw:Special:MyLanguage/Manual:What is MediaWiki?|MediaWiki]], all editing must stop while the switch is made. We apologize for this disruption, and we are working to minimize it in the future. 

A banner will be displayed on all wikis 30 minutes before this operation happens. This banner will remain visible until the end of the operation. 

'''You will be able to read, but not edit, all wikis for a short period of time.'''

*You will not be able to edit for up to an hour on {{#time:l j xg Y|2025-03-19|en}}.
*If you try to edit or save during these times, you will see an error message. We hope that no edits will be lost during these minutes, but we can't guarantee it. If you see the error message, then please wait until everything is back to normal. Then you should be able to save your edit. But, we recommend that you make a copy of your changes first, just in case.

''Other effects'':

*Background jobs will be slower and some may be dropped. Red links might not be updated as quickly as normal. If you create an article that is already linked somewhere else, the link will stay red longer than usual. Some long-running scripts will have to be stopped.
* We expect the code deployments to happen as any other week. However, some case-by-case code freezes could punctually happen if the operation require them afterwards.
* [[mw:Special:MyLanguage/GitLab|GitLab]] will be unavailable for about 90 minutes.

This project may be postponed if necessary. You can [[wikitech:Switch_Datacenter|read the schedule at wikitech.wikimedia.org]]. Any changes will be announced in the schedule. 

'''Please share this information with your community.'''&lt;/div&gt;&lt;section end=&quot;server-switch&quot;/&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[User:MediaWiki message delivery|MediaWiki message delivery]]&lt;/bdi&gt; 23:14, 14 March 2025 (UTC)
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== Wikidata and Sister Projects: an online event ==

Hello everyone, I’m writing to announce an upcoming event called [[wikidata:Event:Wikidata and Sister Projects|'''Wikidata and Sister Projects''']] that will be a mini online conference to highlight the different ways Wikidata can be connected and integrated with the other WM projects.

We are currently looking for session ideas and speakers for our program and wanted to reach out in case there were any editors here that might have a cool idea for a session proposal. Sessions can be found on the [[wikidata:Event talk:Wikidata and Sister Projects|'''event discussion page''']].

As previously mentioned, we would like to showcase the relationship between Wikibooks and Wikidata, such as the storing of metadata and sitelinking between books and their respective Wikidata items. Do you have an idea for a session? We'd love to hear about it!

The event is scheduled between '''May 29 - June 1st, 2025'''. If you have any questions about the event, would like more information or have a session idea to propose, please feel free to get in touch by replying to this post or writing on the event page or on my [[v:User_talk:Danny_Benjafield_(WMDE)|talk page]]. Thanks for reading, - [[wikidata:User:Danny Benjafield (WMDE)|Danny Benjafield (WMDE)]] ([[wikidata:User talk:Danny Benjafield (WMDE)|&lt;span class=&quot;signature-talk&quot;&gt;{{int:Talkpagelinktext}}&lt;/span&gt;]]) 07:48, 1 April 2025 (UTC)

== Final proposed modifications to the Universal Code of Conduct Enforcement Guidelines and U4C Charter now posted ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
The proposed modifications to the [[foundation:Special:MyLanguage/Policy:Universal_Code_of_Conduct/Enforcement_guidelines|Universal Code of Conduct Enforcement Guidelines]] and the U4C Charter [[m:Universal_Code_of_Conduct/Annual_review/2025/Proposed_Changes|are now on Meta-wiki for community notice]] in advance of the voting period. This final draft was developed from the previous two rounds of community review. Community members will be able to vote on these modifications starting on 17 April 2025. The vote will close on 1 May 2025, and results will be announced no later than 12 May 2025. The U4C election period, starting with a call for candidates, will open immediately following the announcement of the review results. More information will be posted on [[m:Special:MyLanguage//Universal_Code_of_Conduct/Coordinating_Committee/Election|the wiki page for the election]] soon.

Please be advised that this process will require more messages to be sent here over the next two months. 

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|review the U4C Charter]].

Please share this message with members of your community so they can participate as well.

-- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|talk]]) 02:05, 4 April 2025 (UTC)
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== Wikidata and Sister Projects: An online community event ==

''(Apologies for posting in English)''

Hello everyone, I am excited to share news of an upcoming online event called '''[[d:Event:Wikidata_and_Sister_Projects|Wikidata and Sister Projects]]''' celebrating the different ways Wikidata can be used to support or enhance with another Wikimedia project. The event takes place over 4 days between '''May 29 - June 1st, 2025'''.

We would like to invite speakers to present at this community event, to hear success stories, challenges, showcase tools or projects you may be working on, where Wikidata has been involved in Wikipedia, Commons, WikiSource and all other WM projects.

If you are interested in attending, please [[d:Special:RegisterForEvent/1291|register here]].
If you would like to speak at the event, please fill out this Session Proposal template on the [[d:Event_talk:Wikidata_and_Sister_Projects|event talk page]], where you can also ask any questions you may have. 

I hope to see you at the event, in the audience or as a speaker, - [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 09:18, 11 April 2025 (UTC)
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== Vote now on the revised UCoC Enforcement Guidelines and U4C Charter ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

The voting period for the revisions to the Universal Code of Conduct Enforcement Guidelines (&quot;UCoC EG&quot;) and the UCoC's Coordinating Committee Charter is open now through the end of 1 May (UTC) ([https://zonestamp.toolforge.org/1746162000 find in your time zone]). [[m:Special:MyLanguage/Universal_Code_of_Conduct/Annual_review/2025/Voter_information|Read the information on how to participate and read over the proposal before voting]] on the UCoC page on Meta-wiki.

The [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review of the EG and Charter was planned and implemented by the U4C. Further information will be provided in the coming months about the review of the UCoC itself. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Charter|review the U4C Charter]].

Please share this message with members of your community so they can participate as well.

In cooperation with the U4C -- [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|talk]]) 00:35, 17 April 2025 (UTC)
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== FYI: Can Citizen Science Be Trusted? New Study of Birds Shows It Can ==

https://www.ucdavis.edu/news/can-citizen-science-be-trusted-new-study-birds-shows-it-can —[[User:Koavf|Justin (&lt;span style=&quot;color:grey&quot;&gt;ko'''a'''vf&lt;/span&gt;)]]&lt;span style=&quot;color:red&quot;&gt;❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯&lt;/span&gt; 01:08, 23 April 2025 (UTC)

== Vote on proposed modifications to the UCoC Enforcement Guidelines and U4C Charter ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
The voting period for the revisions to the Universal Code of Conduct Enforcement Guidelines and U4C Charter closes on 1 May 2025 at 23:59 UTC ([https://zonestamp.toolforge.org/1746162000 find in your time zone]). [[m:Special:MyLanguage/Universal Code of Conduct/Annual review/2025/Voter information|Read the information on how to participate and read over the proposal before voting]] on the UCoC page on Meta-wiki.

The [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee|Universal Code of Conduct Coordinating Committee (U4C)]] is a global group dedicated to providing an equitable and consistent implementation of the UCoC. This annual review was planned and implemented by the U4C. For more information and the responsibilities of the U4C, you may [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Charter|review the U4C Charter]].

Please share this message with members of your community in your language, as appropriate, so they can participate as well.

In cooperation with the U4C -- &lt;section end=&quot;announcement-content&quot; /&gt;

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[[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 03:41, 29 April 2025 (UTC)&lt;/div&gt;
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== Question Centre ==

I have a question: 

'''1.''''Is it possible to change your username? Or is it permament? 

''Antworte zu meinem Kommentar, und Ich werde zu dir abonnieren. ''

[[User:Kumpa-pasión|Kumpa-pasión]] ([[User talk:Kumpa-pasión|discuss]] • [[Special:Contributions/Kumpa-pasión|contribs]]) 15:18, 30 April 2025 (UTC)

:Hello {{ping|Kumpa-pasión}} To change your username, you can go to [https://meta.wikimedia.org/wiki/Special:GlobalRenameRequest Special:GlobalRenameRequest]. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:42, 2 May 2025 (UTC)

== Names of pages I am creating, one man's look at X ==
I am creating pages like [[One man's look at LibreOffice]], but I am increasingly dissatisfied with this naming scheme. It just means that &quot;One man's look at X&quot; is nothing but &quot;Dan Polansky's look at X&quot;; what is so special about Dan Polansky that he is the &quot;one man&quot;, which other people are not? I prefer &quot;X (Dan Polansky)&quot;, but that was previously rejected (I should find the discussion, but I am too lazy now). What was not rejected is &quot;X/Dan Polansky&quot; (as in [[COVID-19/Dan Polansky]]), but I find it greatly suboptimal: there is nothing in that syntax that suggests that &quot;Dan Polansky&quot; is an author name; compare a possible &quot;Philosophy/Aristotle&quot;, which would be ''about'' Aristotle and not ''by'' Aristotle.

Perhaps we can have a discussion/conversation about alternative proposals and what makes them preferable and dispreferable, desirable and undesirable? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:07, 1 May 2025 (UTC)
: If a main space page is meant only for one user's view, then perhaps that page should instead be located in that user's space. -- [[User:Jtneill|Jtneill]] - &lt;small&gt;[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]&lt;/small&gt; 05:12, 17 May 2025 (UTC)
:: That would not work: pages in user space are not Google search indexed, from what I understand. One's spending effort to write and publish an article and then having it ignored by readers since not found via Google Search is not rewarding; I do not see why people would like to do it, and they apparently don't. Moreover, since other editors can comment on the article on the talk page, it is vital that the author does not have the right to have the article deleted on a whim; an article should be deleted only in well justified rare cases (ethical breach, etc.).
:: I think that a page being author-specific should be the usual case, not the rare case, in Wikiversity. It is the case with Wikijournal articles. It also seems to be the case with the Motivation and Emotion pages, e.g. as listed in [[Motivation and emotion/Book/2024]]; and thus, e.g. [[Motivation and emotion/Book/2024/Abusive supervision]] has TJDuus as the main author as per the assignment and revision history (there are auxiliary editors, but the author seems to maintain editorial control?)
:: Since Wikiversity pages are not organized by the principle of being encyclopedic and by avoidance of original research, I do not see how the free-for-all editing of Wikipedia could possibly work here.
:: Some of the best materials I have seen in the English Wikiversity either have a single author or single main author. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:10, 17 May 2025 (UTC)

== We will be enabling the new Charts extension on your wiki soon! ==

''(Apologies for posting in English)''

Hi all! We have good news to share regarding the ongoing problem with graphs and charts affecting all wikis that use them.

As you probably know, the [[:mw:Special:MyLanguage/Extension:Graph|old Graph extension]] was disabled in 2023 [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/EWL4AGBEZEDMNNFTM4FRD4MHOU3CVESO/|due to security reasons]]. We’ve worked in these two years to find a solution that could replace the old extension, and provide a safer and better solution to users who wanted to showcase graphs and charts in their articles. We therefore developed the [[:mw:Special:MyLanguage/Extension:Chart|Charts extension]], which will be replacing the old Graph extension and potentially also the [[:mw:Extension:EasyTimeline|EasyTimeline extension]].

After successfully deploying the extension on Italian, Swedish, and Hebrew Wikipedia, as well as on MediaWiki.org, as part of a pilot phase, we are now happy to announce that we are moving forward with the next phase of deployment, which will also include your wiki.

The deployment will happen in batches, and will start from '''May 6'''. Please, consult [[:mw:Special:MyLanguage/Extension:Chart/Project#Deployment Timeline|our page on MediaWiki.org]] to discover when the new Charts extension will be deployed on your wiki. You can also [[:mw:Special:MyLanguage/Extension:Chart|consult the documentation]] about the extension on MediaWiki.org.

If you have questions, need clarifications, or just want to express your opinion about it, please refer to the [[:mw:Special:MyLanguage/Extension_talk:Chart/Project|project’s talk page on Mediawiki.org]], or ping me directly under this thread. If you encounter issues using Charts once it gets enabled on your wiki, please report it on the [[:mw:Extension_talk:Chart/Project|talk page]] or at [[phab:tag/charts|Phabricator]].

Thank you in advance! -- [[User:Sannita (WMF)|User:Sannita (WMF)]] ([[User talk:Sannita (WMF)|talk]]) 15:07, 6 May 2025 (UTC)
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== Progressive translations ==

If you gradually translate more and more words in a text it's called &quot;progressive translation&quot; apparently. If we were doing, say, English to Hungarian it would look like &quot;I took the ''vonat'' (train) to Budapest&quot; and later on &quot;I saw the river from the ''vonat''&quot;. I want to be able to read novels and pick up vocabulary in this way, as well as make them (or rather get an AI to make them) and share them with other language learners. 

It's education so I thought you might be interested in hosting them, and maybe some people here would be interested in helping out. Thanks for any feedback [[User:Progressive translator|Progressive translator]] ([[User talk:Progressive translator|discuss]] • [[Special:Contributions/Progressive translator|contribs]]) 16:54, 6 May 2025 (UTC)

== Call for Candidates for the Universal Code of Conduct Coordinating Committee (U4C) ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
The results of voting on the Universal Code of Conduct Enforcement Guidelines and Universal Code of Conduct Coordinating Committee (U4C) Charter is [[m:Special:MyLanguage/Universal Code of Conduct/Annual review/2025#Results|available on Meta-wiki]].

You may now [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2025/Candidates|submit your candidacy to serve on the U4C]] through 29 May 2025 at 12:00 UTC. Information about [[m:Special:MyLanguage/Universal Code of Conduct/Coordinating Committee/Election/2025|eligibility, process, and the timeline are on Meta-wiki]]. Voting on candidates will open on 1 June 2025 and run for two weeks, closing on 15 June 2025 at 12:00 UTC.

If you have any questions, you can ask on [[m:Talk:Universal Code of Conduct/Coordinating Committee/Election/2025|the discussion page for the election]]. -- in cooperation with the U4C, &lt;/div&gt;&lt;section end=&quot;announcement-content&quot; /&gt;

&lt;bdi lang=&quot;en&quot; dir=&quot;ltr&quot;&gt;[[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User_talk:Keegan (WMF)|discuss]])&lt;/bdi&gt; 22:08, 15 May 2025 (UTC)
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== RfC ongoing regarding Abstract Wikipedia (and your project) ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;
''(Apologies for posting in English, if this is not your first language)''

Hello all! We opened a discussion on Meta about a very delicate issue for the development of [[:m:Special:MyLanguage/Abstract Wikipedia|Abstract Wikipedia]]: where to store the abstract content that will be developed through functions from Wikifunctions and data from Wikidata. Since some of the hypothesis involve your project, we wanted to hear your thoughts too. 

We want to make the decision process clear: we do not yet know which option we want to use, which is why we are consulting here. We will take the arguments from the Wikimedia communities into account, and we want to consult with the different communities and hear arguments that will help us with the decision. The decision will be made and communicated after the consultation period by the Foundation.

You can read the various hypothesis and have your say at [[:m:Abstract Wikipedia/Location of Abstract Content|Abstract Wikipedia/Location of Abstract Content]]. Thank you in advance! -- [[User:Sannita (WMF)|Sannita (WMF)]] ([[User talk:Sannita (WMF)|&lt;span class=&quot;signature-talk&quot;&gt;{{int:Talkpagelinktext}}&lt;/span&gt;]]) 15:27, 22 May 2025 (UTC)
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== Wikimedia Foundation Board of Trustees 2025 Selection &amp; Call for Questions ==

&lt;section begin=&quot;announcement-content&quot; /&gt;
:''[[m:Special:MyLanguage/Wikimedia Foundation elections/2025/Announcement/Selection announcement|{{int:interlanguage-link-mul}}]] • [https://meta.wikimedia.org/w/index.php?title=Special:Translate&amp;group=page-{{urlencode:Wikimedia Foundation elections/2025/Announcement/Selection announcement}}&amp;language=&amp;action=page&amp;filter= {{int:please-translate}}]''

Dear all,

This year, the term of 2 (two) Community- and Affiliate-selected Trustees on the Wikimedia Foundation Board of Trustees will come to an end [1]. The Board invites the whole movement to participate in this year’s selection process and vote to fill those seats.

The Elections Committee will oversee this process with support from Foundation staff [2]. The Governance Committee, composed of trustees who are not candidates in the 2025 community-and-affiliate-selected trustee selection process (Raju Narisetti, Shani Evenstein Sigalov, Lorenzo Losa, Kathy Collins, Victoria Doronina and Esra’a Al Shafei) [3], is tasked with providing Board oversight for the 2025 trustee selection process and for keeping the Board informed. More details on the roles of the Elections Committee, Board, and staff are here [4].

Here are the key planned dates:

* May 22 – June 5: Announcement (this communication) and call for questions period [6]
* June 17 – July 1, 2025: Call for candidates
* July 2025: If needed, affiliates vote to shortlist candidates if more than 10 apply [5]
* August 2025: Campaign period
* August – September 2025: Two-week community voting period
* October – November 2025: Background check of selected candidates
* Board’s Meeting in December 2025: New trustees seated

Learn more about the 2025 selection process - including the detailed timeline, the candidacy process, the campaign rules, and the voter eligibility criteria - on this Meta-wiki page [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2025|[link]]].

'''Call for Questions'''

In each selection process, the community has the opportunity to submit questions for the Board of Trustees candidates to answer. The Election Committee selects questions from the list developed by the community for the candidates to answer. Candidates must answer all the required questions in the application in order to be eligible; otherwise their application will be disqualified. This year, the Election Committee will select 5 questions for the candidates to answer. The selected questions may be a combination of what’s been submitted from the community, if they’re alike or related. [[m:Special:MyLanguage/Wikimedia_Foundation_elections/2025/Questions_for_candidates|[link]]]

'''Election Volunteers'''

Another way to be involved with the 2025 selection process is to be an Election Volunteer. Election Volunteers are a bridge between the Elections Committee and their respective community. They help ensure their community is represented and mobilize them to vote. Learn more about the program and how to join on this Meta-wiki page [[m:Wikimedia_Foundation_elections/2025/Election_volunteers|[link].]]

Thank you!

[1] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2022/Results

[2] https://foundation.wikimedia.org/wiki/Committee:Elections_Committee_Charter

[3] https://foundation.wikimedia.org/wiki/Resolution:Committee_Membership,_December_2024

[4] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections_committee/Roles

[5] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2025/FAQ

[6] https://meta.wikimedia.org/wiki/Wikimedia_Foundation_elections/2025/Questions_for_candidates

Best regards,

Victoria Doronina

Board Liaison to the Elections Committee

Governance Committee&lt;section end=&quot;announcement-content&quot; /&gt;

[[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 03:08, 28 May 2025 (UTC)
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== Vote now in the 2025 U4C Election ==

&lt;div lang=&quot;en&quot; dir=&quot;ltr&quot; class=&quot;mw-content-ltr&quot;&gt;

{{Int:Please-translate}}

Eligible voters are asked to participate in the 2025 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2025|2025 Election information page]]. The vote closes on 17 June 2025 at [https://zonestamp.toolforge.org/1750161600 12:00 UTC].

Please vote if your account is eligible. Results will be available by 1 July 2025. -- In cooperation with the U4C, [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 23:01, 13 June 2025 (UTC) &lt;/div&gt;
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== Geometric growth in views ==

Wikiversity seems to be experiencing an [https://stats.wikimedia.org/#/en.wikiversity.org/reading/total-page-views/normal|bar|all|~total|monthly unprecedented amount of traffic], literally doubling in May '25 with almost 60 million monthly views. (Note practically no growth from 2016-24. From a [[Wikiversity:Colloquium/archives/December_2024#An_unexplained_spurt_of_Wikiversity_page_views|previous thread's link]], this is only partially reflected on the [https://pageviews.wmcloud.org/siteviews/?platform=all-access&amp;source=pageviews&amp;agent=user&amp;range=this-year&amp;sites=en.wikiversity.org|en.wikibooks.org|en.wikiquote.org|en.wikisource.org Pageviews widget], except for Wikisource somewhat.)

I haven't seen any corresponding unprecedented [https://stats.wikimedia.org/#/en.wikiversity.org/contributing/active-editors/normal%7Cline%7Call%7C(page_type)~content*non-content%7Cmonthly activity] however. Anyone know what's up? LLM crawling maybe? [[User:Tule-hog|Tule-hog]] ([[User talk:Tule-hog|discuss]] • [[Special:Contributions/Tule-hog|contribs]]) 21:56, 15 June 2025 (UTC)</text>
      <sha1>n8pv5osyxwjp0qu8ti5abrr9ixyc2db</sha1>
    </revision>
  </page>
  <page>
    <title>Wikiversity:Sandbox</title>
    <ns>4</ns>
    <id>1558</id>
    <revision>
      <id>2718587</id>
      <parentid>2718043</parentid>
      <timestamp>2025-06-15T15:42:34Z</timestamp>
      <contributor>
        <username>Deleda13</username>
        <id>3003585</id>
      </contributor>
      <minor />
      <comment>I added some new definitions for Sandbox</comment>
      <origin>2718587</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="477" sha1="l22ch0oflsc3ngr4sekknotuqae4y14" xml:space="preserve">{{Please leave this line alone (sandbox heading)}}

{{Please leave this line alone (sandbox heading)}}
/*If you're happy and you know it clap your hands*/
----
* {{#invoke:Sandbox/Chibsedu|hello}}
* {{#invoke:Sandbox/Chibsedu|meet}}

* {{#invoke:Sandbox/Chibsedu|variables}}
* Alu

----

* {{#invoke:Sandbox/Chibsedu|arithmetic}}z is -1
* {{#invoke:Sandbox/Chibsedu|relational}}
* {{#invoke:Sandbox/Chibsedu|logical}}
* {{#invoke:Sandbox/Chibsedu|length}}Size

Sand weight is 0</text>
      <sha1>l22ch0oflsc3ngr4sekknotuqae4y14</sha1>
    </revision>
  </page>
  <page>
    <title>Mandarin/Mandarin One/Lesson One</title>
    <ns>0</ns>
    <id>32828</id>
    <revision>
      <id>2718595</id>
      <parentid>2171420</parentid>
      <timestamp>2025-06-15T20:08:15Z</timestamp>
      <contributor>
        <username>Lilange</username>
        <id>844526</id>
      </contributor>
      <minor />
      <comment>little typo fixed</comment>
      <origin>2718595</origin>
      <model>wikitext</model>
      <format>text/x-wiki</format>
      <text bytes="11907" sha1="anbhftongj691zajqk8n6mryxh5406z" xml:space="preserve">==Reading Material (dúwù 读物)==
*Williams: Chapter 1
*[[b:Chinese/Pinyin_Pronunciation|Chinese Wikibook: Pronunciation]]
*Lafayette: Part 1 - Chinese Pronunciation and tables one through five
*'''Lab:''' Listen to the initials and finals recorded on the [http://www.chinese-lessons.com/download.htm Mandarin_sounds.zip] file from chinese-lessons.com.
==Notes (tíjiě 题解) on Pronunciation (fāyīn 发音)==
Pinyin syllables are usually similar to what is pronounced in English, but in some cases the pronunciation of Chinese syllables (usually the initial part), as written in Pinyin, is very different from how one would pronounce them in English. Pinyin is meant to cover all of the possible sounds that exist in Standard Mandarin instead of making learning Chinese easy for English speakers. Start with practicing the four tones that change pitch with the syllables that comprise ma. A link is provided below to a recording that will assist you in developing an appropriate pitch for each syllable. Then work through the sounds presented in the initial consonant and final semivowel tables. Do not start practicing any vocabulary until these sounds have been practiced with a fluent Mandarin speaker or at least with audio recordings and voice feedback. It is crucial for your future ability to communicate since Mandarin only has a limited set of syllables and tones. Unlike in English, mastering this language requires a good pronunciation of every syllable right from the beginning, but true proficiency will only be obtained by years of practice.
[[Image:Pinyin_Tone_Chart.svg|right|thumb|150px|Relative pitch changes of the four tones]]
===The [[w:Pinyin#Tones|Tones]] (yīndiào 音调)===
Labeled with normal pitch levels used (1=Lowest - 5=Highest)
#High flat (e.g. mā{{Audio|Wikiversity mandarin ma1.ogg|mā|}}) - Pitch: 5-5.  Similar to reciting the alphabet at a high even pitch.
#High Rising (má{{Audio|Wikiversity mandarin ma2.ogg|má|}}) - Pitch: 3-5.  Similar to the last syllable in a question (&quot;What?&quot;) in English.
#Low Droppping and Rising (mǎ{{Audio|Wikiversity mandarin ma3.ogg|mǎ|}}) - Pitch: 2-1-4.  Similar to expressing disbelief (&quot;Huh?!&quot;) in English.
#Sharply Dropping (mà{{Audio|Wikiversity mandarin ma4.ogg|mà|}}) - Pitch: 5-1.  Similar to the last syllable of a sharp, angry command (&quot;Don't you dare!&quot;) in English.
#[[w:Standard_Mandarin#Neutral_tone|Neutral]] (ma{{Audio|Wikiversity mandarin ma0.ogg|ma-Note that only the second syllable is of neutral tone, the first one is of high flat}}) (tone varies on the spreading out the preceding syllable) - See the table below for for the pitch range.
The previous [[commons:Image:Zh-pinyin_tones_with_ma.ogg|examples]] are 1. mother（ [[wikt:%E5%A6%88|妈]]）, 2.hemp（[[wikt:%E9%BA%BB|麻]]）， 3. horse （[[wikt:%E9%A9%AC|马]]）, 4. &quot;admonish&quot; or scold([[wikt:%E9%AA%82|骂]]）, and 5. a question particle [[wikt:%E5%90%97|吗]].
====Neutral Tone Range====
{| class=&quot;wikitable&quot;
! Tone of first syllable
! Pitch of neutral tone
! Example
! Pinyin
! English meaning
|-
! 1
| 2
| 玻璃
| bō li
| glass
|-
! 2
| 3
| 伯伯
| bó bo
| uncle
|-
! 3
| 4
| 喇叭
| lă ba
| horn
|-
! 4
| 1
| 兔子
| tù zi
| rabbit
|}
====Question and Answer (wèn dá 问答)====
&lt;quiz display=simple&gt;
{What tone number starts from a high of 5 and ends with a low of 1?
|type=&quot;()&quot;}
- 1
||The pitch range for the High Flat tone is 5-5. 
- 2
||The pitch range for the High Rising tone is 3-5. 
- 3
||The pitch range for the Low Dropping and Rising tone is 2-1-4. 
+ 4
||Great! You selected Sharply Dropping. Knowing the tone numbers are necessary when inputting Chinese characters via an [[w:Chinese_input_methods_for_computers|IME]].
- 5
||The pitch range for Neutral tone varies according to the preceding syllable. 
- None of the above
&lt;/quiz&gt;

===[[w:Pinyin#Initials|Initial Consonants]] (shēngmǔ 声母)===
{| class=&quot;wikitable&quot; style=&quot;font-size: 95%&quot;
!||'''1 Unaspirated Plosive'''||'''2 Aspirated Plosive'''||3 Unaspirated Sibilant||4 Aspirated Sibilant||'''5 Nasal'''||'''6 Fricative'''||'''7 Lateral'''||Tíjiě 题解
|-
||'''1 Bilabial'''||'''b'''ō||'''p'''ō||||||'''m'''ō||||||Like the English sounds except for column one and two. '''Bō''' is like the unvoiced &quot;p&quot; in s'''''p'''''ort and '''pō''' is more explosive than '''''p'''''oor.
|-
||'''2 Labiodental'''||||||||||||'''f'''ō||||Just as &quot;f&quot; sounds in English
|-
||'''3 Alveolar'''||'''d'''ē||'''t'''ē||||||'''n'''ē||||'''l'''ē||Use the top front teeth. '''Dē''' is like the unvoiced &quot;t&quot; in s'''''t'''''ump and '''tē''' is more explosive than '''''t'''''ummy.
|-
||'''4 Dental'''||||||'''z'''ī||'''c'''ī||||'''s'''ī||||&quot;dental silibants&quot; - make a hissing or buzzing sound by exhaling while the tongue is touching the top front teeth from behind. '''Zī''' is like a'''''dds''''', '''cī''' is like the &quot;ts&quot; in bi'''''ts''''' but stronger, and '''sī''' is similar to the English &quot;'''''s'''''&quot; with the tongue pressed more toward the top front teeth from behind.
|-
||'''5 Retroflex'''||||||'''zh'''ī||'''ch'''ī||||'''sh'''ī||'''r'''ī||&quot;retroflexes&quot; (most different) - made when the tongue is rolled back. '''Zhī''' is like the &quot;j&quot; in ad'''''j'''''ure except the tongue is curled much further back and it is unvoiced. '''Chī''' is like &quot;chi&quot; in '''''chi'''''rp, but the tongue is also rolled further back and is stronger. '''Shī''' is like the &quot;sh&quot; in '''''sh'''''irt with the tongue flexed back further. '''Rī''' is like shi in that the tongue is rolled back with the tip almost making contact with the top of the mouth.
|-
||'''6 Palatal'''||||||'''j'''ī||'''q'''ī||||'''x'''ī||||&quot;palatals&quot; - back of tongue touches the palate while the tip is behind the front bottom teeth. '''Jī''' is like '''''j'''''eep, '''qī''' is like '''''ch'''''eap, and '''xī''' is like '''''sh'''''eep. The lips are not flared like in English, but there is more of a hissing sound instead.
|-
||'''7 Velar'''||'''g'''ē||'''k'''ē||||||||||||Place tongue on roof - articulated in the back of the mouth near the throat. '''Gē''' is like the &quot;k&quot; in s'''''k'''''unk, '''kē''' is like the &quot;c&quot; in '''''c'''''ut but stronger.
|-
||'''8 Glottal'''||||||||||||'''h'''ē||||'''hē''' has a harsher sound than in English like the &quot;ch&quot; in Ba'''''ch''''' when the syllable receives emphasis.
|}
Note: Column one is unvoiced and column two are plosives which need more of an explosive puff of air than in English.
====Wèndá 问答====
&lt;quiz display=simple&gt;
{What initial sounds like the &quot;sh&quot; in '''''sh'''''eep?
|type=&quot;()&quot;}
- shī
||The sound for shī is like the &quot;sh&quot; in '''''sh'''''irt with the tongue flexed back further.
- sī
||The sound for sī is similar to the English &quot;s&quot;. 
- cī
||The sound for cī is like &quot;ts&quot; in bi'''''ts''''' but stronger. 
+ xī
||Correct! The Chinese initial x is like sh in English.
- None of the above
&lt;/quiz&gt;

===[[w:Pinyin#Finals|Final Semivowels]] (yùnmǔ 韵母)===
{| class=&quot;wikitable&quot; style=&quot;font-size: 95%&quot;
!'''[[Mandarin/Mandarin_One/Lesson_One#Row_A_T.C3.ADji.C4.9B_.E9.A2.98.E8.A7.A3|Row a]]'''||-i||a||e||ai||ei||ao||ou||an||en||ang||eng||ong||er
|-
||'''[[Mandarin/Mandarin_One/Lesson_One#Row_I_.28Y.29_T.C3.ADji.C4.9B_.E9.A2.98.E8.A7.A3|Row i]]''' (y)||i (yi)||ia||ie||||||iao||iu (you)||ian||in (yin)||iang||ing (ying)||iong||
|-
||'''[[Mandarin/Mandarin_One/Lesson_One#Row_U_.28W.29_T.C3.ADji.C4.9B_.E9.A2.98.E8.A7.A3|Row u]]''' (w)||u (wu)||ua||uo||uai||ui (wei)||||||uan||un (wen)||uang||ueng||||
|-
||'''[[Mandarin/Mandarin_One/Lesson_One#Row_.C3.BC_.28Yu.29_T.C3.ADji.C4.9B_.E9.A2.98.E8.A7.A3|Row ü]]''' (yu)||ü||||üe||||||||||üan||ün||||||||
|}
Note: parenthesis in the row name indicate the first letter of the final when there is no initial. Parenthesis elsewhere indicate the irregular spelling of a final when it is without an initial.
====Row A Tíjiě 题解====
The following finals sound like the English sounds in italics.
*'''-i''' cannot occur alone and must follow a dental sibilant or retroflex. It prolongs the initial with a &quot;schwa&quot;(ə)-like buzzing after a sibilant ('''''a'''''bout), and the sound of '''ear''' in &quot;'''''ear'''''n&quot; after a retroflex
*'''A''' is like '''ah''' in &quot;p'''''a'''''pa&quot;
*'''E''' is like '''uh''' in &quot;'n'''''u'''''ff of that!&quot; 
*'''Ai''' is like '''eye''' in &quot;'''''aye'''''-aye captain!&quot;
*'''Ei''' is like '''a''' in &quot;w'''''ei'''''ght of '''''ei'''''ght&quot; 
*'''Ao''' is like '''aow''', and is between &quot;'''''awe'''''&quot; and &quot;c'''''ow'''''&quot;
*'''Ou''' is like '''oe''' in &quot;'''''o'''''kay&quot;
*'''An''' is like '''ahn''', and is two-thirds between &quot;'''''an'''''&quot; and &quot;'''''on'''''&quot; 
*'''En''' is like '''un''' in &quot;wo'''''men'''''&quot;, but not pronounced like &quot;men&quot;. Although with some initials it is pronounced like '''in'''. 
*'''Ang''' is like '''ang''' in &quot;'''''ang'''''st&quot; 
*'''Eng''' is like '''ung''' in &quot;r'''''ung'''''&quot; 
*'''Ong''' is like '''oong''', and it has the vowel sound of &quot;'''''ohm'''''&quot; but ends with the nasal sound of &quot;r'''''ung'''''&quot;
*'''Er''' is like '''ur''' in &quot;'''''ear'''''n&quot;, but the fourth tone sound is like &quot;'''''are'''''&quot;

====Row I (Y) Tíjiě 题解====
* '''I''' (yi) is like '''ee''', and all other row I finals because it begins with the sound of i in &quot;mach'''''i'''''ne&quot;
* '''Ia''' is like '''ee-ah''' in the sound &quot;ja&quot; in German and is somewhat like &quot;'''''ye'''''t&quot;
* '''Ie''' is like '''ee-eh''' in &quot;'''''ye'''''t&quot;
* '''Iao''' is like '''ee-ow''' in &quot;'''''yow'''''l&quot;
* '''Iu''' (you) is like '''eo''' in &quot;'''''yeo'''''man&quot;
* '''Ian''' is like '''ee-in''' in &quot;'''''yen'''''&quot;
* '''In''' (yin) is like '''een''', but is halfway between &quot;'''''in'''''&quot; and &quot;sh'''''een'''''&quot;
* '''Iang''' is like '''ee-ang''', and begins with the same row '''''i''''' starting sound and has the vowel sound like &quot;'''''ang'''''st&quot; in German
* '''Ing''' (ying) is like '''eeng''', and the vowel quality is like s'''''ing'''''ing
* '''Iong''' is like '''ee-ong''', and is a combination of '''''yeo'''''man and ru'''''ng'''''
====Row U (W) Tíjiě 题解====
* '''U''' (wu) is like '''oo'''. Pronounce by rounding the lips as in whistling a very low note but vocalize the starting &quot;u&quot; sound that every syllable has in this row. Place the tongue toward the back of the mouth.
* '''Ua''' is like '''wa''' in '''''wa'''''sh
* '''Uo''' is like '''waw''', and has the vowel sound of st'''''o'''''re
* '''Uai''' is like '''why''' in '''''wi'''''ne
* '''Ui''' (wei) is like '''way''' in '''''weigh''''' or '''wee''' depending on the initial
* '''Uan''' is like '''wahn''' in the Spanish &quot;'''''Juan'''''&quot;
* '''Un''' (wen) is like '''wun''' in &quot;'''''won'''''&quot;
* '''Uang''' begins like '''wahng''' in '''''wa'''''nt and ends with wron'''''ng'''''
* '''Ueng''' is like '''wung''', and starts like &quot;'''''won'''''&quot; and ends like &quot;r'''''ung'''''&quot;

====Row ü (Yu) Tíjiě 题解====
* '''ü''' is somewhat like '''eeoo''', and is more like the German '''''ü'''''ben or French &quot;l'''''u'''''ne&quot;, and is like all row ü finals. The sound is formed by by saying &quot;ee&quot; with rounded lips and getting the tongue in position to say the Chinese i in mach'''''i'''''ne with the lips as round as and saying the Chinese u instead.
* '''üe''' is like '''eeoo-eh''', and rhymes with '''''ie''''' but begins with '''''ü'''''
* '''üan''' is like '''eeoo-en''', and rhymes with '''''ian''''' but begins with '''''ü'''''
* '''ün''' is like '''eeoon''' (similar to French ''une'') which adds the &quot;'''''n'''''&quot; ending to the '''''ü''''' sound

====Wèndá 问答====
&lt;quiz display=simple&gt;
{What final sounds like the Spanish word &quot;Juan&quot;?
|type=&quot;()&quot;}
+ uan
||Correct! It sounds &quot;wahn&quot; in English.
- uang
||is like &quot;'''wa''hng'''''&quot; in English
- ueng 
||is like &quot;wung&quot; in English
- ün
||Starts with the ü and ends with the n sound
- None of the above
&lt;/quiz&gt;

==Quiz (tí wèn 提问)==
'''[[Mandarin/Mandarin_One/Lesson_One/Lesson_One_Quiz|Lesson One Quiz]]'''

[[Category:Mandarin]]</text>
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  </page>
  <page>
    <title>Domain Name System</title>
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    <revision>
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      <parentid>2581871</parentid>
      <timestamp>2025-06-16T11:28:02Z</timestamp>
      <contributor>
        <ip>216.119.38.229</ip>
      </contributor>
      <comment>/* Top Level Domains */</comment>
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      <text bytes="2544" sha1="6032d4k28ntgbzt1slmyyicndrnxn0c" xml:space="preserve">The Domain Name System is a hierarchical distributed database system that serves to translate string queries (such as http://www.wikipedia.org) into an IP address which a host may connect to. DNS is also utilised in email, where email address lookups are performed, and the relevant IP addresses returned. 

To perform a lookup, a program known as a '''resolver''' is passed the string as a parameter. The resolver then sends a UDP packet to the local DNS server, which returns the IP address mapped to the string. Once the IP address is received, a TCP connection to the host may be established.

== Background ==
In the days of ARPANET, when the internet was in its infancy, a file known as hosts.txt contained a list of hosts and their corresponding IP addresses. Every night, all hosts connected to ARPANET would fetch an updated copy of this file from a central site. As the internet began to grow larger and larger, it became apparent that it was infeasible to continue with this approach.

== Top Level Domains ==
To begin a search for an IP address, we can choose to narrow our search down according to the type of website we are looking at. Common domain names include &lt;code&gt;.com&lt;/code&gt; (commercial),

== Resource Records ==
These are the records that are handed back to the resolver based on the request it makes. The records are kept in ASCII text, and are presented with the following fields:

; Domain Name : The domain to which the record applies. Multiple domains may exist, and they are all returned together to the resolver
; Time to Live
:A general indication of how long a record has before it can be considered out of date. Actual dates are not used here, rather, a value (678000 for example) is assigned to indicate how stable the record is. The lower the value, the more likely it would have changed recently.
; Type : What kind of record we are looking at. More information will be provided below
;Class
;Value

{| border=1 cellspacing=5 cellpadding=5
| '''Type'''
| '''Meaning'''
| '''Value'''
|-
|A
|IP address of host
|32 bit integer
|-
|MX
|Mail Exchange
|The domain that will accept mail
|-
|CNAME
|Canonical Name
|A fuller version of a domain name&lt;br&gt;
eg The CNAME of www.google.com is google.navigation.opendns.com
|}

== Activities ==
# Check your DNS configuration in [[Ubuntu]] with [[systemd]]: &lt;code&gt;systemd-resolve --status&lt;/code&gt;&lt;ref&gt;https://netplan.io/faq&lt;/ref&gt;

== See Also ==
[[Internet Protocol Analysis/Name Resolution | Internet Protocol Analysis - Name Resolution]]

[[Category:Domain Name System| ]]</text>
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;Value

[[Category:Domain Name System| ]]</text>
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      <parentid>2718692</parentid>
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      <contributor>
        <username>Quinlan83</username>
        <id>2913823</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contributions/216.119.38.229|216.119.38.229]] ([[User_talk:216.119.38.229|talk]]) to last version by [[User:MathXplore|MathXplore]] using [[Wikiversity:Rollback|rollback]]</comment>
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      <text bytes="2789" sha1="nvbyhx24m784wn4gf8uvse5xj9bpntm" xml:space="preserve">The Domain Name System is a hierarchical distributed database system that serves to translate string queries (such as http://www.wikipedia.org) into an IP address which a host may connect to. DNS is also utilised in email, where email address lookups are performed, and the relevant IP addresses returned. 

To perform a lookup, a program known as a '''resolver''' is passed the string as a parameter. The resolver then sends a UDP packet to the local DNS server, which returns the IP address mapped to the string. Once the IP address is received, a TCP connection to the host may be established.

== Background ==
In the days of ARPANET, when the internet was in its infancy, a file known as hosts.txt contained a list of hosts and their corresponding IP addresses. Every night, all hosts connected to ARPANET would fetch an updated copy of this file from a central site. As the internet began to grow larger and larger, it became apparent that it was infeasible to continue with this approach.

== Top Level Domains ==
To begin a search for an IP address, we can choose to narrow our search down according to the type of website we are looking at. Common domain names include &lt;code&gt;.com&lt;/code&gt; (commercial), &lt;code&gt;.edu&lt;/code&gt; (educational) and &lt;code&gt;.org&lt;/code&gt; (non-profit organisation). We can also seek a specific server by its country domain. For example, &lt;code&gt;.co.uk&lt;/code&gt; belongs to the United Kingdom and &lt;code&gt;.au&lt;/code&gt; belongs to Australia.

== Resource Records ==
These are the records that are handed back to the resolver based on the request it makes. The records are kept in ASCII text, and are presented with the following fields:

; Domain Name : The domain to which the record applies. Multiple domains may exist, and they are all returned together to the resolver
; Time to Live
:A general indication of how long a record has before it can be considered out of date. Actual dates are not used here, rather, a value (678000 for example) is assigned to indicate how stable the record is. The lower the value, the more likely it would have changed recently.
; Type : What kind of record we are looking at. More information will be provided below
;Class
;Value

{| border=1 cellspacing=5 cellpadding=5
| '''Type'''
| '''Meaning'''
| '''Value'''
|-
|A
|IP address of host
|32 bit integer
|-
|MX
|Mail Exchange
|The domain that will accept mail
|-
|CNAME
|Canonical Name
|A fuller version of a domain name&lt;br&gt;
eg The CNAME of www.google.com is google.navigation.opendns.com
|}

== Activities ==
# Check your DNS configuration in [[Ubuntu]] with [[systemd]]: &lt;code&gt;systemd-resolve --status&lt;/code&gt;&lt;ref&gt;https://netplan.io/faq&lt;/ref&gt;

== See Also ==
[[Internet Protocol Analysis/Name Resolution | Internet Protocol Analysis - Name Resolution]]

[[Category:Domain Name System| ]]</text>
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        <id>2913823</id>
      </contributor>
      <minor />
      <comment>Reverted edits by [[Special:Contribs/216.119.38.229|216.119.38.229]] ([[User talk:216.119.38.229|talk]]) to last version by Quinlan83: unexplained content removal</comment>
      <origin>2581871</origin>
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      <format>text/x-wiki</format>
      <text bytes="2789" sha1="nvbyhx24m784wn4gf8uvse5xj9bpntm" xml:space="preserve">The Domain Name System is a hierarchical distributed database system that serves to translate string queries (such as http://www.wikipedia.org) into an IP address which a host may connect to. DNS is also utilised in email, where email address lookups are performed, and the relevant IP addresses returned. 

To perform a lookup, a program known as a '''resolver''' is passed the string as a parameter. The resolver then sends a UDP packet to the local DNS server, which returns the IP address mapped to the string. Once the IP address is received, a TCP connection to the host may be established.

== Background ==
In the days of ARPANET, when the internet was in its infancy, a file known as hosts.txt contained a list of hosts and their corresponding IP addresses. Every night, all hosts connected to ARPANET would fetch an updated copy of this file from a central site. As the internet began to grow larger and larger, it became apparent that it was infeasible to continue with this approach.

== Top Level Domains ==
To begin a search for an IP address, we can choose to narrow our search down according to the type of website we are looking at. Common domain names include &lt;code&gt;.com&lt;/code&gt; (commercial), &lt;code&gt;.edu&lt;/code&gt; (educational) and &lt;code&gt;.org&lt;/code&gt; (non-profit organisation). We can also seek a specific server by its country domain. For example, &lt;code&gt;.co.uk&lt;/code&gt; belongs to the United Kingdom and &lt;code&gt;.au&lt;/code&gt; belongs to Australia.

== Resource Records ==
These are the records that are handed back to the resolver based on the request it makes. The records are kept in ASCII text, and are presented with the following fields:

; Domain Name : The domain to which the record applies. Multiple domains may exist, and they are all returned together to the resolver
; Time to Live
:A general indication of how long a record has before it can be considered out of date. Actual dates are not used here, rather, a value (678000 for example) is assigned to indicate how stable the record is. The lower the value, the more likely it would have changed recently.
; Type : What kind of record we are looking at. More information will be provided below
;Class
;Value

{| border=1 cellspacing=5 cellpadding=5
| '''Type'''
| '''Meaning'''
| '''Value'''
|-
|A
|IP address of host
|32 bit integer
|-
|MX
|Mail Exchange
|The domain that will accept mail
|-
|CNAME
|Canonical Name
|A fuller version of a domain name&lt;br&gt;
eg The CNAME of www.google.com is google.navigation.opendns.com
|}

== Activities ==
# Check your DNS configuration in [[Ubuntu]] with [[systemd]]: &lt;code&gt;systemd-resolve --status&lt;/code&gt;&lt;ref&gt;https://netplan.io/faq&lt;/ref&gt;

== See Also ==
[[Internet Protocol Analysis/Name Resolution | Internet Protocol Analysis - Name Resolution]]

[[Category:Domain Name System| ]]</text>
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      <text bytes="23495" sha1="czkt4z238dxo8ak43neqff0ijbfsgiu" xml:space="preserve">{{title|Maslow's hierarchy of needs:&lt;br&gt;Prioritising your needs and reaching towards self-actualisation}}
__TOC__
{{MECR|1=http://www.youtube.com/watch?v=IQM9Y4cwZ7I}}

==Overview==
[[File:Maslow's Hierarchy of Needs.svg|400px|center|Maslow's Hierarchy of Needs]]‎ 

There can be moments in your life where it feels like everything is piling on top of you one by one.  Then there are moments where it may not be everything that is piling on top of you, but there is just one thing, one obstacle that you may feel you just can't get over or deal with.  At moments like these organising your time and prioritsing your needs, so that the essential ones are met first, is important.  The question still remains, how do you know which one is more important?  This isn't always easy to determine, so needs are so similar that there is a fine line as to which one should be dealt with first.  To start off with, not everyone is the same, John Citizen's needs are not the same as Jane Smith's.  Our individual needs and the order as to which one is more important than the other will depend on you.  However, hopefully this chapter will give you a little help as to which  order has been established in the past and guide you in the right direction as to how to prioritise your own needs and subsequently get you that little bit closer to self-actualisation.

Maslow's hierarchy of needs was established in the early 40s by Abraham Harold Maslow (1908-1970).  The theory behind his hierarchy was based on his article &quot;A Theory of Human Motivation&quot; (1943), which was reviewed in the 50th issue of the ''Psychological Review'' in America.  He aimed to develop a theory that positive valid theory of motivation the satisfied the following demands:
#In theory, the organism as a whole must be considered as the foundation.  Although, it is also important to note that isolated, specific, partial or segmental reactions should not be ignored but should also be considered, along with the organism as a whole.
#Drives that are physiologically related or localised, should be considered to be atypical instead of typical.  Therefore the drive theory is rejected.
#There should be an emphasis on ultimate or basic goals.  Unconscious or basic goals are fundamental to motivation and therefore could be applied more universally or cross-culturally rather than superficial goals.
#Behaviour can consist of more than one motivation.  The motivated behaviour is a means by which basic needs can can be appropriately expressed or satisfied. 
#To understand that in practical situations, all organismic states are motivated and motivating.  The situation surrounding the reaction should be taken into consideration, but the motivation should not be based on the situation alone.
#An organisms needs can be arranged in a hierarchy of prepotency.  Hence Maslow's Hierarchy of Needs.
#Classification of motivation should be classified to deal with the issue of levels of specificity and/or generalisation.  The classifications should be based on the goals rather than the drives or motivated behaviour itself.
#The theory should be human-centered and not animal-centered.  The reason for this is that if the theory is animal-centered than there is an exclusion of the purpose and goal, as animals can't write or verbalise it.  Therefore it is unnecessary to use animals when it would be better and more beneficial to the study to use humans.
#And most importantly, Motivation theory and Behaviour theory are not the same.  Motivation is a class of behaviour, where it is possible that multiple motivations can produce or influence a single behaviour. 

Through his research into functionalist tradition, holism (which is the idea that there is an intimate interconnection across the various parts of a whole, in our case humans, that cannot exist independently from each other), and dynamicism (eg, Freudism or psychoanalytical approach), Maslow established a new design known as &quot;general-dynamic&quot; theory (1943).  His theory consisted of varying levels of five needs, also known as the ''Basic Needs'', which included (from the bottom of the pyramid to the top):

#&quot;Physiological&quot; needs
#Safety Needs
#Love/Belonging Needs
#Esteem Needs
#Need for Self-Actualisation

Maslow (1943) states that the gratification and deprivation of each step of hierarchy serves to be an important source of motivation.  He also mentions that for the average individual, the needs tend to be more often unconscious and the unconscious one are more likely to be the more significant and important ones.

The following sections of the chapter will go into more detail for each group of needs, followed by a section on the satisfaction of the needs and a summary.  The summary section, consists of Maslow's Hierarchy of Needs in a &quot;nut shell&quot;, a short quiz (juts to test you knowledge), and a multimedia clip.

==Physiological needs==
[[File:Apple juice with 3apples-JD.jpg|250px|right|]]
When it comes to &quot;physiological&quot; needs what are typically the first things that come to mind? The ability to breathe? The capability to eat and drink? Crystal has spent most of her life living on a day to day basis, never really knowing where her next meal will be coming from or if she will get another meal.  Her mouth is constantly, especially during the hotter months, and her stomach grumbles excessively and none stop. Even though she may not know if she will get at least one meal, she is still about to sustain her body with the water it provides.  Crystal's &quot;physiological&quot; needs to sustain her body is at such a low percentage that the desire to satisfy the need provides the required motivation to act on the deprivation.  In the above figure of Maslow's hierarchy of needs, it can be seen that at the bottom of the pyramid in the largest section are the &quot;physiological&quot; needs. Maslow (1943) believed that of all the basic needs, the &quot;physiological&quot; needs are the greatest in power and influence when it comes to an individual's motivation.  He recognised that there are two aspects to this fundamental need: Homeostasis and Appetites.

Homeostasis is the body's automatic responses to sustaining a constant, normal state within the blood stream.  Cannon (1932) includes that the body maintains its form of homeostasis by internally monitoring the following aspects:
* Water content
* Sugar content
* Salt content
* Protein content
* Fat content
* Calcium content
* Oxygen content
* Constant hydrogen-ion level
* Constant temperature of the blood

The body's appetite comes from the lack of nutrients within the body.  This is more commonly a chemical imbalance.  To neutralise this imbalance the body then produces a specific appetite, that will take care of the lack of nutrients (Young, 1936).

To distinguish physiological needs from other needs, it is important to note that they are commonly isolable and localisable somatically (Maslow, 1943).  Therefore the most common physiological needs are breathe, hunger, thirst, sex, sleep, and excretion.  When it comes to studies of physiological needs, they have been primarily conducted on animals, particularly rats, because it is suggested that they have few motivations other than their physiological ones (Maslow, 1943).

==Safety needs==
[[File:Badge - Victoria Police.jpg|150px|left|]] 
Jacqui is in her mid to late 20s, and has spent her adult life to-date in a physically abusive relationship.  She doesn't work and is solely dependent on her partner.  If she needs money to buy groceries, her partner is more than happy to give her the money she needs, but she does not have her own and he will not give her any more then the exact amount.  They are constantly being evacuated from their apartment, because rent is not being paid on a regular basis.  Jacqui and her partner don't stay in an apartment for longer than six months at a time.  She is worried day in and day out as to whether they will have somewhere to live the next month.  She knows that she is in a disgraceful situation with her partner but she has no job and no financial security to leave him.  What is she to do?  Why is this insecurity taking over her thoughts and behaviour?

Just like the &quot;physiological&quot; needs, the safety needs are almost as exclusive.  Explanations of the lack of safety can be difficult to describe in adults as they have learnt to inhibit any expression of fear or being threatened.  Infants and children on the other hand have not learnt the ability to inhibit these expressions (Maslow, 1943).  Maslow (1943) uses the example of illnesses in general.  He explains that when a child is sick it may not just be the physiological aspect of the body, but could have a deeper meaning.  In addition to the physical sickness, they can also exhibit a lack in their sense of feeling safe and secure, hence the need to be comforted by their parents or guardian.  It this uncertainty of not knowing what is actually happening that threatens their need for safety and motivates them to seek comfort and knowledge from their parents.  When children are raised in unthreatening and a loving family this enables them to effectively learn how to react to situations that adults would perceive to be dangerous (Maslow, 1943). 

When it comes to an individual's safety needs, Maslow (1943) stated that a healthy, normal fortunate adult is more likely to be satisfied if the following is present:
* Preference for a job with a tenure and protection
* Desire for savings account
* Insurance of various kinds
* Familiar things, things that are recongnisable and known
* Religion or world-philosophy or in more general terms science and philosophy

There are a number of extremes that can affect an individuals sense of safety.  Then there are some people who have no control over their sense of safety, because psychologically it is out of their control.  For example, some neurotic or near-neurotic individuals have a childish view of the world (Maslow, 1943).  This does not apply to all cases of neuroticism, just some.  The neuroticism causes in the individual the inability to inhibit their reactions like all other adults.  Not being able to inhibit their reactions means that, like a child, when they are in threatening and dangerous situations, their reactions become excessively expressed and not hidden.  Safety needs can also be deprived within individuals who are not of great socio-economic standing (Maslow, 1943).

In the book by Maslow and Mittelmann (1941), they talk about obssessive-compulsive individuals, whom have a constant desire to maintain order and stability in their world.  Hence their repetitive routines.  Goldstein (1939) brings up the issue of some cases of brain injury.  These individuals try to avoid anything that they perceive as unfamiliar and strange.

Therefore, by acquiring knowledge and systemising your world, it is possible that you can partially achieve satisfaction within your safety needs.  Having a job that gives you the benefits you need to maintain your lifestyle, being able to have savings and insurance so you a least likely to have concerns about you financial situation if you were to get sick, and living amongst familiar surroundings and people, should decrease the prepotency of this need.  With the decrease of importance of this need you life, will bring the emergence of higher needs: Psychological and Social needs, such as Love/Belonging Needs, Esteem Needs and Need for Self-Actualisation.

==Psychological and social needs==
The psychological and social needs, unlike the other two basic needs require some form of interaction between society and your self or the emergence greater abilities from within you.  These needs include:

* Love/Belonging Needs
* Esteem Needs
* Need for Self-Actualisation

===Love/belonging needs===
[[File:Expecting family.jpg|200px|right|]]

Love/Belonging needs as described by Maslow (1943) are reflected by the &quot;''hunger'' for the affectionate relations with people&quot;.  Maslow discusses how maladjusted individuals and individuals with severe psychopathology tend to prevent themselves from accomplishing this need (1943).  He mentions that it is particularly common in today's society, however that was almost 60 years ago.  In a more current study conducted by Hagerty (1999) he rates &quot;belongingness&quot; and love to the risk of a &quot;broken family&quot; in today's society.  This includes both the risk of divorce and the risk of a child in the family dying.  Hagerty (1999) found that over a period of 35 years, from 1960 to 1994, the number of intact marriages per 1000 population declined across 88 different countries.  He also notes that over a period of 35 years the rate of improvement for the 88 countries is slowing reaching an asymptote structure.

As it can be seen from the above description, Love is ''not'' the same as sex.  Sex is seen to be part of the more basic needs and therefore a physiological and not a social need, where as love is accomplished psychologically and socially.  Love/Belongingness needs include the following:

* Family
* Friendship
* Sexual intimacy

The physiological needs and the safety needs theoretically should be met first prior to this current need.  However, Prager (1995, p. 289) states that some people work for hardly any rewards and are over stressed, yet they turn to close relations with loved ones for support and rewarding experiences.  This raises the question as to the actual affect of economic pressure on the need for intimacy and as to whether the order of the hierarchy can actually be interchangeable and various steps reversed.

The most important thing to be learnt from this section is that if you wish to feel satisfaction in love/belonging needs than you need to be willing to not just ''receive'' the love from others but also be willing to ''give'' it.

===Esteem needs===
Esteem needs reflect the desire to achieve a stable, firmly based, high evaluation of ourselves, self-respect, or self-esteem and esteem of others (Maslow, 1943).  Just like the physiological needs this one can also be divided further into:

#The desire for strength, for achievement, for adequacy, for confidence, for independence and freedom
#Desire for reputation or prestige, recognition, attention, importance or appreciation

Once satisfaction is acquired in the esteem needs, theoretically an individual should feel worth, self-confidence, strength, capability and the sense of being useful and necessary in the world.  Whereas dissatisfaction theoretically brings inferiority, weakness, and helplessness.  This results in basic discouragement, or compensatory or neurotic trends (Kardiner, 1941).

Essentially, if satisfaction is to be accomplished then one needs to acknowledge their real capacity, achievement and respect for others.

===Need for self-actualisation===
[[File:Creation of Adam.jpg|200px|left|]]‎ 
In his article, Maslow described the need for self-actualisation to be a &quot;desire to do what you are fitted for&quot; (1943).  As it can be seen in the above pyramid this need is at the tip of the hierarchy and the clarity of its emergence is dependent on the satisfaction of the four more basic needs.  Like everything in life, there are of course exceptions to the rule and these will be discussed in the next section.

If you recall from the section on Safety Needs, one way the need can be achieved is by acquiring knowledge and systemising the universe.  The Need for Self-Actualisation also requires the acquirement of knowledge and systemising the universe, however its done through expression rather than achievement.  In other words, acquiring knowledge and systemising the universe via the search for &quot;meaning&quot; (Maslow, 1943).  There are a number of ways to attain fulfillment through one or more of these areas:
* Morality
* Creativity
* Spontaneity
* Problem solving
* Being unprejudiced
* Acceptance of facts

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==How to establish satisfaction==
There are a couple of things that should be noted. In order to accomplish satisfaction of your basic needs there are certain preconditions that need to occur, otherwise they could threaten an aspect of the basic needs and your progression to the satisfaction of higher needs.  These preconditions as mentioned in Maslow's article (1943) are as follows:
* Freedom to speak
* Freedom to do what one wishes without harm to others
* Freedom to express oneself
* Freedom to investigate and seek for information
* Freedom to defend oneself
* Justice
* Fairness
* Honesty
* Orderliness within a group

Your actions can be seen as psychologically important as long as it contributes directly to satisfying the basic needs (Maslow, 1943; Maslow, 1970).  The less directed or weaker the contribution, the less important it is to the point of view of psychological process.  This can also be applied to your defense mechanisms.  The more strong the defenses are the more they have to contribute to the need.

As mentioned in the previous section there are exceptions to the rule, such as:

#Your self-esteem can be more important than love.  In which case these two needs are reversed.
#Your drive to creativeness can be more important than &quot;lower&quot; needs.  This often seen in artists of all sorts.
#Your less prepotent needs can be lost, particularly if the greater prepotent needs (physiological and safety) are continuously being threatened.
#Levy (1937) state that &quot;psychopathetic personality&quot; have a permanent loss of the love/belongingness needs.
#Just as the lesser prepotent needs can be lost, if the greater prepotent needs have been satisfied for a long period of time then they can become  under evaluated.
#Needs and desires are not the only determinants of behaviour.
#Individuals who have strong ideals, high social standards, high values etc. can sacrifice the needs of greater importance for the things they believe in.  For example, refugees who refuse to eat for what they believe in, or protesters who will sacrifice their well belling for their cause.

When it comes to the satisfaction of each level it is important to note that each need ''does not'' have to be 100% satisfied before the next need can be tended too (Maslow, 1943; Maslow, 1970, p. 59).  Maslow states that it is more commonly seen that each need will only be partially satisfied and new needs emerge gradually as the previous need gets closer and closer to its satisfaction threshold, which is not 100%.  For example, physiological needs may be 5% satisfied where as at the same time the need for safety maybe 0%. As the physiological need satisfaction increases, therefore to 25% than the need for safety might increase to 5%. Physiological satisfaction may increase more to 50% and the need for safety would increase too.  (These are arbitrary numbers)

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==Conclusion==
In order to prioritise your needs to best suit you it is important to evaluate what needs are more important to you.  Maslow's hierarchy is only a guide line as it won't fit everyone.  He even states himself that his theory is not ultimate or universal for all cultures, but it could be applied ''generally'' to other cultures (Maslow, 1943).  Maslow's hierarchy begins at the base of his pyramid with &quot;physiological&quot; needs, such as breathe, hunger, thrist and sex.  This being the most animalistic of the needs and fundamental.  He also signifies the importance of safety and security, as this is the second need he mentions.  The following psychological and social needs, Maslow mentions, can be reversible depending on the individual, depending on you.  Love/Belongingness needs reflects the individual's desire to have a family (or be part of a family), to have friends (or to be a friend), etc.  Esteem needs reflects the desire to be stable, to have a firmly based, high evaluation of yourself, to have self-respect and respect for others.  The need for self-actualisation is the desire to do what you do best and enjoy doing.

Needs are never 100% fulfilled but can have a satisfaction threshold level.  By that stage the importance of the next need would have already gradually increased and therefore can be tended to.  The satisfaction of a need is dependent on you.

==Quiz==
&lt;quiz display=simple&gt;
{What is at the bottom of the Maslow's hierarchy of needs?
|type=&quot;()&quot;}
- Need for Self-Actualisation
+ &quot;Physiological&quot; Needs
- Safety Needs
- Love/Belonging Needs

{John has a great paying job, which allows him to pay the bills, the mortgage, feed his family and have a savings account.  He has a loving wife and a healthy five year old daughter, who has just started kindergarten.  He was raised in a diverse family.  His mother was born in India and his father was born in Spain, they met in Australia and developed a network of friends from all around the world.  He has always shown respect to people older him and as he got older he began to show respect to those younger them him too.  The only thing that is missing in his life is that he hasn't had time to do the things he enjoys.  He learnt to play the guitar in high school, however once he got a career and a family he just has not been able to get back to playing it.  Which need is most likely not being attended to?
|type=&quot;()&quot;}
- Love/Belonging need
- Esteem need
+ Esteem need and/or need for self-actualisation 
- Need for self-actualisation

{If a person has achieved satisfaction in their need for esteem then they can be expected to feel....
|type=&quot;()&quot;}
- Self-confidence
- Worth
- Capability
+ All of the above

{True or False: As one need gradually increases in ''satisfaction'', the ''importance'' of another need gradually increases.
|type=&quot;()&quot;}
+ True
- False

{True or False: Maslow's Hierarchy of Needs is based on his article &quot;A theory of human motivation&quot; (1943)
|type=&quot;()&quot;}
+ True
- False

&lt;/quiz&gt;
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==References==
&lt;div style=&quot;padding-left: 2em; text-indent: -2em;line-height: 2.5 em&quot;&gt;
Cannon, W. B. (1932) ''Wisdom of the Body''. New York: Norton

Kardiner, A. (1941) ''The Traumatic Neuroses of War''. New York: Hoeber

Maslow, A. H. (1943) A Theory of Human  Motivation. In R. J. Lowry (1973) ''Dominance, Self-Esteem, Self-Actualization: Germinal Papers of A.H. Maslow'' (pp. 153-173). Belmont, California: Wadsworth Publishing Company, Inc.

Maslow, A. H. (1970) ''Motivation and Personality''. New York: Harper &amp; Row

Maslow, A. H., &amp; Mittelmann, B. (1941) ''Principles of Abnormal Psychology''. New York: Harper &amp; Bros

Prager, K. J. (1995) ''The Psychology of Intimacy''. New York, NY: Guildford Press

Young, P. T. (1936) ''Motivation of behaviour''. New York: John Wiley &amp; Sons

Hagerty, M. R. (1999) Testing Maslow's Hierarchy of Needs: National Quality-of-Life Across Time. ''Social Indicators Research, 46(3)'', 249-271 DOI: 10.1023/A:1006921107298
&lt;/div&gt;
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==Books by Maslow==
# The Farther Reaches of Human Nature  NY: Viking, 1971.
# Religions, Values and Peak-Experiences  NY: Penguin Books, 1964.

==External links==

==See also==
* [[Introduction to psychology/Psy102/Tutorials/Motivation#Maslow's hierarchy of needs (10 mins)|Maslow's hierarchy of needs]] (Introductory psychology tutorial)
* [[w:Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Wikipedia)
* [[w:Clayton Alderfer|Clayton Alderfer]] (Wikipedia)

[[Category:Motivation and emotion/Book/2011]]
[[Category:Motivation and emotion/Book/Needs/Physiological]]
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__TOC__

==Overview==
[[File:Maslow's Hierarchy of Needs.svg|400px|center|Maslow's Hierarchy of Needs]]

There can be moments in your life where it feels like everything is piling on top of you one by one.  Then there are moments where it may not be everything that is piling on top of you, but there is just one thing, one obstacle that you may feel you just can't get over or deal with.  At moments like these organising your time and prioritsing your needs, so that the essential ones are met first, is important.  The question still remains, how do you know which one is more important?  This isn't always easy to determine, so needs are so similar that there is a fine line as to which one should be dealt with first.  To start off with, not everyone is the same, John Citizen's needs are not the same as Jane Smith's.  Our individual needs and the order as to which one is more important than the other will depend on you.  However, hopefully this chapter will give you a little help as to which  order has been established in the past and guide you in the right direction as to how to prioritise your own needs and subsequently get you that little bit closer to self-actualisation.

Maslow's hierarchy of needs was established in the early 40s by Abraham Harold Maslow (1908-1970).  The theory behind his hierarchy was based on his article &quot;A Theory of Human Motivation&quot; (1943), which was reviewed in the 50th issue of the ''Psychological Review'' in America.  He aimed to develop a theory that positive valid theory of motivation the satisfied the following demands:
#In theory, the organism as a whole must be considered as the foundation.  Although, it is also important to note that isolated, specific, partial or segmental reactions should not be ignored but should also be considered, along with the organism as a whole.
#Drives that are physiologically related or localised, should be considered to be atypical instead of typical.  Therefore the drive theory is rejected.
#There should be an emphasis on ultimate or basic goals.  Unconscious or basic goals are fundamental to motivation and therefore could be applied more universally or cross-culturally rather than superficial goals.
#Behaviour can consist of more than one motivation.  The motivated behaviour is a means by which basic needs can can be appropriately expressed or satisfied. 
#To understand that in practical situations, all organismic states are motivated and motivating.  The situation surrounding the reaction should be taken into consideration, but the motivation should not be based on the situation alone.
#An organisms needs can be arranged in a hierarchy of prepotency.  Hence Maslow's Hierarchy of Needs.
#Classification of motivation should be classified to deal with the issue of levels of specificity and/or generalisation.  The classifications should be based on the goals rather than the drives or motivated behaviour itself.
#The theory should be human-centered and not animal-centered.  The reason for this is that if the theory is animal-centered than there is an exclusion of the purpose and goal, as animals can't write or verbalise it.  Therefore it is unnecessary to use animals when it would be better and more beneficial to the study to use humans.
#And most importantly, Motivation theory and Behaviour theory are not the same.  Motivation is a class of behaviour, where it is possible that multiple motivations can produce or influence a single behaviour. 

Through his research into functionalist tradition, holism (which is the idea that there is an intimate interconnection across the various parts of a whole, in our case humans, that cannot exist independently from each other), and dynamicism (eg, Freudism or psychoanalytical approach), Maslow established a new design known as &quot;general-dynamic&quot; theory (1943).  His theory consisted of varying levels of five needs, also known as the ''Basic Needs'', which included (from the bottom of the pyramid to the top):

#&quot;Physiological&quot; needs
#Safety Needs
#Love/Belonging Needs
#Esteem Needs
#Need for Self-Actualisation

Maslow (1943) states that the gratification and deprivation of each step of hierarchy serves to be an important source of motivation.  He also mentions that for the average individual, the needs tend to be more often unconscious and the unconscious one are more likely to be the more significant and important ones.

The following sections of the chapter will go into more detail for each group of needs, followed by a section on the satisfaction of the needs and a summary.  The summary section, consists of Maslow's Hierarchy of Needs in a &quot;nut shell&quot;, a short quiz (juts to test you knowledge), and a multimedia clip.

==Physiological needs==
[[File:Apple juice with 3apples-JD.jpg|250px|right|]]
When it comes to &quot;physiological&quot; needs what are typically the first things that come to mind? The ability to breathe? The capability to eat and drink? Crystal has spent most of her life living on a day to day basis, never really knowing where her next meal will be coming from or if she will get another meal.  Her mouth is constantly, especially during the hotter months, and her stomach grumbles excessively and none stop. Even though she may not know if she will get at least one meal, she is still about to sustain her body with the water it provides.  Crystal's &quot;physiological&quot; needs to sustain her body is at such a low percentage that the desire to satisfy the need provides the required motivation to act on the deprivation.  In the above figure of Maslow's hierarchy of needs, it can be seen that at the bottom of the pyramid in the largest section are the &quot;physiological&quot; needs. Maslow (1943) believed that of all the basic needs, the &quot;physiological&quot; needs are the greatest in power and influence when it comes to an individual's motivation.  He recognised that there are two aspects to this fundamental need: Homeostasis and Appetites.

Homeostasis is the body's automatic responses to sustaining a constant, normal state within the blood stream.  Cannon (1932) includes that the body maintains its form of homeostasis by internally monitoring the following aspects:
* Water content
* Sugar content
* Salt content
* Protein content
* Fat content
* Calcium content
* Oxygen content
* Constant hydrogen-ion level
* Constant temperature of the blood

The body's appetite comes from the lack of nutrients within the body.  This is more commonly a chemical imbalance.  To neutralise this imbalance the body then produces a specific appetite, that will take care of the lack of nutrients (Young, 1936).

To distinguish physiological needs from other needs, it is important to note that they are commonly isolable and localisable somatically (Maslow, 1943).  Therefore the most common physiological needs are breathe, hunger, thirst, sex, sleep, and excretion.  When it comes to studies of physiological needs, they have been primarily conducted on animals, particularly rats, because it is suggested that they have few motivations other than their physiological ones (Maslow, 1943).

==Safety needs==
[[File:Badge - Victoria Police.jpg|150px|left|]] 
Jacqui is in her mid to late 20s, and has spent her adult life to-date in a physically abusive relationship.  She doesn't work and is solely dependent on her partner.  If she needs money to buy groceries, her partner is more than happy to give her the money she needs, but she does not have her own and he will not give her any more then the exact amount.  They are constantly being evacuated from their apartment, because rent is not being paid on a regular basis.  Jacqui and her partner don't stay in an apartment for longer than six months at a time.  She is worried day in and day out as to whether they will have somewhere to live the next month.  She knows that she is in a disgraceful situation with her partner but she has no job and no financial security to leave him.  What is she to do?  Why is this insecurity taking over her thoughts and behaviour?

Just like the &quot;physiological&quot; needs, the safety needs are almost as exclusive.  Explanations of the lack of safety can be difficult to describe in adults as they have learnt to inhibit any expression of fear or being threatened.  Infants and children on the other hand have not learnt the ability to inhibit these expressions (Maslow, 1943).  Maslow (1943) uses the example of illnesses in general.  He explains that when a child is sick it may not just be the physiological aspect of the body, but could have a deeper meaning.  In addition to the physical sickness, they can also exhibit a lack in their sense of feeling safe and secure, hence the need to be comforted by their parents or guardian.  It this uncertainty of not knowing what is actually happening that threatens their need for safety and motivates them to seek comfort and knowledge from their parents.  When children are raised in unthreatening and a loving family this enables them to effectively learn how to react to situations that adults would perceive to be dangerous (Maslow, 1943). 

When it comes to an individual's safety needs, Maslow (1943) stated that a healthy, normal fortunate adult is more likely to be satisfied if the following is present:
* Preference for a job with a tenure and protection
* Desire for savings account
* Insurance of various kinds
* Familiar things, things that are recongnisable and known
* Religion or world-philosophy or in more general terms science and philosophy

There are a number of extremes that can affect an individuals sense of safety.  Then there are some people who have no control over their sense of safety, because psychologically it is out of their control.  For example, some neurotic or near-neurotic individuals have a childish view of the world (Maslow, 1943).  This does not apply to all cases of neuroticism, just some.  The neuroticism causes in the individual the inability to inhibit their reactions like all other adults.  Not being able to inhibit their reactions means that, like a child, when they are in threatening and dangerous situations, their reactions become excessively expressed and not hidden.  Safety needs can also be deprived within individuals who are not of great socio-economic standing (Maslow, 1943).

In the book by Maslow and Mittelmann (1941), they talk about obssessive-compulsive individuals, whom have a constant desire to maintain order and stability in their world.  Hence their repetitive routines.  Goldstein (1939) brings up the issue of some cases of brain injury.  These individuals try to avoid anything that they perceive as unfamiliar and strange.

Therefore, by acquiring knowledge and systemising your world, it is possible that you can partially achieve satisfaction within your safety needs.  Having a job that gives you the benefits you need to maintain your lifestyle, being able to have savings and insurance so you a least likely to have concerns about you financial situation if you were to get sick, and living amongst familiar surroundings and people, should decrease the prepotency of this need.  With the decrease of importance of this need you life, will bring the emergence of higher needs: Psychological and Social needs, such as Love/Belonging Needs, Esteem Needs and Need for Self-Actualisation.

==Psychological and social needs==
The psychological and social needs, unlike the other two basic needs require some form of interaction between society and your self or the emergence greater abilities from within you.  These needs include:

* Love/Belonging Needs
* Esteem Needs
* Need for Self-Actualisation

===Love/belonging needs===
[[File:Expecting family.jpg|200px|right|]]

Love/Belonging needs as described by Maslow (1943) are reflected by the &quot;''hunger'' for the affectionate relations with people&quot;.  Maslow discusses how maladjusted individuals and individuals with severe psychopathology tend to prevent themselves from accomplishing this need (1943).  He mentions that it is particularly common in today's society, however that was almost 60 years ago.  In a more current study conducted by Hagerty (1999) he rates &quot;belongingness&quot; and love to the risk of a &quot;broken family&quot; in today's society.  This includes both the risk of divorce and the risk of a child in the family dying.  Hagerty (1999) found that over a period of 35 years, from 1960 to 1994, the number of intact marriages per 1000 population declined across 88 different countries.  He also notes that over a period of 35 years the rate of improvement for the 88 countries is slowing reaching an asymptote structure.

As it can be seen from the above description, Love is ''not'' the same as sex.  Sex is seen to be part of the more basic needs and therefore a physiological and not a social need, where as love is accomplished psychologically and socially.  Love/Belongingness needs include the following:

* Family
* Friendship
* Sexual intimacy

The physiological needs and the safety needs theoretically should be met first prior to this current need.  However, Prager (1995, p. 289) states that some people work for hardly any rewards and are over stressed, yet they turn to close relations with loved ones for support and rewarding experiences.  This raises the question as to the actual affect of economic pressure on the need for intimacy and as to whether the order of the hierarchy can actually be interchangeable and various steps reversed.

The most important thing to be learnt from this section is that if you wish to feel satisfaction in love/belonging needs than you need to be willing to not just ''receive'' the love from others but also be willing to ''give'' it.

===Esteem needs===
Esteem needs reflect the desire to achieve a stable, firmly based, high evaluation of ourselves, self-respect, or self-esteem and esteem of others (Maslow, 1943).  Just like the physiological needs this one can also be divided further into:

#The desire for strength, for achievement, for adequacy, for confidence, for independence and freedom
#Desire for reputation or prestige, recognition, attention, importance or appreciation

Once satisfaction is acquired in the esteem needs, theoretically an individual should feel worth, self-confidence, strength, capability and the sense of being useful and necessary in the world.  Whereas dissatisfaction theoretically brings inferiority, weakness, and helplessness.  This results in basic discouragement, or compensatory or neurotic trends (Kardiner, 1941).

Essentially, if satisfaction is to be accomplished then one needs to acknowledge their real capacity, achievement and respect for others.

===Need for self-actualisation===
[[File:Creation of Adam.jpg|200px|left|]]‎ 
In his article, Maslow described the need for self-actualisation to be a &quot;desire to do what you are fitted for&quot; (1943).  As it can be seen in the above pyramid this need is at the tip of the hierarchy and the clarity of its emergence is dependent on the satisfaction of the four more basic needs.  Like everything in life, there are of course exceptions to the rule and these will be discussed in the next section.

If you recall from the section on Safety Needs, one way the need can be achieved is by acquiring knowledge and systemising the universe.  The Need for Self-Actualisation also requires the acquirement of knowledge and systemising the universe, however its done through expression rather than achievement.  In other words, acquiring knowledge and systemising the universe via the search for &quot;meaning&quot; (Maslow, 1943).  There are a number of ways to attain fulfillment through one or more of these areas:
* Morality
* Creativity
* Spontaneity
* Problem solving
* Being unprejudiced
* Acceptance of facts

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==How to establish satisfaction==
There are a couple of things that should be noted. In order to accomplish satisfaction of your basic needs there are certain preconditions that need to occur, otherwise they could threaten an aspect of the basic needs and your progression to the satisfaction of higher needs.  These preconditions as mentioned in Maslow's article (1943) are as follows:
* Freedom to speak
* Freedom to do what one wishes without harm to others
* Freedom to express oneself
* Freedom to investigate and seek for information
* Freedom to defend oneself
* Justice
* Fairness
* Honesty
* Orderliness within a group

Your actions can be seen as psychologically important as long as it contributes directly to satisfying the basic needs (Maslow, 1943; Maslow, 1970).  The less directed or weaker the contribution, the less important it is to the point of view of psychological process.  This can also be applied to your defense mechanisms.  The more strong the defenses are the more they have to contribute to the need.

As mentioned in the previous section there are exceptions to the rule, such as:

#Your self-esteem can be more important than love.  In which case these two needs are reversed.
#Your drive to creativeness can be more important than &quot;lower&quot; needs.  This often seen in artists of all sorts.
#Your less prepotent needs can be lost, particularly if the greater prepotent needs (physiological and safety) are continuously being threatened.
#Levy (1937) state that &quot;psychopathetic personality&quot; have a permanent loss of the love/belongingness needs.
#Just as the lesser prepotent needs can be lost, if the greater prepotent needs have been satisfied for a long period of time then they can become  under evaluated.
#Needs and desires are not the only determinants of behaviour.
#Individuals who have strong ideals, high social standards, high values etc. can sacrifice the needs of greater importance for the things they believe in.  For example, refugees who refuse to eat for what they believe in, or protesters who will sacrifice their well belling for their cause.

When it comes to the satisfaction of each level it is important to note that each need ''does not'' have to be 100% satisfied before the next need can be tended too (Maslow, 1943; Maslow, 1970, p. 59).  Maslow states that it is more commonly seen that each need will only be partially satisfied and new needs emerge gradually as the previous need gets closer and closer to its satisfaction threshold, which is not 100%.  For example, physiological needs may be 5% satisfied where as at the same time the need for safety maybe 0%. As the physiological need satisfaction increases, therefore to 25% than the need for safety might increase to 5%. Physiological satisfaction may increase more to 50% and the need for safety would increase too.  (These are arbitrary numbers)

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==Conclusion==
In order to prioritise your needs to best suit you it is important to evaluate what needs are more important to you.  Maslow's hierarchy is only a guide line as it won't fit everyone.  He even states himself that his theory is not ultimate or universal for all cultures, but it could be applied ''generally'' to other cultures (Maslow, 1943).  Maslow's hierarchy begins at the base of his pyramid with &quot;physiological&quot; needs, such as breathe, hunger, thrist and sex.  This being the most animalistic of the needs and fundamental.  He also signifies the importance of safety and security, as this is the second need he mentions.  The following psychological and social needs, Maslow mentions, can be reversible depending on the individual, depending on you.  Love/Belongingness needs reflects the individual's desire to have a family (or be part of a family), to have friends (or to be a friend), etc.  Esteem needs reflects the desire to be stable, to have a firmly based, high evaluation of yourself, to have self-respect and respect for others.  The need for self-actualisation is the desire to do what you do best and enjoy doing.

Needs are never 100% fulfilled but can have a satisfaction threshold level.  By that stage the importance of the next need would have already gradually increased and therefore can be tended to.  The satisfaction of a need is dependent on you.

==Quiz==
&lt;quiz display=simple&gt;
{What is at the bottom of the Maslow's hierarchy of needs?
|type=&quot;()&quot;}
- Need for Self-Actualisation
+ &quot;Physiological&quot; Needs
- Safety Needs
- Love/Belonging Needs

{John has a great paying job, which allows him to pay the bills, the mortgage, feed his family and have a savings account.  He has a loving wife and a healthy five year old daughter, who has just started kindergarten.  He was raised in a diverse family.  His mother was born in India and his father was born in Spain, they met in Australia and developed a network of friends from all around the world.  He has always shown respect to people older him and as he got older he began to show respect to those younger them him too.  The only thing that is missing in his life is that he hasn't had time to do the things he enjoys.  He learnt to play the guitar in high school, however once he got a career and a family he just has not been able to get back to playing it.  Which need is most likely not being attended to?
|type=&quot;()&quot;}
- Love/Belonging need
- Esteem need
+ Esteem need and/or need for self-actualisation 
- Need for self-actualisation

{If a person has achieved satisfaction in their need for esteem then they can be expected to feel....
|type=&quot;()&quot;}
- Self-confidence
- Worth
- Capability
+ All of the above

{True or False: As one need gradually increases in ''satisfaction'', the ''importance'' of another need gradually increases.
|type=&quot;()&quot;}
+ True
- False

{True or False: Maslow's Hierarchy of Needs is based on his article &quot;A theory of human motivation&quot; (1943)
|type=&quot;()&quot;}
+ True
- False

&lt;/quiz&gt;
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==References==
&lt;div style=&quot;padding-left: 2em; text-indent: -2em;line-height: 2.5 em&quot;&gt;
Cannon, W. B. (1932) ''Wisdom of the Body''. New York: Norton

Kardiner, A. (1941) ''The Traumatic Neuroses of War''. New York: Hoeber

Maslow, A. H. (1943) A Theory of Human  Motivation. In R. J. Lowry (1973) ''Dominance, Self-Esteem, Self-Actualization: Germinal Papers of A.H. Maslow'' (pp. 153-173). Belmont, California: Wadsworth Publishing Company, Inc.

Maslow, A. H. (1970) ''Motivation and Personality''. New York: Harper &amp; Row

Maslow, A. H., &amp; Mittelmann, B. (1941) ''Principles of Abnormal Psychology''. New York: Harper &amp; Bros

Prager, K. J. (1995) ''The Psychology of Intimacy''. New York, NY: Guildford Press

Young, P. T. (1936) ''Motivation of behaviour''. New York: John Wiley &amp; Sons

Hagerty, M. R. (1999) Testing Maslow's Hierarchy of Needs: National Quality-of-Life Across Time. ''Social Indicators Research, 46(3)'', 249-271 DOI: 10.1023/A:1006921107298
&lt;/div&gt;
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==Books by Maslow==
# The Farther Reaches of Human Nature  NY: Viking, 1971.
# Religions, Values and Peak-Experiences  NY: Penguin Books, 1964.

==External links==

==See also==
* [[Introduction to psychology/Psy102/Tutorials/Motivation#Maslow's hierarchy of needs (10 mins)|Maslow's hierarchy of needs]] (Introductory psychology tutorial)
* [[w:Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Wikipedia)
* [[w:Clayton Alderfer|Clayton Alderfer]] (Wikipedia)

[[Category:Motivation and emotion/Book/2011]]
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==Overview==
'''Hunger''' is a [[w:need|need]] experienced by organisms. [[#hunger|Hunger]] and '''eating''' involve a complex regulatory system of both short-term ([[#glucostat|glucostatic hypothesis]]) and long-term ([[#lipostat|lipostatic hypothesis]], including set-point theory) regulation ([[Motivation and emotion/Readings/Textbooks/Reeve/2009|Reeve]], 2009).[[File:500px line.jpg|thumb|right|500px|'''Chapter sections'''. [[#intro|Introduction]] - [[#glucostat|Glucostatic hypothesis]] - [[#insulin|Insulin]] - [[#hormones|Hormones]] - [[#ghrelin|Ghrelin]] - [[#PYY|Peptide YY]] - [[#lipostat|Lipostatic hypothesis]] - [[#leptin|Leptin]] - [[#brainregions|Brain regions and neurotransmitters]] - [[#summary|Summary]]]]

==Hunger==
[[File:Hungerappetite.jpg|thumb|right|200px|'''[[Motivation and emotion/Textbook/Motivation/Maslow's hierarchy of needs|Motivation]]''': '''balance between hunger and satiety'''. How are [[#hunger|hunger]] and eating related? What are the hunger-associated [[w:Classical conditioning|unconditioned stimuli]] ([[#abbreviations|UCS]]) that motivate eating behavior? How do people learn to respond to [[w:Classical conditioning|conditioned stimuli]] ([[#abbreviations|CS]]) that are associated with the desire to eat ([[#appetite|appetite]])?]]
&lt;span id=&quot;intro&quot;&gt;'''Introduction'''&lt;/span&gt;. We eat food in order to meet the body's need for energy and nutrients. This chapter explores hunger as a source of motivation for eating behavior. Simple models of how eating behavior is controlled assume that the brain can sense and respond to the amounts of energy-rich molecules circulating in the blood and/or stored in parts of the body such as the liver and adipose tissue. It has been hypothesized that hunger is increased by low levels of energy-providing molecules in the body. Eating food reduces hunger and produces [[#satiety|satiety]]. The figure shown to the right on this page illustrates the balance between hunger and satiety. When food is readily available, people often eat when there is no real physiological need to consume food. People learn to eat periodically in anticipation of the body's need for fuel and nutrients. We often have the desire to eat ([[#appetite|appetite]]) when there is no need to eat ([[#hunger|hunger]]). 

&lt;span id=&quot;introduction&quot;&gt;Ingestion&lt;/span&gt; and [[w:Digestion#Human_digestion_process|digestion]] of food causes physiological changes that involve production of [[#satiety|satiety]] signals that move from the [[w:Human gastrointestinal tract|gut]] to the [[w:Human_brain#General_features|brain]]. Between meals, the satiety signals decrease and physiological processes associated with hunger (such as contraction of the empty stomach) occur and produce consciously experienced sensations that are associated with hunger and motivation to consume food (see [[#Ciampolini2006|Ciampolini and Bianchi]]). This chapter reviews the the control of human eating behavior and the physiological processes that control the balance between hunger and satiety.

Simple models of the relationship between hunger and eating suggest that the body can modulate hunger and satiety by sensing metabolic parameters such as [[w:Blood sugar|blood glucose levels]] (see [[#glucostat|glucostatic hypothesis]], below) and amounts of stored fat (see [[#lipostat|lipostatic hypothesis]], below). In most human adults, the control processes that regulate:

1)''' [[w:Eating|eating]] behavior'''&lt;br&gt;and&lt;br&gt;2) '''the [[w:Metabolism|metabolism]] of energy-rich molecules'''

achieve a close match between the amount of consumed food and the caloric (energy) needs of the body. 

Due to successful regulation of food intake and metabolism, only relatively small changes in body weight occur over long periods of time in healthy people. This maintenance of relatively stable body weight suggests the idea that there is a [[w:Setpoint (control system)|set point]] for body weight. This chapter explores motivation to eat with emphasis on the physiological mechanisms by which need to consume food is sensed and body weight is regulated.
[[File:Glycogen and glucose.jpg|thumb|left|300px|'''Figure 1'''. '''[[w:Blood sugar|Blood glucose levels]] are regulated.''' This graph shows changes in blood glucose levels (&lt;span style=&quot;color:#0000ff;&quot;&gt;blue&lt;/span&gt;) and liver glycogen amount (&lt;span style=&quot;color:#ff0000;&quot;&gt;'''red'''&lt;/span&gt;) during exercise. Recovery in glycogen level after exercise (&lt;span style=&quot;color:#008000;&quot;&gt;'''green'''&lt;/span&gt;). Based on data from [[#VanDenBergh1996|Van Den Bergh et al.]], [[#Casey2000|Casey et al.]] and [[#Hargreaves1996|Hargreaves et al]].]]
&lt;span id=&quot;figure1&quot;&gt;What is the relationship&lt;/span&gt; between hunger and changes in how the body metabolizes energy-providing molecules? The two important energy-storage molecules are [[w:Glycogen|glycogen]] (particularly in liver cells) and [[w:Triglyceride|triglycerides]] (in fat cells). When [[w:Carbohydrate|carbohydrates]] are consumed, excess newly absorbed sugar molecules can be stored as glycogen. Between meals, glucose can be released from glycogen and used to meet the body's energy demands (see '''Figure 1'''). [[w:Triglyceride|Triglycerides]] stored in [[w:Adipose tissue|fat cells]] provide a much larger energy reserve than does glycogen. Fat levels change more slowly than glycogen levels and the amount of stored fat correlates with long-term increases in body weight that are associated with [[w:Obesity|obesity]]. If stored glycogen is depleted then the body can shift from reliance on carbohydrate as the main energy source to using stored fat molecules as an energy source.

&lt;span id=&quot;glucostat&quot;&gt;'''Glucostatic hypothesis'''&lt;/span&gt;. The glucostatic hypothesis is that glucose utilization as a fuel molecule has an important influence on [[#appetite|appetite]] and eating behavior. For example, it could be that declines in blood glucose levels cause increased appetite and trigger eating. Such a physiological response to low blood glucose could be part of a  [[w:Negative feedback|negative feedback]] control mechanism for maintaining adequate energy supplies in the body. Alternatively, declines in

1) the amount of stored glycogen&lt;br&gt;and/or&lt;br&gt;2) decline in the ratio of '''utilizing stored carbohydrate''' to '''utilizing stored lipid''' for energy production

might function as [[#orexigenic|orexigenic]] signals that enhance appetite (glycogenostatic hypothesis; see [[#Melanson1999|Melanson et al.]] for discussion of the glucostatic and glycogenostatic hypotheses). 

There is evidence that sugar and lipid molecules from the blood can influence the behavior of brain cells (see [[#nutrients|below]]), but it is also true that changes in circulating levels of fuel molecules such as glucose are linked to changes in the levels of [[#hormone|hormones]]. As indicated in '''[[#figure1|Figure 1]]''', blood glucose levels are tightly regulated in healthy humans and the concentration of glucose in the blood normally does not change very much. Blood glucose levels can increase during exercise due to [[w:Feed-forward|feed-forward]] regulation, even while glycogen stores are depleted. It has been hard to demonstrate significant changes in brain neuron activity due to the relatively small changes in blood glucose levels that are typical of human physiology. Much research on appetite control now involves study of hormones that control metabolism of energy-providing molecules such as glucose.
[[File:InsulinPYY.jpg|thumb|right|300px|'''Figure 2'''. '''Changes in glucose and hormone levels after a meal'''. The hormones [[#insulin|insulin]], [[#ghrelin|ghrelin]] and [[#PYY|PYY]] are discussed in the main text of this chapter. Grelin increases appetite but insulin and PYY decrease appetite. Based on data from [[#Parnell2009| Parnell and Reimer]] and [[#Coulston1980|Coulston et al]].]]
&lt;span id=&quot;figure2&quot;&gt;During short periods of fasting between meals&lt;/span&gt;, blood levels of the hormone [[w:Insulin|insulin]] decrease and levels of [[w:Glucagon|glucagon]] increase (see the [[#Stryer2002|Stryer textbook]]). Glucagon shifts liver metabolism from storage of glucose as glycogen to the release of glucose from stored glycogen. This allows the brain to be supplied with glucose by the liver between meals. During digestion of a meal, [[#insulin|insulin]] levels increase (see '''Figure 2''') and insulin plays an important role in the control of liver cell metabolism to promote the storage of excess glucose as glycogen. In the short term, insulin and glucagon levels in the blood are largely controlled by blood levels of nutrients (sugars and amino acids). Nutrients such as glucose, when absorbed into the body following a meal, stimulate insulin-producing [[w:Beta cell|pancreatic beta cells]] to release insulin into the blood.

&lt;span id=&quot;insulin&quot;&gt;'''Insulin'''&lt;/span&gt;. [[w:Insulin|Insulin]] has been studied as one of the many hormones that might play a significant role in how the brain regulates appetite and body weight in humans (for example, see [[#Anthony2006|Anthony et al.]]). During digestion of meals, when blood insulin levels temporarily increase, insulin may play a role (along with other hormones like [[#PYY|PYY]], see [[#PYY|below]]) as an [[#anorexigenic|anorexigenic]] hormone that contributes to satiety and reduced eating behavior. Over longer time scales that are relevant to the long-term maintenance of body weight, there can be persistent changes in blood insulin levels. In particular, obese humans often have persistent elevation of insulin levels which allows blood glucose levels to remain normal in non-diabetic individuals who store unusually large amounts of fat (see [[#Polonsky1988|Polonsky et al.]]).
[[File:Appetiteregulation.jpg|thumb|left|300px|'''Figure 3'''. '''[[#anorexigenic|Anorexigenic]] and [[#orexigenic|orexigenic]] signals'''. Simplified summary of roles for [[#ghrelin|ghrelin]], [[#leptin|leptin]] and [[#PYY|PYY]] in the regulation of appetite.]]
&lt;span id=&quot;figure3&quot;&gt;In one model&lt;/span&gt; of body weight regulation, insulin acts with leptin (see '''Figure 3''' and below) to modulate the production and action of short-term hormonal regulators of appetite and body weight such as [[#abbreviations|PYY]] (see [[#Ahima2007|Ahima and Antwi]]). The experience of needing to consume food is not tightly coupled to the storage of energy-rich molecules in the human body. After a meal is digested, blood levels of satiety-inducing hormones like insulin and PYY decrease and [[#ghrelin|ghrelin]] (a stimulator of appetite, see [[#ghrelin|below]]) levels increase. Between meals, people often experience a desire to consume more food even when levels of stored energy molecules are adequate. Thus, it is often easy for obese people to gain weight by eating when there is no real need to eat, that is, no actual hunger.

Blood insulin and leptin levels are usually elevated in obese individuals, but &quot;resistance&quot; to the effects of persistently high levels of these hormones is common. Resistance to the anorexigenic actions of insulin and leptin may play an important role in allowing body weight and fat storage to increase to unhealthful levels. Due to the many health problems associated with [[w:Obesity|obesity]], much biomedical research into hunger, appetite and satiety is concerned with the regulation of eating behavior by the brain in obese humans. In societies where hunger is rare it is important to understand how learning processes (for example, see [[#Zhang2009|Zhang et al.]]) build upon the basic physiology of hunger to produce modulated patterns of appetite and satiety that are associated with unhealthful eating behavior. 
[[File:Satiety and reward.jpg|thumb|right|450px|'''Figure 4'''. '''The brain and hunger'''. Satiety signals reach the [[w:hypothalamus|hypothalamus]] from the gastrointestinal (GI) tract by way of the [[w:Vagus nerve|vagus nerve]] and the [[w:Solitary nucleus|nucleus tractus solitarius]] (&lt;span style=&quot;color:#ff0000;&quot;&gt;NTS&lt;/span&gt;) in the [[w:Brainstem|brain stem]]. Satiety signals (&lt;span style=&quot;color:#ff0000;&quot;&gt;'''red'''&lt;/span&gt;) also reach the hypothalamus (&lt;span style=&quot;color:#ff0000;&quot;&gt;H&lt;/span&gt;) in the form of hormones like &lt;span style=&quot;color:#ff0000;&quot;&gt;insulin&lt;/span&gt; and &lt;span style=&quot;color:#ff0000;&quot;&gt;leptin&lt;/span&gt;. The hypothalamus is [[w:White matter|linked]] by [[w:axon|axonal]] connections to the [[w:Ventral tegmental area|ventral tegmental area]] (VTA) of the [[w:Midbrain|midbrain]]. VTA neurons that make the neurotransmitter [[w:Dopamine|dopamine]] seem to be involved in rewarding sensations associated with eating and learned patterns of appetite control and eating behavior (&lt;span style=&quot;color:#008B8B;&quot;&gt;'''blue'''&lt;/span&gt;).]]
&lt;span id=&quot;nutrients&quot;&gt;'''Nutrients'''&lt;/span&gt;. In addition to hormones that influence how the brain regulates appetite and body weight, brain cells can be influenced directly by circulating nutrient molecules (see the recent review by [[#Lam2009|Lam et al.]]). For example, some brain neurons change their frequency of [[w:Action potential|action potential]] production in response to changes in blood glucose levels. However, some peptide hormone molecules such as leptin and ghrelin have been shown to reach brain neurons, particularly in the hypothalamus, and regulation of appetite and eating behavior seems to involve both the levels of nutrient molecules and the level of hormones in the blood. Much current research on appetite and regulation of body weight is heavily concerned with hormonal regulation of brain cell activity, either by:

1) direct hormone binding to brain neurons&lt;br&gt;or&lt;br&gt;2) modulation of sensory neuron activity in the [[w:Peripheral nervous system|peripheral nervous system]] by hormones and nutrients acting at sensory nerve endings

with subsequent indirect effects (by way of sensory input) on the brain.

&lt;span id=&quot;hormones&quot;&gt;'''Hormones'''&lt;/span&gt;. Brain cell activity that is important for regulating metabolism, body weight and appetite has been shown to be influenced by several hormones. Three well-studied hunger-related hormones are [[#Alberts2002|leptin]] (reduces appetite), [[#reviews2008|ghrelin]] (increases appetite) and [[#Karra2009|PYY]] (reduces appetite). These hormones are released from fat cells (leptin) and the gastrointestinal (GI) tract (ghrelin, PYY) and they influence the activity of brain cells that regulate appetite. One target for these hormones is the [[w:hypothalamus|hypothalamus]], where neuronal activity is sensitive to leptin and ghrelin (see '''Figure 4'''). There is evidence that ghrelin and PYY influence neurons in the [[w:Ventral tegmental area|ventral tegmental area]] (VTA) of the [[w:Midbrain|midbrain]], which might be important for regulation of the brain's &quot;[[w:Reward system|reward system]]&quot; by anorexigenic hormones. It has been suggested that leptin acts on the hypothalamus and indirectly regulates midbrain dopamine neurons (see [[#Leinninger2009|Leinninger et al.]]) that are involved in control of motivation and eating behavior.
[[File:Woman in overly large jeans - melting mama.jpg|thumb|left|200px|'''Figure 5'''. Body weight change following &quot;[[#Pournaras2010|metabolic surgery]]&quot;.]]
&lt;span id=&quot;figure5&quot;&gt;'''Weight loss surgery'''&lt;/span&gt;. Results from study of [[w:Bariatric surgery|bariatric surgery]] patients indicate an important role for signals from the stomach to the brain in the regulation of human body weight (see the recent review article by [[#Pournaras2010|Pournaras and le Roux]]). Gastric bypass surgery is a successful treatment for obesity, resulting in dramatic weight loss for obese humans (see '''Figure 5'''). Some surgical procedures for weight loss are designed to inhibit absorption of food molecules into the body, but procedures that cause no change in the efficiency of calorie absorption are also effective. It appears that hormonal signals and sensory neuron signals from the gastrointestinal tract are important regulators of human appetite and body weight and these signals are altered by &quot;[[#Pournaras2010|metabolic surgery]]&quot;. The term &quot;metabolic surgery&quot; is used here to refer to effective surgical alterations to the gastrointestinal tract that are used to treat human obesity.

&lt;span id=&quot;ghrelin&quot;&gt;'''Ghrelin'''&lt;/span&gt;. Ghrelin is a peptide hormone made by the stomach. Levels of ghrelin in the blood normally increase between meals and levels fall after food is consumed (see '''[[#figure2|Figure 2]]'''). In humans, if ghrelin levels in the blood are artificially increased (intravenous infusion) then more food is consumed and the test subjects report an increase in appetite ([[#orexigenic|orexigenic]] action). Some evidence suggests that, on average, obese humans have less of a decrease in blood levels of ghrelin after meals, which might cause them to consume more food than non-obese people. In some cases, it has been reported that blood levels of ghrelin are decreased following &quot;metabolic surgery&quot; that alters the gastrointestinal tract, however, it might be that other signals passing from the [[#abbreviations|GI]] tract to the brain are more important than ghrelin (see the recent review by [[#Wisser2010|Wisser et al.]]). Some of the effects of peripherally-synthesized ghrelin on the brain appear to be mediated by sensory neurons that have hormone-regulated activity. Ghrelin can also pass from the blood into the brain because the ghrelin peptide is acylated by the enzyme ghrelin-O-acyltransferase. The attached fatty acid seems to be essential for transfer of ghrelin across the [[w:Blood-brain barrier|blood-brain barrier]].

&lt;span id=&quot;PYY&quot;&gt;'''PYY'''&lt;/span&gt;. Peptide YY (PYY) is produced mostly by the lower gastrointestinal tract (see the recent review article by [[#Karra2009|Karra et al.]]). Some evidence suggests that PYY may partly mediate the reduced appetite and weight loss benefits observed in obese humans who are treated by gastric bypass surgery.  Normally, blood levels of PYY increase following a meal (see '''[[#figure2|Figure 2]]'''). Experiments that involve administration of PYY to human subjects indicate that it can reduce appetite and food consumption. There is evidence that following some types of &quot;metabolic surgery&quot;, PYY levels are higher after meals, possibly contributing to enhanced satiety and, ultimately, sustained weight loss. It has been suggested that &quot;metabolic surgery&quot; enhances the signals that normally trigger PYY production following meals. [[#Karra2009|Karra et al.]] discussed the idea that PYY probably acts in synergy with other gut hormones that cause satiety. A recent study by Field, et al. found additive anorectic effects of PYY and oxyntomodulin, two hormones released from intestinal L-cells after meals (see [http://www.ncbi.nlm.nih.gov/pubmed/20357366 PYY3-36 and oxyntomodulin can be additive in their effect on food intake in overweight and obese humans]).
[[File:Fatmouse.jpg|thumb|right|200px|'''Figure 6'''. '''Leptin-deficient obese mouse'''. Mice are used to study hormones and body weight regulation. A [[w:ob/ob mouse|mutant mouse]] that lacks leptin (left).]]
&lt;span id=&quot;lipostat&quot;&gt;'''Lipostatic hypothesis'''&lt;/span&gt;. It has been suggested that fat cells produce a control signal that allows for negative feedback regulation of food consumption and body weight (see [[#Brown2008|Brown, 2008]]). In &quot;adipostatic models&quot; of body weight regulation, adipose tissue produces a control signal in proportion to the amount of stored fat and high levels of that signal might inhibit eating behavior (see discussion by [[#Ahima2007|Ahima and Antwi]]) and prevent obesity. Leptin is a peptide hormone made by fat cells and it seems to function as a regulator of body weight. Leptin became a candidate &quot;lipostat&quot; signaling molecule because mutations in the human leptin gene (see [http://www.ncbi.nlm.nih.gov/pubmed/9202122 Congenital leptin deficiency is associated with severe early-onset obesity in humans]) and the human gene for the leptin [[w:Receptor (biochemistry)|receptor]] (see [[#Kimber2008|see Kimber et al.]]) have been reported to cause obesity. Similar results were first obtained using laboratory animals (see '''Figure 6''').
 
&lt;span id=&quot;leptin&quot;&gt;'''Leptin'''&lt;/span&gt;. Leptin appears to be efficiently transported by [[w:Leptin receptor|leptin receptor]]-mediated [[w:Transcytosis|transcytosis]] across the capillary [[w:Endothelium|endothelial cell layer]] of the blood-brain barrier (see [[#Pan2007|Pan and Kastin]]). Leptin receptors are present on some brain neurons. The leptin receptors in the hypothalamus, in particular, have been implicated in regulation of appetite and eating behavior, as discussed below. Peripherally administered leptin appears to cure congenital leptin deficiency (for example, see [[#Farooqi1999|Farooqi et al.]]) and has been shown to cause weight loss in normal humans. However, administration of leptin has not proven to be a useful treatment for obesity (see the discussion by [[#Foster-Schubert2006|Foster-Schubert and Cummings]]). 

&lt;span id=&quot;brainregions&quot;&gt;'''Brain regions'''&lt;/span&gt; '''that are important for control of eating behavior'''. The vagus nerve carries control signals from the brain to the gastrointestinal tract that are important for stimulating smooth muscle contraction and secretion during digestion of a meal. The output axons of the vagus nerve originate from [[w:Parasympathetic nervous system|parasympathetic]] neurons located in the brain stem.  The vagus nerve also carries sensory information to the brain from the gastrointestinal tract (see '''[[#nutrients|Figure 4]]'''). Sensory information from stretch receptors (important for sensing how full the stomach is) and hormone-sensitive nerve endings enter the brain by way of the the [[w:Solitary nucleus|nucleus tractus solitarius]] (NTS) of the brain stem. Some regulation of [[#abbreviations|GI]] tract function takes place at the level of the brain stem by means of [[w:Reflex|reflexes]] that link sensory signals from the GI tract to the regulation of [[w:Autonomic nervous system|autonomic nervous system]] output signals that go from the brain stem to the GI tract.
[[File:Braineating.jpg|thumb|right|640px|'''Figure 7'''. '''Hormones, neurotransmitters and brain regions involved in hunger, satiety and the regulation of eating behavior'''. The main part of the diagram is a diagrammatic representation of a [[w:Coronal plane|coronal]] tissue [[w:Frozen section procedure|section]] through the [[w:Bilateral symmetry#Bilateral symmetry|bilaterally symmetrical]] human hypothalamus that shows the relative positions of the [[w:Arcuate nucleus|arcuate nucleus]] ([[#abbreviations|AR]]) and the [[w:Lateral hypothalamus|lateral hypothalamus]] (based on [https://msu.edu/~brains/brains/human/hypothalamus/4c_l.html the Human Brain Atlas of Michigan State University]). The arcuate nucleus and the lateral hypothalamus are two parts of the hypothalamus with [[w:Leptin receptor|leptin receptors]]. Some of the important neurotransmitters for regulation of eating behavior are shown: [[w:Melanin concentrating hormone|melanin-concentrating hormone]] (MCH), the [[w:Orexin|orexins]] (ORX), [[w:Neuropeptide Y|neuropeptide Y]] (NPY), [[w:Melanocyte-stimulating hormone|alpha-melanocyte-stimulating hormone]] (alpha-MSH, αMSH), [[w:Dopamine|dopamine]] (DA), and [[w:Agouti-related peptide|agouti-related peptide]] (AgRP). Much of this figure is based on results from experimental animals (mostly mice, see in particular [[#Myers2009|Myers et al.]]) but also on experiments with humans (for example, [[#Elias1998|Elias et al.]]). The inset at the lower left shows two major types of neurons in the arcuate nucleus. Activity of the NPY-producing neurons has been associated with increased eating behavior. In contrast, activity of the [[w:Proopiomelanocortin|POMC]]-producing cells has been associated with inhibition of eating. The inset at the upper left emphasizes the role of the [[w:Paraventricular nucleus of hypothalamus|paraventricular nucleus]] of the hypothalamus in processing satiety signals. The paraventricular nucleus also regulates metabolism by way of the pituitary gland and thyroid hormone and digestion by way of the [[w:Autonomic nervous system|autonomic nervous system]]. The inset at the upper right emphasizes brain regions that are connected to the lateral hypothalamus. The [[w:Nucleus accumbens|nucleus accumbens]] and [[w:Orbitofrontal cortex|orbitofrontal cortex]] (OFC) are important for making behavioral choices related to eating. The [[w:Amygdala|amygdala]] and [[w:Hippocampus|hippocampus]] are important for learned eating behavior.]]
&lt;span id=&quot;sensory&quot;&gt;Sensory information&lt;/span&gt; from the [[#abbreviations|GI]] tract is also sent to higher brain centers from the [[#abbreviations|NTS]], particularly the hypothalamus. The hypothalamus was shown to be important for regulation of eating behavior by lesion studies in experimental animals in which tiny parts of the hypothalamus were destroyed (for example, see [[#Anand1951|Anand and Brobeck]]). Results from the lesion studies were interpreted as indicating the existence of lateral regions of the hypothalamus that function as a &quot;feeding control center&quot;; if destroyed, the animals had reduced food consumption. Destruction of more medial parts of the hypothalamus caused [[w:Overeating|overeating]] and obesity. 

Some early brain lesion studies also indicated that eating behavior could be altered by damage to midbrain neurons that are located not far behind the hypothalamus. When leptin was identified as an anorexigenic hormone, the brain was searched for neurons with leptin receptors. For rodents, there is evidence that leptin acts to modulate neuron activity in the midbrain [[#abbreviations|VTA]], the hypothalamus and the brain stem [[#abbreviations|NTS]] (see the recent review by [[#Myers2009|Myers et al.]]). The [[w:Dopamine|dopamine]] (DA) neurons of the VTA are thought to be important for regulating eating decisions, for learned eating behavior and for providing a pleasurable sensation when appealing food is sensed and consumed. 

In current models of the control of eating, the hypothalamus functions to receive and integrate orexigenic and anorexigenic signals (see '''[[#sensory|Figure 7]]'''). The [[w:Arcuate nucleus|arcuate nucleus]] contains neurons that are sensitive to hormones such as ghrelin and leptin. Neurons in the arcuate nucleus send axons to other parts of the hypothalamus such as the [[w:Paraventricular nucleus of hypothalamus|paraventricular nucleus]] and the [[w:Lateral hypothalamus|lateral hypothalamus]]. The paraventricular nucleus is important for regulating both energy metabolism and digestive system function. The paraventricular nucleus also receives sensory information from the GI tract. The paraventricular nucleus can function as a center for integration of satiety signals that reach the brain by either sensory neurons or hormones carried by the blood.
 
The lateral hypothalamus sends control signals to the VTA that are involved in regulation of eating behavior. The VTA and hypothalamus send regulatory signals to other brain regions such as the [[w:Nucleus accumbens|nucleus accumbens]], [[w:Orbitofrontal cortex|orbitofrontal cortex]] (OFC) and the [[w:Amygdala|amygdala]] ('''[[#summary|Figure 8]]''') that are important for control of human eating behavior, particularly in the context of learned patterns of food consumption that develop over a lifetime (see [[#Piech2009|Piech et al.]]). For humans, [[#Farooqi2007|Farooq et al.]] showed that leptin can modulate how the nucleus accumbens responds in test subjects who experience a desire to consume food, with the observed human brain activity changes corresponding to leptin-induced reduction in appetite.
[[File:Amygdalaappetite.jpg|thumb|right|300px|'''Figure 8'''. '''Human brain activity and appetite'''. Brain [[w:Functional magnetic resonance imaging|scanning methods]] have identified human brain regions that are involved in thinking about food and judging the desirability of different types of food (see [[#Piech2009|Piech et al.]]).]]
&lt;span id=&quot;summary&quot;&gt;'''Summary'''&lt;/span&gt;. Hunger plays a fundamentally important role in regulating human eating behavior. The brain can sense circulating levels of [[#nutrients|nutrients such as glucose]] and respond to satiety-producing hormones such as [[#leptin|leptin]]. Other hormones such as [[#ghrelin|grelin]] promote appetite. The aversive sensations associated with hunger can be produced by physiological processes such as the empty stomach being stimulated to contract. Sensory nerves carry appetite-enhancing signals to the hypothalamus and hormones such as leptin and ghrelin bind to receptors on neurons in the hypothalamus and regulate their activity. The hypothalamus acts as regulatory center for receiving [[#orexigenic|orexigenic]] and [[#anorexigenic|anorexigenic]] signals. The hypothalamus is linked by [[w:axon|axonal]] connections to other parts of the brain (such as the [[w:Nucleus accumbens|nucleus accumbens]]) that allow for reflexive control of eating in newborns. The hypothalamus is linked to other brain regions such as the [[w:Amygdala|amygdala]] and the [[w:Ventral tegmental area|ventral tegmental area]] that allow people to learn how to avoid hunger. People are usually able to learn patterns and habits of eating that are appropriate for our environment and that allow us to maintain a healthful body weight. Most research into hunger and satiety is related to health-endangering patterns of eating behavior such as [[w:Anorexia nervosa|under-eating]] and over-eating that leads to obesity.

==Cited resources==
*&lt;span id=&quot;Alberts2002&quot;&gt;'''Textbook information about leptin.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=mboc4&amp;part=A4177#A4185 Leptin Secreted by Fat Cells Provides Negative Feedback to Inhibit Eating]; chapter section from ''Molecular Biology of the Cell'', 4th edition. Bruce Alberts, Alexander Johnson, Julian Lewis, Martin Raff, Keith Roberts and Peter Walter (2002).
&lt;span id=&quot;reviews2008&quot;&gt;'''Recent review articles about ghrelin, leptin, PYY.'''&lt;/span&gt;
:*1) [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2814160 Central nervous system regulation of energy metabolism: ghrelin versus leptin] by Ruben Nogueiras, Matthias H. Tschöp and Jeffrey M. Zigman in Ann N Y Acad Sci. volume 1126, pages 14-19 (2008). 
:*2) [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2605273 Brain Circuits Regulating Energy Homeostasis] by Alfonso Abizaid and Tamas L. Horvath in ''Regulatory peptides'' volume 149, pages 3–10 (2008).
*&lt;span id=&quot;Pournaras2010&quot;&gt;'''Bariatric Surgery.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2911614 Ghrelin and Metabolic Surgery] by Dimitrios J. Pournaras and Carel W. le Roux in ''International journal of peptides'' 2010. pii: 217267.
*&lt;span id=&quot;Ciampolini2006&quot;&gt;'''Glucose and hunger'''.&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1702540/ Training to estimate blood glucose and to form associations with initial hunger] by Mario Ciampolini and Riccardo Bianchi in ''Nutrition &amp; metabolism'' volume 3, page 42 (2006). This article is cited in an [[#introduction|introductory paragraph]] of this chapter as an example of research where human test subjects were challenged to pay attention to their subjective experience of hunger. To what extent can obesity be prevented by eating only when glucose levels have returned to baseline between meals? 
*&lt;span id=&quot;Brown2008&quot;&gt;'''Lipostatic hypothesis'''&lt;/span&gt;  [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2582659 Could there be a fine-tuning role for brain-derived adipokines in the regulation of bodyweight and prevention of obesity?] by Russell E. Brown in ''McGill journal of medicine'' volume 11, pages 177–184 (2008).
*&lt;span id=&quot;Kimber2008&quot;&gt;'''Leptin receptor mutation'''&lt;/span&gt; [http://endo.endojournals.org/cgi/content/full/149/12/6043 Functional Characterization of Naturally Occurring Pathogenic Mutations in the Human Leptin Receptor] by Wendy Kimber, Frank Peelman, Xavier Prieur, Teresia Wangensteen, Stephen O'Rahilly, Jan Tavernier and I. Sadaf Farooqi in ''Endocrinology'' volume 149, pages 6043-6052 (2008)
*&lt;span id=&quot;Polonsky1988&quot;&gt;'''Insulin and BMI'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC329588 Quantitative study of insulin secretion and clearance in normal and obese subjects] by K. S. Polonsky, B. D. Given, L. Hirsch, E. T. Shapiro, H. Tillil, C. Beebe, J. A. Galloway, B. H. Frank, T. Karrison and E. Van Cauter in ''Journal of Clinical Investigation'' volume 81, pages 435-441 (1988).
*&lt;span id=&quot;Wisser2010&quot;&gt;'''Ghrelin antagonists.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2925274 Interactions of Gastrointestinal Peptides: Ghrelin and Its Anorexigenic Antagonists] by Anna-Sophia Wisser, Piet Habbel, Bertram Wiedenmann, Burghard F. Klapp, Hubert Mönnikes and Peter Kobelt in ''International journal of peptides'' 2010. pii: 817457.
*&lt;span id=&quot;Myers2009&quot;&gt;'''Leptin receptors in the brain.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2648854 The geometry of leptin action in the brain: More complicated than a simple ARC] by Martin G. Myers, Jr. Heike Münzberg, Gina M. Leinninger and Rebecca L. Leshan in ''Cell metabolism'' volume 9, pages 117–123 (2009). 
*&lt;span id=&quot;Leinninger2009&quot;&gt;'''Leptin and dopamine.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2723060 Leptin acts via leptin receptor-expressing lateral hypothalamic neurons to modulate the mesolimbic dopamine system and suppress feeding] by Gina M. Leinninger, Young-Hwan Jo, Rebecca L. Leshan, Gwendolyn W. Louis, Hongyan Yang, Jason G. Barrera, Hilary Wilson, Darren M. Opland, Miro A. Faouzi, Yusong Gong, Justin C. Jones, Christopher J. Rhodes, Streamson Chua, Jr., Sabrina Diano, Tamas L. Horvath, Randy J. Seeley, Jill B. Becker, Heike Münzberg and Martin G. Myers, Jr. in ''Cell metabolism'' volume 10 pages 89–98 (2009).
*&lt;span id=&quot;Farooqi1999&quot;&gt;'''Leptin and weight loss'''&lt;/span&gt;. [http://www.nejm.org/doi/full/10.1056/NEJM199909163411204 Effects of Recombinant Leptin Therapy in a Child with Congenital Leptin Deficiency] by I. Sadaf Farooqi, Susan A. Jebb, Gill Langmack, Elizabeth Lawrence, Christopher H. Cheetham, Andrew M. Prentice, Ieuan A. Hughes, Mark A. McCamish and Stephen O'Rahilly in ''The New England journal of medicine'' volume 341, pages 879-884 (1999).
*&lt;span id=&quot;Foster-Schubert2006&quot;&gt;'''Leptin as a drug'''&lt;/span&gt;. [http://edrv.endojournals.org/cgi/content/full/27/7/779 Emerging Therapeutic Strategies for Obesity] by Karen E. Foster-Schubert and David E. Cummings in ''Endocrine reviews'' volume 27, pages 779-793 (2006).
*&lt;span id=&quot;Piech2009&quot;&gt;'''Brain regions involved in hunger'''&lt;/span&gt;. [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2719810/ Neural Correlates of Appetite and Hunger-Related Evaluative Judgments] by Richard M. Piech, Jade Lewis, Caroline H. Parkinson, Adrian M. Owen, Angela C. Roberts, Paul E. Downing and John A. Parkinson in ''PLoS One'' volume 4, e6581 (2009). 
*&lt;span id=&quot;Farooqi2007&quot;&gt;'''Leptin and human brain activity'''&lt;/span&gt;. [http://www.ncbi.nlm.nih.gov/pubmed/17690262 Leptin Regulates Striatal Regions and Human Eating Behavior] by I. Sadaf Farooqi, Edward Bullmore, Julia Keogh, Jonathan Gillard, Stephen O'Rahilly and Paul C. Fletcher in ''Science'' volume 317, page 1355 (2007).
*&lt;span id=&quot;Zhang2009&quot;&gt;'''Learning and motivation.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2703828 A Neural Computational Model of Incentive Salience] by Jun Zhang, Kent C. Berridge, Amy J. Tindell, Kyle S. Smith and J. Wayne Aldridge in ''PLoS computational biology'' volume 5, e1000437 (2009).
*&lt;span id=&quot;Karra2009&quot;&gt;'''Peptide YY.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2670018/ The role of peptide YY in appetite regulation and obesity] by Efthimia Karra, Keval Chandarana and Rachel L Batterham in ''The Journal of Physiology'' volume 587, pages 19–25 (2009).
*&lt;span id=&quot;Elias1998&quot;&gt;'''Human hypothalamus.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pubmed/9862320 Chemically defined projections linking the mediobasal hypothalamus and the lateral hypothalamic area] by Elias CF, Saper CB, Maratos-Flier E, Tritos NA, Lee C, Kelly J, Tatro JB, Hoffman GE, Ollmann MM, Barsh GS, Sakurai T, Yanagisawa M, Elmquist JK in ''The Journal of comparative neurology'' volume 402, pages 442-459 (1998).
*&lt;span id=&quot;Anthony2006&quot;&gt;'''Brain effects of insulin.'''&lt;/span&gt; [http://diabetes.diabetesjournals.org/content/55/11/2986 Attenuation of Insulin-Evoked Responses in Brain Networks Controlling Appetite and Reward in Insulin Resistance: The Cerebral Basis for Impaired Control of Food Intake in Metabolic Syndrome?] by Karen Anthony, Laurence J. Reed, Joel T. Dunn, Emma Bingham, David Hopkins, Paul K. Marsden and Stephanie A. Amiel in ''Diabetes'' volume 55, pages 2986-2992 (2006).
*&lt;span id=&quot;Anand1951&quot;&gt;'''Hypothalamus lesions and eating.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2599116 Hypothalamic Control of Food Intake in Rats and Cats] by Bal K. Anand and John R. Brobeck in ''The Yale journal of biology and medicine'' volume 24, pages 123-140 (1951).
*&lt;span id=&quot;Ahima2007&quot;&gt;'''Appetite and satiety.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2710609 Brain regulation of appetite and satiety] by Rexford S. Ahima and Daniel A. Antwi in ''Endocrinology and metabolism clinics of North America'' volume 37, pages 811–823 (2008).
*&lt;span id=&quot;Stryer2002&quot;&gt;'''Insulin and metabolism.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/bookshelf/br.fcgi?book=stryer&amp;part=A4355 Food Intake and Starvation Induce Metabolic Changes] chapter section 30.3 from ''Biochemistry'', 5th edition by Jeremy M Berg, John L Tymoczko and Lubert Stryer (2002).
*&lt;span id=&quot;Lam2009&quot;&gt;'''CNS nutrient sensing.'''&lt;/span&gt; [http://physiologyonline.physiology.org/cgi/content/full/24/3/159#SEC2 CNS Nutrient Sensing] section of &quot;CNS Regulation of Glucose Homeostasis&quot; by Carol K. L. Lam, Madhu Chari and Tony K. T. Lam in ''Physiology'' volume 24, pages 159-170 (2009).
*&lt;span id=&quot;Pan2007&quot;&gt;'''Leptin transport.'''&lt;/span&gt; [http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2040301 Adipokines and the blood-brain barrier] by Weihong Pan and Abba J. Kastin in ''Peptides'' volume 28, pages 1317-1330 (2007).
*&lt;span id=&quot;Melanson1999&quot;&gt;'''Glucose homeostasis.'''&lt;/span&gt; [http://jap.physiology.org/cgi/content/full/87/3/947 Appetite and blood glucose profiles in humans after glycogen-depleting exercise] by Kathleen J. Melanson, Margriet S. Westerterp-Plantenga, L. Arthur Campfield and Wim H. M. Saris in ''Journal of Applied Physiology'' volume 87, pages 947-954 (1999). This article is cited in the chapter section about the [[#glucostat|glucostatic hypothesis]] because it provides an example of research that tried to discover associations between glucose and glycogen metabolism and the control of eating behavior in humans. It also has links to other articles about the glucostatic hypothesis and the glycogenostatic hypothesis.
*&lt;span id=&quot;Hargreaves1996&quot;&gt;'''Glucose level.'''&lt;/span&gt; [http://jap.physiology.org/cgi/content/full/81/4/1594 Effect of heat stress on glucose kinetics during exercise] by Mark Hargreaves, Damien Angus, Kirsten Howlett, Nelly Marmy Conus, and Mark Febbraio in ''Journal of Applied Physiology'' volume 81, pages 1594-1597 (1996).
*&lt;span id=&quot;Casey2000&quot;&gt;'''Glycogen level after exercise.'''&lt;/span&gt; [http://ajpendo.physiology.org/cgi/content/full/278/1/E65 Effect of carbohydrate ingestion on glycogen resynthesis in human liver and skeletal muscle, measured by 13C MRS] by Anna Casey, Rob Mann, Katie Banister, John Fox, Peter G. Morris, Ian A. Macdonald, and Paul L. Greenhaf in ''Am J Physiol Endocrinol Metab'' volume 278, pages E65-E75 (2000).
*&lt;span id=&quot;VanDenBergh1996&quot;&gt;'''Glycogen level recovery after exercise.'''&lt;/span&gt; [http://jap.physiology.org/cgi/content/full/81/4/1495 Muscle glycogen recovery after exercise during glucose and fructose intake monitored by 13C-NMR] by Adrianus J. Van Den Bergh, Sibrand Houtman, Arend Heerschap, Nancy J. Rehrer, Hendrikus J. Van Den Boogert, Berend Oeseburg, and Maria T. E. Hopman in ''Journal of Applied Physiology'' volume 81, pages 1495-1500 (1996). [[#figure1|Figure 1]] graphically illustrates recovery of glycogen levels using data from Table 1 of Van Den Bergh et al.
*&lt;span id=&quot;Parnell2009&quot;&gt;'''PYY and ghrelin'''&lt;/span&gt; [http://www.ajcn.org/cgi/content/full/89/6/1751 Weight loss during oligofructose supplementation is associated with decreased ghrelin and increased peptide YY in overweight and obese adults] by Jill A. Parnell and Raylene A. Reimer in ''Am J Clin Nutr'' volume 89, pages 1751-1759 (2009).
*&lt;span id=&quot;Coulston1980&quot;&gt;'''Glucose and insulin'''&lt;/span&gt; [http://www.ajcn.org/cgi/content/abstract/33/6/1279 Effect of source of dietary carbohydrate on plasma glucose and insulin responses to test meals in normal subjects] by A Coulston, M Greenfield, F Kraemer, T Tobey and G Reaven in ''American Journal of Clinical Nutrition'' volume 33, pages 1279-1282 (1980).

==Defined terms==
*&lt;span id=&quot;abbreviations&quot;&gt;'''Abbreviations'''&lt;/span&gt;: AR = [[w:Arcuate nucleus|arcuate nucleus]] (&quot;AR&quot; and some other abbreviations are used only in '''[[#sensory|Figure 7]]'''), CS = [[w:Classical conditioning|conditioned stimulus]], GI = [[w:Human gastrointestinal tract|gastrointestinal]], NTS = [[w:Solitary nucleus|nucleus tractus solitarius]], OFC = [[w:Orbitofrontal cortex|orbitofrontal cortex]], PYY = [[w:Peptide YY|peptide YY]], UCS = [[w:Classical conditioning|unconditioned stimulus]], VTA = [[w:Ventral tegmental area|ventral tegmental area]]
*&lt;span id=&quot;anorexigenis&quot;&gt;'''Anorexigenic'''&lt;/span&gt;. Decreases appetite. Example: the peptide hormone [[#PYY|PYY]].
*&lt;span id=&quot;appetite&quot;&gt;'''Appetite'''&lt;/span&gt;. The desire to eat.
*&lt;span id=&quot;glucostatichypothesis&quot;&gt;'''Glucostatic hypothesis'''&lt;/span&gt;. The [[#glucostat|glucostatic hypothesis]] says that hunger is stimulated, at least in part, by decreased blood glucose levels or changes glucose utilization rates.
*&lt;span id=&quot;hormone&quot;&gt;'''Hormone'''&lt;/span&gt;. A molecule produced and released by a cell that travels to distant target cells by transport through the blood. The target cells have specific [[w:Receptor (biochemistry)|receptors]] that bind to the hormone and alter the physiology of the target cells.
*&lt;span id=&quot;hunger&quot;&gt;'''Hunger'''&lt;/span&gt;. The [[Motivation and emotion/Textbook/Motivation/Maslow's hierarchy of needs|need]] to eat.
*&lt;span id=&quot;hunger&quot;&gt;'''Lipostatic hypothesis'''&lt;/span&gt;. The [[#lipostat|lipostatic hypothesis]] says that there is less hunger and decreased eating when the body has enough stored [[w:Lipid|lipids]].
*&lt;span id=&quot;orexigenic&quot;&gt;'''Orexigenic'''&lt;/span&gt;. Increases appetite. Example: the peptide hormone [[#ghrelin|ghrelin]].
*&lt;span id=&quot;satiety&quot;&gt;'''Satiety'''&lt;/span&gt;. The sensation of fullness or being well fed.
[[File:500px line.jpg|thumb|left|500px|'''Chapter sections'''. [[#intro|Introduction]] - [[#glucostat|Glucostatic hypothesis]] - [[#insulin|Insulin]] - [[#hormones|Hormones]] - [[#ghrelin|Ghrelin]] - [[#PYY|Peptide YY]] - [[#lipostat|Lipostatic hypothesis]] - [[#leptin|Leptin]] - [[#brainregions|Brain regions and neurotransmitters]] - [[#summary|Summary]]]]&lt;br style=&quot;clear: both;&quot;&gt;
==See also==
* [[w:Hunger (motivational state)|Hunger (motivational state)]] (Wikipedia)
* [[Motivation and emotion/Book/2010/Overeating motivation|Overeating motivation]] (Book chapter, 2010)
* [[Motivation and emotion/Textbook/Motivation/Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Book chapter, 2010)
* [https://msu.edu/~brains/brains/human/hypothalamus/index.html The human hypothalamus] at the Human Brain Atlas of Michigan State University. Shows the anatomical positions of major parts of the hypothalamus like the [[w:Arcuate nucleus|arcuate nucleus]].
*[http://ajpregu.physiology.org/cgi/reprint/286/1/R14.pdf Regulation of body fat content?] an interesting historical perspective on the [[#lipostat|lipostatic hypothesis]] by George N. Wade.

'''On this page''':
*[[#Hunger|Hunger]]
*[[#Cited resources|Cited resources]]
*[[#Defined terms|Defined terms]]
*[[#See also|See also]]
*'''Figures''': [[#Hunger|Balance between hunger and satiety]] - [[#figure1|Blood glucose levels are regulated]] - [[#figure2|Changes in glucose and hormone levels after a meal]] - [[#figure3|Anorexigenic and orexigenic signals]] - [[#nutrients|The brain and hunger]] - [[#figure5|Body weight change]] - [[#lipostat|Obese mouse]] - [[#sensory|Hormones, neurotransmitters and brain regions involved in hunger, satiety and the regulation of eating behavior]] - [[#summary|Human brain activity]]
[[File:500px line.jpg|thumb|left|500px|&lt;big&gt;'''Chapter sections'''. [[#intro|Introduction]] - [[#glucostat|Glucostatic hypothesis]] - [[#insulin|Insulin]] - [[#hormones|Hormones]] - [[#ghrelin|Ghrelin]] - [[#PYY|Peptide YY]] - [[#lipostat|Lipostatic hypothesis]] - [[#leptin|Leptin]] - [[#brainregions|Brain regions and neurotransmitters]] - [[#summary|Summary]]&lt;/big&gt;]]

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==Overview==
The chapter introduces the topic of achievement motivation. First, a definition of achievement motivation will be given. Next, there will be discussion on the main areas of study in achievement motivation, including implicit and self-attributed motives. There will also be some discussion on the measures used, plus some interesting fields of study using achievement motivations, such as entrepreneurs versus managers and gender difference studies. At the conclusion of the chapter the reader will be made aware of the areas of surrounding achievement motivation.{{explain}}

==Achievement motivation==
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&lt;div style=&quot;text-align:center;&quot;&gt;'''Thinking Ahead - achievement motivation can be developed.  The need for achievement is an essential ingredient for entrepreneurial success''' (McClelland, 1965).&lt;/div&gt;
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Achievement motivation is one type of motivation that helps to determine how and why an individual has behaved in a certain way.  It investigates what gives some people “drive” and some don’t.  This has lead to research and to the development of achievement motivation theory. The need for achievement has lead many researchers to investigate why and what makes people do and achieve different things.  Many wanted to explain the factors involved in high and low achieving personalities.  What emerged was not one theory or condition or behaviour, but that achievement motivation is best represented as a multidimensional construct (Ziegler, Schmukle, Egloff &amp; Buhner, 2010).  In broad terms achievement motivation represents an important construct in understanding an individual’s motivation to work hard on tasks, provide creative solutions to problems, and assess risk and to control uncertainty (Ziegler et al.).

There have been a number of different theories developed about achievement motivation, such as Murray (1938), who described it as a trait-like characteristic influencing behaviour, specifically in relation to, excelling in a task and attaining a high standard, others theories include, goal theory and expectancy value theory.  These all have strong elements of achievement motivation in them.  However one model that has influenced a number of these theories has been the model of need for achievement (nAch) developed by David McClelland who along with Atkinson and Murray first defined the theory of “need for achievement”, including its constructs and variables.  McClelland considered the need for achievement as fundamental to achievement motivation.  McClelland saw the need for achievement (nAch) related to competing with one’s own performance norms.  He distinguished between hope for success and fear of failure (Ziegler, Schmukle, Egloff and Buhner, 2010).

McClellend stated that there were a number of variables that influenced a person’s ability to partake in a task, they include the difficulty of a task, the competition (rewards) and what he coined as entrepreneurship (Ziegler, Schmukle, Egloff and Buhner, 2010).  These three main influences determined whether a person would take on a task (whether it be school work, a sporting activity or a work situation) and also determined how successful the person would be at completing this task.  This would, as Ziegler, Schmukle, Egloff and Buhner (2010)comment depends on the behaviour of the individual, whether their fear of failure/success indicators would move them to complete and succeed in completing the task.  This theory was one of the main reasons that achievement motivation was developed, to determine how and why these variables influenced a person’s behaviour. 

==Need for achievement==

Achievement motivation refers to the tendency to set and work hard to meet personal standards and to attain goals within one’s social environment (Ziegler, Schmukle, Egloff and Buhner, 2010).  There are many facets of achievement motivation that different researchers have developed ie. Goal theory, achievement behaviour theory and approach/avoidance motivation theory.  These theories have all tried to answer questions, such as “What motives people to achieve, to seek success, to do well?  The investigation of this question for many started with research into child development and what factors influenced a child’s ability to complete and achieve succeed at different tasks  (McClelland, 1965).

This initial research{{fact}} highlighted three main areas of focus  social influences (where children develop, what McClelland described as “achievement strivings”), cognitive influences (suggesting that some ways of thinking, such as perceptions of high ability, and high expectations influenced a child’s behaviour), and developmental influences (suggesting that achievement motivation is a struggle between approach and avoidance of achievement situations). (Hart, Stasson, Fulcher and Mahoney, 2001) &lt;sup&gt;{{error|source disputed}}&lt;/sup&gt;.  The research also highlighted what McClelland, among others found was that there was a struggle between wanting to succeed and the fear of failure.  This struggle between attainment of success and avoidance of fear of failure influences whether someone will be oriented towards a high achieving behaviour or low achieving behaviour (Elliot and Church, 1997).  

This struggle underlies two competence-relevant motives, the need for achievement and need to avoid failure (Elliot and Church, 1997).  Elliot and Church, (1997) also point out that these motives can be considered non conscious and they are posited to energise, select and drive achievement motivation.  It is this need for achievement motive that McClelland focused on and developed further.  McClelland (1965)summarised that need for Achievement (nAch) influenced behaviour, as it was a nonconscious driver of achievement, similar to an individual’s need to eat (hunger) and to drink.  He also predicted that achievement motives predicted long term behaviour trends (McClelland, 1965).  McClelland (1965) further identified two major constructs within the need for achievement motive reflecting different aspects of achieving motives, they are implicit motives and self-attributed motives. 

These two constructs have emerged from research on the need for achievement as research{{fact}} showed there were two main areas of focus.  Motives based on imaginative throughs and those based on self-reported desires or interests.  While initial research, such as Murray (1938) assumed that these two motives were part of the one motive type, further research conducted by McClelland and others has helped to identify these as two separate constructs can be measured, tested and assessed to determine a number of different things (Elliot and Church, 1997), such whether an individual suits a certain occupation or whether such things as gender influence a person’s ability to achieve.

Implicit and self-attributed motives, while both aspects of achievement motivation, as McClelland, Koestner and Weinberger, (1989) suggest that the two measures of achievement motives were uncorrelated and their behaviour correlates were different.  They also further suggest that these two measures should be distinguished separately in future research. This research lead McClelland to further develop the two constructs, explaining what aspects of achievement motivation they relate to and how to measure them.

== Implicit and self-attributed motives ==
{{expand}}

=== Implicit motives ===

Implicit motives was the original major construct in need for achievement motive, it can be defined as a fantasy function, such as the nonsonscious needs that orient, select and organise behaviour (Pang and Schultheiss, 2005).  This definition is similar to that for need for achievement (nAch) which is described as an almost animal like drive in a sense that it energises and selects behaviour (McClelland, Koestner and Weinberger, 1989)and argued that these implicit motives are considered to be a the major predictor of achievement behaviour.  However for implicit motives to be considered a predictor there needs to be an incentive or event that triggers a reaction in a certain way.  Pang and Schultheiss, (2005) describe this as motive incentives, these are the situations, such as work situations, school situations (ie exams, assignments) or other situations that require individuals to act in certain ways, such as achieving to receive a reward or to behaving to social expectations.  These motive incentives play an important role in achievement motivation, Spangler (1992) proposes that if there are no achievement incentives, there is no reason to believe that people who are achievement oriented will not behave differently than those with low achievement levels. This leads to the suggestion that achievement motivation and behaviour  is not only influenced by Implicit motives, but also is effected by different situations, or incentives individuals are presented with that it is the interaction between these implicit motives and incentives that activate an individual’s behaviour in an given situation.

These incentives and implicit motives are as McClelland (1985)indicates are developed by the individual and are important, and that implicit motives develop early in life as a result of early experiences to various incentives and are related to physiological processes such as norepinephrine and dopamine which support the proposition of implicit motives being an nonconscious process that directs behaviour (Spangler (1992).

As incentives are strongly related to achievement motives, McClelland, Koestner and Weinberger (1989) further defined them.  They found a distinction between they determined as social and activity incentives.  Activity incentives are the characteristics of the task, such as difficulty and work context can determine whether and how will an individual performs the tasks, regardless of the reward.  Whereas social incentives, while not the activity itself, are the social expectations and/or rewards expected if the task is performed and performed, ie rewards, promotion, etc.  These incentives are important as  Spangler (1992)submits, achievement behaviour is an interactive effect of implicit motives and achievement incentives, meaning without the incentive there might not be a behavioural reaction.

Activity incentives are strongly related to implicit motiving behaviour.   An individual high in implicit motives is influenced by activity incentives and in reinforced by performing the task itself and are a better at predicting behavioural trends over time.  Spangler, (1992) reports that these spontaneous behavioural trends are operant in nature as they are nonconscious responses to situations.  Research further suggests that implicit motives provide a general orientation and toward certain types of goals, but it is self-attributed motives that reflect social norms, which help to determine more clearly the areas in which these goals are to be accomplished.   This has led to more research into the second construct, self-attributed motives.

=== Self-attributed motives ===
 
Self-attributed motives, are different the implicit motives.  Self-Attributed motives have been classified as of value achievement (sanAch) or explicit achievement motives and can be described as the value or worth to individuals of specific achievement and are considered to predict responses to immediate and specific situations and choice of behaviour (McClelland and Watson, 1982).  They are considered to be a conscious reaction and are part of an individual’s self-concept . They are usually developed later in life as well as from an understanding of social incentives and demands.  They are considered more of an immediate reaction to a situation and can help to predict immediate behaviour and choice. (Hart, Stasson, Fulcher and Mahoney, 2001) &lt;sup&gt;{{error|source disputed}}&lt;/sup&gt;

As self-attributed motives help determine what immediate direction and choice is made as to where an individual wishes to achieve.  Self-attributed motives are considered respondent in nature as it is  behaviour that is generated and controlled by the environment and known stimuli(McClelland, Koestner and Weinberger, 1989), highlighting the differences between the two motives.  Self-Attributed motives like implicit motives are also influenced by incentives.  For self-attributed motives it is the social incentives that have the most influence.  Spangler, (1992) states that explicit motives and goals that drive an individual to achieve and to do well in some particular socially accepted domain, such a work situation or excelling in an exam at school.

While these two motives are separate constructs they do not work alone.  There is still a strong theme that neither predicts achievement behaviour alone, that both are needed to define achievement motivation.  As McClelland, Koestner and Weinberger, (1989) imply that implicit motives which provide the unconscious impulse to achieve and do something well, while the conscious self-attribute motive provides the immediate choice of which actual goals will be achieved (i.e. doing well in a school course or career success), which defines that particular areas in which this impulse will express itself.  They further suggest that a measure of both types of motives improved prediction of performance over what either predicts alone.  Meaning that implicit motives can show that an individual has a willingness or instinct to strive or do better, but it is the be self-attributed motives that are needed to show which direction that behaviour will be, or which task an individual will perform and why.

==Measures of achievement motivations ==
There is no one measure of achievement motivation.  As there are two main types of achievement motives, implicit and self-attributed motives, there are different types of measures for both. As implicit motives was the first motive to be defined  the traditional  way to measure achievement motivation is used.  The first measures used is the Thematic Appreciation test (TAT), an example of this is a picture story exercise (PSE), while there are a number of different types, such as the IAT and DAMT (Ziegler, Schmukle, Egloff and Buhner, 2010) the measure basically involves 1 to 5 different pictures are shown to participants and they are asked to write a “story” about or relating to that picture.  The stories are then scored and assessed by experienced trained scorers using something such as “Writers Manual for Scoring Motive Imagery”  (Winter 1994) or Smith, Atkinson and McClelland, who also developed a  scale of scores to assess stories (Pang and Schultheiss, 2005).  These scores determine the importance or dominance of different variables, such as achievement, power and affiliation. 

=== Example of PSE/TAT ===
The PSE, to be reliable has to meet some main crucial points. As set out in (Pang and Schultheiss, 2005)
#Empirically derived scoring systems or ...
#Diverse picture stimuli, usually .....
example of PSE exercise http://www.pranjmehta.com/GreenStudy/PSE/PSE1.htm

However, there has been criticism of using this method to measures achievement motivation, such as poor test-retest, internal consistency and reliability (Spangler, 1992).  Much of this criticism relates to the issues of correlation as (Ziegler, Schmukle, Egloff and Buhner, 2010) remark that fantasy based measures of achievement variables do not satisfy the psychometric requirements of a good measure, whereas questionnaires measures didThis has led to researchers using different measures for the two motives,  as they further note that there seems to be a growing consensus that both are distinct motivational systems and need different measures.

As these two constructs are two different and distinct achievement motives, they should and need to be measures differently, as Spangler, (1992) argues that the dispositions measures by the TAT or PSE are implicit motive that are unconscious reactions and as self-attributed motives are not, they would not be measured in the same way.  This means that a different measure is needed for self-attributed motives by this measure.  Self-report questionnaire have been used to better measure self-atributed motives in a number of studie, such as Pang and Schultheiss (2005), McClelland, Koestner and Weingberger (1989) and Ziegler, Schmukle, Egloff and Mahoney (2001)

=== Example of self-report questionnaire ===
Again there are a number of different types including:
*The achievement motivation scale (revised)example of achievement motivation scale http://www.wwnorton.com/college/psych/psychsci/media/survey.htm
*Conscientiousness facet achievement striving
*Personality research form (PRF)

These self-report questionnaires as Spangler(1992) comments, their research supports the distinction made by McClelland and associates that TAT’s and questionnaires appear to be measuring different aspects of personality.  TAT measures nonconscious needs for achievement and other motives whereas questionnaires measure more conscious values of achievement.  Using the two different measures can improve prediction or performance over using one or the other alone.  As McClelland, Koestner and Weingberger (1989) observe implicit motives only predict general behaviour, it cannot give an indication of which area of life in which a person will strive, self-attributed motives and goals are also needs to show the direction in which the individual’s achievement motive will turn.  This again is supported by MCClelland and others, such as Pang and Schultheiss (2005), McClelland, Koestner and Weingberger (1989) and Ziegler, Schmukle, Egloff and Mahoney (2001) who argue that the two constructs need to be measured separately, but used together to achieve a better prediction of an individual’s ability to achieve and in what situations they are likely to.

==Entrepreneurs vs managers ==
How does all of this achievement motivation theory help define or determine whether a person is going to be a successful manager or entrepreneur.  McClelland (1965) conducted a longitudinal study, looking at graduates 14 years after graduation, and found that significantly more of those originally scoring high in need for achievement where currently in entrepreneurial occupations.  This supports the theory that there is a strong relationship between high need for achievement scores and “entrepreneurial” behaviour .  What this highlights is that individuals with higher nAch are predisposed to seeking out positions entrepreneurial nature to achieve the satisfaction they are wanting.  

These entrepreneurial positions include sales, real estate, owning a small business, consulting, etc and these positions usually involve initiating decisions, individual responsibility and entail more risk.  They are commonly related to need for achievement and implicit motives.  Whereas positions such as credit/personal manager, office managers positions are more likely to involve high self-control, maintaining systems and managing people are considered positions, associated with low need for achievement or sanAch and high need for power and affiliation (McClelland and Boyatsiz, 1982).  Research has shown that individuals seeking these positions do not have a high nAch, and more likely to have a high need for power and are predisposed to positions that provide the ability to influence and manage.

These two types of occupations are quite different, while on the surface one would propose that to achieve success as a manager or entrepreneur an individual would need a high nAch.  However McClelland and Boyatcis (1982) argue that while nAch leads to success in small business or sales, where people do most of the work themselves, this motivation should not be associated with managerial success, as people with high nAch are interested in how well they do personally, not in influencing other to do well which is a major focus for managerial success.

McClelland and Boyatzis (1982) study supported their theory as it found that  was no significant pattern or relationship between managers, success or personality characteristics and nAch i.e managers with high nAch were no more successful that managers with low nAch, they further suggest that a manager with nPower, nAffiliation were better predictors of success than nAch, in a managerial position as these variables had more influence on an individual’s ability to succeed in a managerial role, than high need for achievement.

==Are males and females different when it comes to achievement motivation? ==
As discussed previously there are differences between managers and entrepreneurs. The next point to consider,is, there gender differences as well.  Much of the previous research has been conducted using mainly male participants, so the question, does achievement motivation mainly relate to males or do females also have the ability to be high nach and hence have entrepreneurial behaviour is something to be considered.

[[File:Heterosexual symbol (bold, pink blue).svg|thumb|left|150px| Is there a difference between men and women?]]
When Langon-fox and Relth (1995) investigated this very issue to find out whether female entrepreneurs have the same need for achievement as mean, they firstly point out that that studies of women entrepreneurs are almost non-existent.   Their research found that there were three types of female entrepreneurs:
#need achiever
#pragmatic entrepreneur
#the managerial entrepreneur

What they also found was that there the innate need for achievement is essential to those high in need for Achievement and thought to have a general orientation toward certain types of goals.  That this general orientation towards achieving goals was no different for females and males (Langan-Fox and Roth, 1995). They also found supporting evidence that female like male entrepreneurs were the need achiever type and had a high need for achievement and fitted into the “need for achievement’ type defined by McClelland.  This was highlighted in the first type of entrepreneur they identified.  The second was, the pragmatic type, which is a mix of moderate need for Achievement and value Achievement, and the third, the managerial type, was very similar to what McClelland (1965) defined as “managerial”, occupations, with low need for Achievement, high value Achievement and high locus of control and ability to influence/have power.

What this has shown is that there are not many differences between males and females, the difference lays more in the types of definitions/classifications of type of characteristics.  This is also support by a study conducted by Pang and Schultheiss, (2005)as part of their research looked at more generally whether there are gender differences and they found that women were higher then men in naffiliation, but no difference in nAchievement scores.  They suggest that the gender differences relate more to power and affiliation than need for achievement.

==References==
{{Hanging indent|1=
Elliot, A.J., &amp; Church, M.A. (1997). A hierarchical Model of Approach and Avoidance Achievement Motivation. ''Journal of Personality and Social Psychology'' No. 1, 218-232. 

Hart, J.W., Stasson, M.F., Fulcher, K.H., Mahoney, J.M.(2008). Assessing Achievement Motivation as a Multi-Faceted Construct: Examining the Psychometric Properties of the Cassidy and Lynn Achievement Motivation Scale. ''Individual Differences Research, 6,'' 169-180. 

Langan-Fox, J., &amp; Roth, S. (1995). Achievement Motivation and female entrepreneurs ''Journal of Occupational and Organisational Psychology. 68'' 209-218.

McClelland, D.C.(1965). Achievement Motivation can Be Developed. '' Harvard Business Review, Nov-Dec''. 7 

McClelland, D.C. &amp; Boyatzis, R. E. (1982). Leadership Motive Pattern and Long-Term Success in Management. ''Journal of Applied Psychology, 67,'' 737-743. 

McClelland, D.C. (1965). N Achievement and Entrepreneurship - A Longitudinal Study. ''Journal of Personality and Social Psychology, 4,'' 389-392. 

McClelland, D.C., Koestner, R., &amp; Weinberger, J. (1989). How Do Self-Attributed and Implicit Motives Differ?. ''Psychological Review, 96,'' 690-702

McClelland, D.C. (1985). How Motives, Skills, and Values Determine What People do. ''American Psychologist, 40,'' 812-825. 

McClelland, D.C., &amp; Watson, R.I. (). Power motivation and risk-taking behavior. '', ,'' . 

Pang, J.S., &amp; Schultheiss, O.C. (2005). Assessing Implicit Motives in U.S. College Students: Effects of Picture Type and Position, Gender and Ethnicity and Cross-Cultural Comparisons. ''Journal of Personality Assessment, 85,'' 280-294.

Spangler, W.D. (1992). Validity of Questionnaire and TAT measures of Need for Achievement: Two Meta-Analyses. ''Psychological Bulletin, 112'', 140-154.

Ziegler, M., Schmukle, S., Egloff, B., &amp; Buhner, M. (2010). Investigatiing Measures of Achievement Motivation(s). ''Journal of Individual Differences, 31'', 15-21
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==Overview==
[[File:3D Full Spectrum Unity Holding Hands Concept.jpg|200px]]

[[Social support]] may be defined as the persons or networks of people used regularly to assist in achievement of goals. It is beneficial to realise that our social networks have an influence in our lives either in a positive or negative way. Social support is essential if a person is to achieve their set goals. Social support can be used to achieve goals set in different aspects of life. This may include issues or goals related to psychology, sports, public health, learning, social health, risk management, medicine, and nursing. Improvements of the lifestyles of people have been one of the most vexing problems in society. Among the many attempts aimed at improving human life, social support has been proven one of the most instrumental approaches. Social support emphasises on strengthening social relationships among different persons of varying ages. It proposes that people will live happier lives in an environment where they are recognised. It also proposes that people will lead more fulfilling lives if they live in a society where their social and emotional needs are nurtured. This chapter will look at how social support can be used to help persons achieve their goals. 

==Discussion==

The importance of social support in achieving life goals rests on claims that people who experience more social support achieve their goals better than those who lack social support. The argument originates from a developing recognition of the problems that most people both young and old face while trying to achieve their goals and the value of social relations in the process. Social support generates motivation for persons to achieve by building self-confidence and making goal achievement appear attainable. Those offering social support act as role models in communicating the importance of social support and showing people how goals can be achieved. Social support also creates a sense of confidence and mental safety that allows people to take risks, accept errors, ask for assistance, and accept failure. In social support, there are three different levels or distinct subtypes identifiable: the perception of social support by the recipient, the supportive action they receive, and the level of integration a person experiences with in a social network. These three levels lead to three types of social support namely perceived, enacted, and socially integrated support. In perceived support, the recipient expects that social support providers will deliver sufficient help in times of need. Enacted support involves supportive actions such as guidance while socially integrated support is determined by the degree at which the a person is linked to the members of a social network. Family relations, acquaintances, and membership in organizations are what lead to socially integrated support. It is, however, surprising that the three types of social support are weakly related to one another. Each has distinct patterns of connections in health, personality, and individual relationships (Barrera, 1986; Uchino, 2009). For instance, perceived support is associated with better psychological health while socially integrated support is associated with outcomes in physical well being such as mortality. On the other hand, enacted support is associated with poor psychological health (Bolger, Zuckerman &amp; Kessler, 2000). 

==Social support and stress buffering==

Research has shown that social support shields persons from dangerous effects of traumatic life events such as the death of a partner or job loss. The relationship between events and poor psychological or bodily health is weaker for persons with high social support than for persons with low social support. This weak relationship between stress and wellbeing for people with maximum social support is often taken to mean that social support has shielded persons from stress effects. Research has, however, shown that the ability of social support to buffer stress is more realised in perceived support than in enacted or socially integrated support (Cohen &amp; Wills, 1985), (Barrera, 1986). 

==Social Support and Health==

Social support has been constantly linked with psychological and physical health. The health of persons offered with high social support is usually better compared to the health of those offered with minimal or no social support. In mental health, persons offered with low or no social support show more sub-clinical signs of hopelessness and anxiety compared to those offered with social support of high degree (Cohen &amp; Wills, 1985), (Barrera, 1986). Additionally, people with minimal social support have more rates of serious psychological disorders compared to those with high levels of social support. Some of these psychological disorders include panic, social phobia, dysphemism and eating disorders (Lakey &amp; Cronin, 2008). Research supports the importance of social support by indicating that among people infected with schizophrenia, those offered minimal social support usually show more symptoms (Norman et al., 2005). Additionally, persons having low social support are more prone to committing suicide, alcoholism, and drug abuse (Stice, Barrera &amp; Chassin, 1998; Wills &amp; Cleary, 1996). In physical health, those with low social support die sooner than those with a high level social support (Uchino, 2006). 

==Social Support and Adolescence==

Teenagers require strong social support to help them maximise their abilities and attain their goals. As teenagers age, they have to deal with many life changes such as the onset of puberty, physical changes, dress codes, introduction into drugs, sexual exploration, and finally the balancing of lines between adhering to rules and exploration of personalities (Torgrud &amp; et al., 2004). Challenges of this number are hard to cope with, and social support has been found to be instrumental in helping teenagers reduce stress levels as well as encourage them to achieve their set goals, and plan (Stice, &amp; et al., 2002)

==Social Support and Disease Prevention==

Social support helps in preventing diseases by modifying the supportive features of social environments. Theoretically social support intervention can be more cost effective than treating diseases after they occur. Gottlieb states that if interventions are focused on creating new support systems, strengthening the existing ones or training people in general social skills, then this would immensely help in strengthening their own support systems (Gottlieb, 1978). Researchers note that there is a positive correleation between health and well being though others such as Kiesler have raised doubt about the claims. Kiesler argues that the research carried out in this field is not conclusive enough to have social support being used in the formulation of health policies (Kiesler B., &amp; .et al., 1981). However, research has shown to some extent social support can be instrumental in preventing diseases such as hypertension and depression. People who have strong social support systems are claimed to have a lower risk of suffering from hypertension or depression than those who lack it.

==Social Support and Personality Improvement==

Research that has been carried out on the relationship between social support and health is mostly correlational. From the research on social support and personality, two basic questions arise: are there any effects of social support on matters of health beyond effects of stable differences in sociability, and is personality influential in the role, development, and maintenance of social support. The first question seeks to explore the possibility of social support being merely an alternative for personal factors for instance social anxiety and social skills. According to Heller, there is a possibility that social competence influences both support levels and well-being. He continues to say that social competence also influences feelings of personal control, social anxiety, and introversion- extraversion (Heller, 1990). 

Social support has been attributed to helping people suffering from social anxiety. People suffering from this condition are referred to social support programs that are designed to control it and help these people function in society in a normal way. There are, however, those who have doubt on the effectiveness of using social support to treat or manage these conditions. Kiesler argues that the problems need to be solved before social support strategies are employed. He states that if the relationship between support and health were attributable to influences of personality on both health and support only then social support intervention would be fruitless (Kiesler B., &amp; .et al., 1981). Though personality may offer a better explanation than support in certain situations, there has been consensus that personality is not accountable to all sources and functions of social support. Research carried out shows that there are relations between support and well-being on some functions, but not others. This relationship depends on population, and the circumstances (Cohen &amp; Hoberman, 1983; Seeman, 1984). For the second question raised on whether personality plays a role in determining support levels, it would be wrong to make assumptions that the availability of support is determined solely by the social surroundings. Personality factors that are associated with sociability must be considered and play a crucial role in development of social networks in view of support availability maintenance and mobilization of support (Heller &amp; Swindle, 1983). In summation, personality factors are vital in the development of a person’s personality. People in strong support groups will tend to have more postively adapted personalities than those who lack social support. 

==Social support and Recovery from Diseases (Illness)==

The relationship between social support and recovery from physical illness may be viewed based on how support affects the health behavior and or the mobilization of the immune system. The information a person receives from others about proper health care and managing illnesses may have an influence on perceived and actual ability of a person to make conscious health related decisions. This may include non-professional patient care, which may have a direct impact on the well-being of the patient and information received from peers may be used to make decisions on complying with medical regimens and performance of health care behaviors. Social support has also been claimed to help improve the immune system of a person. This is achieved by having a feeling of belonging, elevated sense of worth, and security engendered by social support (Jemmot &amp; Locke, 1984). The support induced by elevations in self esteem, the ability to cope, and motivation to get well have been claimed to help in mental health recovery by influencing the emotional and cognitive states associated with the disorder or by increasing compliance with medical regimens (Kiecolt-Glaser &amp; et al., 2002). It is likely that the role of social support in both etiology and recovery are, to some degree, similarly mediated. On both cases, support may influence health through the promotion of self-care and immunologic competence. Future work on how support can help achieve the goals of recovery from disease should be structured or focus on these mediators and on the emotional and psychological states that trigger these mechanisms. This work should also recognise that support is a complex concept that can only be understood when research is designed to investigate specific conceptions of support that are theoretically linked to the process under consideration.

==Social Support and Learning==

Social support is necessary in psychological learning since it eases the clients understanding of certain disorders and their role in health maintenance. There are specific learning styles that help clients in poor health to discover their responsibilities and thereby lessening the apprehension and uncertainty that often goes together with a therapeutic regime. Research shows that individual behavior has an effect on the inspiration of people to take on that specific behavior (Lakey, 2010). People wish to evade adverse consequences while desiring promising ones. If one anticipates a positive consequence from a behavior or believes that there is a high possibility of a positive result, then the chances of that person engaging in that behavior are very high. Since this behavior is reinforced with promising outcomes, then this makes a person more likely to repeat that behavior. Social support and learning in psychology is determined by both psychological and environmental factors. Social learning in psychology outlines three conditions for persons to learn and model their actions. These include attention, maintenance, reproduction, and motivation (Lakey, 2010).

==Social Support theories linked to Health==

Several theories have been proposed to explain the effects of social support in the field of health. One of these theories explains how social support helps persons to deal with stressing occasions, the other explains how it can be used to sustain wellbeing, and the last theory explains how it can become part of a changing personality profile all through a person’s life. The central theory is stress and coping social support theory, which tries to explain the buffering effect in stress and social support (Cohen &amp; Wills, 1985). This theory assumes that social support shields people from adverse health effects of traumatic events by influencing how they reason and deal with these events. According to this theory, activities are only stressful if people are pessimistic and cope with the events inefficiently. Coping in this theory comprises of planned conscious activities such as relaxation. The theory is evident in researches dealing with the effect of stress buffering on social support. The major drawback facing the theory is that it cannot be applied to enacted support since this support does not lead to better health effects (Barrera, 1986; Uchino, 2009).

In Life span theory, Uchino tries to explain the trait-like feature that links social support to physical health (Uchino, 2009). The theory asserts that social support grows all through a person’s life span, especially in childhood connection with parents. According to this theory, social support grows in tandem with individual characteristics such as low aggression, low neuroticism, and high hopefulness as well as social and adaptive skills. When brought together, support and other personality effects influence health by improving health practices such as weight management and avoiding health related stressors such as divorce. The theory is evident in that perceived support comprises of individual traits and is connected to adaptive personality features and connection experiences (Lakey, 2010), (Uchino, 2009).

The last theory is the regulation theory, which focuses on the relational aspect of alleged support and explains the effects of perceived support in mental health (Lakey &amp; Orehek, 2011). Perceived support is relational, and research shows that there is a weak relationship between this support and enacted support. This means that the relationship between perceived social support and psychological health is based on other procedures besides stress and the ability to cope. It is thus hypothesised that people control their sentiments through ordinary discussions and shared events. This regulation is considered relational since the providers, discussion topics and actions that help control emotions are an aspect of personal taste(Lakey &amp; Orehek 2011), (Lakey, 2010).

==Summary==

In this chapter, we examined the role of social support in goal achievement. We found that people live happy lives when they experience high levels of social support. Our findings suggest that when people seek to improve their lives, then they should not overlook social support. A multiple level of social support, that is, support from different persons, is necessary in goal achievement. This is because those with only one source of social support tend to feel unsupported when their social supporters are out of their reach. 
 
==References==
{{Hanging indent|
Barrera, M. (1986). Distinctions between social support concepts, measures, and models. American Journal of Community Psychology, 14, 413–445.

Bolger, N., Zuckerman, A., &amp; Kessler, R.C. (2000). Invisible support and adjustment to stress. Journal of Personality and Social Psychology, 79, 953–961.

Cohen, S. &amp; Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310-357.

Cohen, S., Hoberman, H. (1983). Positive events and social supports as buffers of life change stress. Journal of Applied Social Pyschology, 13, 99-125.

Cutrona, C. E. &amp; Russell, D. W. (1990). Type of social support and specific stress: Toward a theory of optimal matching. 

In B. R Sarason, I. G. Sarason, &amp; G. R. Pierce (Eds.), Social support: An interactional view. (pp. 319–366). New York: Wiley &amp; Sons.

Gottlieb, B. H., (1978). The development and application of a classification scheme of informal helping behaviours. Canada journal of behavioral Science, 10, 105-115

Heller, K. (1990). The Effects of social support: Prevention and Treatment implications. In A P Golstein &amp; F. H Kanfer (ED.), Maximizing treatment gains: Transfer enhancement in psychothereapy

Jemmot, J.B., &amp; Locke, S. E. (1984). Psychosocial factors, immunologic mediation, and human susceptibility to infectious diseases: How much do we know? Psychological Bulletin, 95, 75-108.

Kiecolt-Glaser, J. K., McGuire, L., Robles, T. F., and Glaser, R. (2002). Emotions, morbidity, and mortality: New perspectives from psychoneuroimmunology. Annual Review of Psychology. 53: 83–107.

Kiesler B., &amp; .et al. (1981) National Research Council (U.S.). Committee on Aging, National Institute on Aging. Journal ofAging, social change, 33, 87-81.

Lakey, B. &amp; Cronin A. (2008). Low social support and major depression: Research, theory and methodological issues. In K. S. Dobson &amp; D. Dozois (Eds.), Risk factors for depression. (pp. 385 – 408). Academic Press.

Lakey, B. &amp; Orehek, E. (2011). Relational Regulation Theory: A new approach to explain the link between perceived support and mental health. Psychological Review, 118, 482-495.

Lakey, B. (2010). Social support: Basic research and new strategies for intervention. In J. E. Maddux &amp; J.P. Tangney (Eds.) Social Psychological Foundations of Clinical Psychology (pp. 177 – 194). NY: Guildford.

Lakey, B., McCabe, K., Fisicaro, S., &amp; Drew, J. (1996). Personal and environmental determinants of social support: Three generalizability studies. Journal of Personality and Social Psychology, 70, 1270-1280.

Norman, R. M. G., Malla, A. K., Manchanda, R., Harricharan, R., Takhar, J., &amp; Northcott, S. (2005). Social support and three-year symptom and admission outcomes for first episode psychosis. Schizophrenia Research, 80, 227-234.

Seeman, T. (1984). Social networks and coronary artery disease. Unpublished doctoral dissertation, University of California, Berkeley.

Stice, E., Barrera, M., Jr., &amp; Chassin, L. (1998). Prospective differential prediction of adolescent alcohol use and problem use: Examining mechanisms of effect. Journal of Abnormal Psychology, 107, 616-628.

Stice, E., Presnell, K., &amp; Spangler, D. (2002). Risk factors for binge eating onset in adolescent girls: A 2-year prospective investigation. Health Psychology, 21, 131-138.

Torgrud, L., Walker, J., Murray, L., Cox, B., Chartier, M., &amp; Kjernisted, K. (2004). Deficits in perceived social support associated with generalized social phobia. Cognitive and Behavioral Therapy, 33, 87-96.

Uchino, B. (2006): Social support and health: A review of physiological processes potentially underlying links to disease outcomes. Journal Behavioral Medicine, 29, 377-387.

Uchino, B. N. (2009). Understanding the links between social support and physical health: A life-span perspective with emphasis on the separability of perceived and received support. Perspectives on Psychological Science, 4, 236-255.

Wills, T. A., &amp; Cleary, S. D. (1996). How are social support effects mediated? A test with parental support and adolescent substance use. Journal of Personality &amp; Social Psychology 1996 71, 937-952.
}}

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__TOC__

==Overview==
[[File:3D Full Spectrum Unity Holding Hands Concept.jpg|200px]]

[[Social support]] may be defined as the persons or networks of people used regularly to assist in achievement of goals. It is beneficial to realise that our social networks have an influence in our lives either in a positive or negative way. Social support is essential if a person is to achieve their set goals. Social support can be used to achieve goals set in different aspects of life. This may include issues or goals related to psychology, sports, public health, learning, social health, risk management, medicine, and nursing. Improvements of the lifestyles of people have been one of the most vexing problems in society. Among the many attempts aimed at improving human life, social support has been proven one of the most instrumental approaches. Social support emphasises on strengthening social relationships among different persons of varying ages. It proposes that people will live happier lives in an environment where they are recognised. It also proposes that people will lead more fulfilling lives if they live in a society where their social and emotional needs are nurtured. This chapter will look at how social support can be used to help persons achieve their goals. 

==Discussion==

The importance of social support in achieving life goals rests on claims that people who experience more social support achieve their goals better than those who lack social support. The argument originates from a developing recognition of the problems that most people both young and old face while trying to achieve their goals and the value of social relations in the process. Social support generates motivation for persons to achieve by building self-confidence and making goal achievement appear attainable. Those offering social support act as role models in communicating the importance of social support and showing people how goals can be achieved. Social support also creates a sense of confidence and mental safety that allows people to take risks, accept errors, ask for assistance, and accept failure. In social support, there are three different levels or distinct subtypes identifiable: the perception of social support by the recipient, the supportive action they receive, and the level of integration a person experiences with in a social network. These three levels lead to three types of social support namely perceived, enacted, and socially integrated support. In perceived support, the recipient expects that social support providers will deliver sufficient help in times of need. Enacted support involves supportive actions such as guidance while socially integrated support is determined by the degree at which the a person is linked to the members of a social network. Family relations, acquaintances, and membership in organizations are what lead to socially integrated support. It is, however, surprising that the three types of social support are weakly related to one another. Each has distinct patterns of connections in health, personality, and individual relationships (Barrera, 1986; Uchino, 2009). For instance, perceived support is associated with better psychological health while socially integrated support is associated with outcomes in physical well being such as mortality. On the other hand, enacted support is associated with poor psychological health (Bolger, Zuckerman &amp; Kessler, 2000). 

==Social support and stress buffering==

Research has shown that social support shields persons from dangerous effects of traumatic life events such as the death of a partner or job loss. The relationship between events and poor psychological or bodily health is weaker for persons with high social support than for persons with low social support. This weak relationship between stress and wellbeing for people with maximum social support is often taken to mean that social support has shielded persons from stress effects. Research has, however, shown that the ability of social support to buffer stress is more realised in perceived support than in enacted or socially integrated support (Cohen &amp; Wills, 1985), (Barrera, 1986). 

==Social Support and Health==

Social support has been constantly linked with psychological and physical health. The health of persons offered with high social support is usually better compared to the health of those offered with minimal or no social support. In mental health, persons offered with low or no social support show more sub-clinical signs of hopelessness and anxiety compared to those offered with social support of high degree (Cohen &amp; Wills, 1985), (Barrera, 1986). Additionally, people with minimal social support have more rates of serious psychological disorders compared to those with high levels of social support. Some of these psychological disorders include panic, social phobia, dysphemism and eating disorders (Lakey &amp; Cronin, 2008). Research supports the importance of social support by indicating that among people infected with schizophrenia, those offered minimal social support usually show more symptoms (Norman et al., 2005). Additionally, persons having low social support are more prone to committing suicide, alcoholism, and drug abuse (Stice, Barrera &amp; Chassin, 1998; Wills &amp; Cleary, 1996). In physical health, those with low social support die sooner than those with a high level social support (Uchino, 2006). 

==Social Support and Adolescence==

Teenagers require strong social support to help them maximise their abilities and attain their goals. As teenagers age, they have to deal with many life changes such as the onset of puberty, physical changes, dress codes, introduction into drugs, sexual exploration, and finally the balancing of lines between adhering to rules and exploration of personalities (Torgrud &amp; et al., 2004). Challenges of this number are hard to cope with, and social support has been found to be instrumental in helping teenagers reduce stress levels as well as encourage them to achieve their set goals, and plan (Stice, &amp; et al., 2002)

==Social Support and Disease Prevention==

Social support helps in preventing diseases by modifying the supportive features of social environments. Theoretically social support intervention can be more cost effective than treating diseases after they occur. Gottlieb states that if interventions are focused on creating new support systems, strengthening the existing ones or training people in general social skills, then this would immensely help in strengthening their own support systems (Gottlieb, 1978). Researchers note that there is a positive correleation between health and well being though others such as Kiesler have raised doubt about the claims. Kiesler argues that the research carried out in this field is not conclusive enough to have social support being used in the formulation of health policies (Kiesler B., &amp; .et al., 1981). However, research has shown to some extent social support can be instrumental in preventing diseases such as hypertension and depression. People who have strong social support systems are claimed to have a lower risk of suffering from hypertension or depression than those who lack it.

==Social Support and Personality Improvement==

Research that has been carried out on the relationship between social support and health is mostly correlational. From the research on social support and personality, two basic questions arise: are there any effects of social support on matters of health beyond effects of stable differences in sociability, and is personality influential in the role, development, and maintenance of social support. The first question seeks to explore the possibility of social support being merely an alternative for personal factors for instance social anxiety and social skills. According to Heller, there is a possibility that social competence influences both support levels and well-being. He continues to say that social competence also influences feelings of personal control, social anxiety, and introversion- extraversion (Heller, 1990). 

Social support has been attributed to helping people suffering from social anxiety. People suffering from this condition are referred to social support programs that are designed to control it and help these people function in society in a normal way. There are, however, those who have doubt on the effectiveness of using social support to treat or manage these conditions. Kiesler argues that the problems need to be solved before social support strategies are employed. He states that if the relationship between support and health were attributable to influences of personality on both health and support only then social support intervention would be fruitless (Kiesler B., &amp; .et al., 1981). Though personality may offer a better explanation than support in certain situations, there has been consensus that personality is not accountable to all sources and functions of social support. Research carried out shows that there are relations between support and well-being on some functions, but not others. This relationship depends on population, and the circumstances (Cohen &amp; Hoberman, 1983; Seeman, 1984). For the second question raised on whether personality plays a role in determining support levels, it would be wrong to make assumptions that the availability of support is determined solely by the social surroundings. Personality factors that are associated with sociability must be considered and play a crucial role in development of social networks in view of support availability maintenance and mobilization of support (Heller &amp; Swindle, 1983). In summation, personality factors are vital in the development of a person’s personality. People in strong support groups will tend to have more postively adapted personalities than those who lack social support. 

==Social support and Recovery from Diseases (Illness)==

The relationship between social support and recovery from physical illness may be viewed based on how support affects the health behavior and or the mobilization of the immune system. The information a person receives from others about proper health care and managing illnesses may have an influence on perceived and actual ability of a person to make conscious health related decisions. This may include non-professional patient care, which may have a direct impact on the well-being of the patient and information received from peers may be used to make decisions on complying with medical regimens and performance of health care behaviors. Social support has also been claimed to help improve the immune system of a person. This is achieved by having a feeling of belonging, elevated sense of worth, and security engendered by social support (Jemmot &amp; Locke, 1984). The support induced by elevations in self esteem, the ability to cope, and motivation to get well have been claimed to help in mental health recovery by influencing the emotional and cognitive states associated with the disorder or by increasing compliance with medical regimens (Kiecolt-Glaser &amp; et al., 2002). It is likely that the role of social support in both etiology and recovery are, to some degree, similarly mediated. On both cases, support may influence health through the promotion of self-care and immunologic competence. Future work on how support can help achieve the goals of recovery from disease should be structured or focus on these mediators and on the emotional and psychological states that trigger these mechanisms. This work should also recognise that support is a complex concept that can only be understood when research is designed to investigate specific conceptions of support that are theoretically linked to the process under consideration.

==Social Support and Learning==

Social support is necessary in psychological learning since it eases the clients understanding of certain disorders and their role in health maintenance. There are specific learning styles that help clients in poor health to discover their responsibilities and thereby lessening the apprehension and uncertainty that often goes together with a therapeutic regime. Research shows that individual behavior has an effect on the inspiration of people to take on that specific behavior (Lakey, 2010). People wish to evade adverse consequences while desiring promising ones. If one anticipates a positive consequence from a behavior or believes that there is a high possibility of a positive result, then the chances of that person engaging in that behavior are very high. Since this behavior is reinforced with promising outcomes, then this makes a person more likely to repeat that behavior. Social support and learning in psychology is determined by both psychological and environmental factors. Social learning in psychology outlines three conditions for persons to learn and model their actions. These include attention, maintenance, reproduction, and motivation (Lakey, 2010).

==Social Support theories linked to Health==

Several theories have been proposed to explain the effects of social support in the field of health. One of these theories explains how social support helps persons to deal with stressing occasions, the other explains how it can be used to sustain wellbeing, and the last theory explains how it can become part of a changing personality profile all through a person’s life. The central theory is stress and coping social support theory, which tries to explain the buffering effect in stress and social support (Cohen &amp; Wills, 1985). This theory assumes that social support shields people from adverse health effects of traumatic events by influencing how they reason and deal with these events. According to this theory, activities are only stressful if people are pessimistic and cope with the events inefficiently. Coping in this theory comprises of planned conscious activities such as relaxation. The theory is evident in researches dealing with the effect of stress buffering on social support. The major drawback facing the theory is that it cannot be applied to enacted support since this support does not lead to better health effects (Barrera, 1986; Uchino, 2009).

In Life span theory, Uchino tries to explain the trait-like feature that links social support to physical health (Uchino, 2009). The theory asserts that social support grows all through a person’s life span, especially in childhood connection with parents. According to this theory, social support grows in tandem with individual characteristics such as low aggression, low neuroticism, and high hopefulness as well as social and adaptive skills. When brought together, support and other personality effects influence health by improving health practices such as weight management and avoiding health related stressors such as divorce. The theory is evident in that perceived support comprises of individual traits and is connected to adaptive personality features and connection experiences (Lakey, 2010), (Uchino, 2009).

The last theory is the regulation theory, which focuses on the relational aspect of alleged support and explains the effects of perceived support in mental health (Lakey &amp; Orehek, 2011). Perceived support is relational, and research shows that there is a weak relationship between this support and enacted support. This means that the relationship between perceived social support and psychological health is based on other procedures besides stress and the ability to cope. It is thus hypothesised that people control their sentiments through ordinary discussions and shared events. This regulation is considered relational since the providers, discussion topics and actions that help control emotions are an aspect of personal taste(Lakey &amp; Orehek 2011), (Lakey, 2010).

==Conclusion==

This chapter examined the role of social support in goal achievement. We found that people live happy lives when they experience high levels of social support. Our findings suggest that when people seek to improve their lives, then they should not overlook social support. A multiple level of social support, that is, support from different persons, is necessary in goal achievement. This is because those with only one source of social support tend to feel unsupported when their social supporters are out of their reach. 
 
==References==
{{Hanging indent|
Barrera, M. (1986). Distinctions between social support concepts, measures, and models. American Journal of Community Psychology, 14, 413–445.

Bolger, N., Zuckerman, A., &amp; Kessler, R.C. (2000). Invisible support and adjustment to stress. Journal of Personality and Social Psychology, 79, 953–961.

Cohen, S. &amp; Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98, 310-357.

Cohen, S., Hoberman, H. (1983). Positive events and social supports as buffers of life change stress. Journal of Applied Social Pyschology, 13, 99-125.

Cutrona, C. E. &amp; Russell, D. W. (1990). Type of social support and specific stress: Toward a theory of optimal matching. 

In B. R Sarason, I. G. Sarason, &amp; G. R. Pierce (Eds.), Social support: An interactional view. (pp. 319–366). New York: Wiley &amp; Sons.

Gottlieb, B. H., (1978). The development and application of a classification scheme of informal helping behaviours. Canada journal of behavioral Science, 10, 105-115

Heller, K. (1990). The Effects of social support: Prevention and Treatment implications. In A P Golstein &amp; F. H Kanfer (ED.), Maximizing treatment gains: Transfer enhancement in psychothereapy

Jemmot, J.B., &amp; Locke, S. E. (1984). Psychosocial factors, immunologic mediation, and human susceptibility to infectious diseases: How much do we know? Psychological Bulletin, 95, 75-108.

Kiecolt-Glaser, J. K., McGuire, L., Robles, T. F., and Glaser, R. (2002). Emotions, morbidity, and mortality: New perspectives from psychoneuroimmunology. Annual Review of Psychology. 53: 83–107.

Kiesler B., &amp; .et al. (1981) National Research Council (U.S.). Committee on Aging, National Institute on Aging. Journal ofAging, social change, 33, 87-81.

Lakey, B. &amp; Cronin A. (2008). Low social support and major depression: Research, theory and methodological issues. In K. S. Dobson &amp; D. Dozois (Eds.), Risk factors for depression. (pp. 385 – 408). Academic Press.

Lakey, B. &amp; Orehek, E. (2011). Relational Regulation Theory: A new approach to explain the link between perceived support and mental health. Psychological Review, 118, 482-495.

Lakey, B. (2010). Social support: Basic research and new strategies for intervention. In J. E. Maddux &amp; J.P. Tangney (Eds.) Social Psychological Foundations of Clinical Psychology (pp. 177 – 194). NY: Guildford.

Lakey, B., McCabe, K., Fisicaro, S., &amp; Drew, J. (1996). Personal and environmental determinants of social support: Three generalizability studies. Journal of Personality and Social Psychology, 70, 1270-1280.

Norman, R. M. G., Malla, A. K., Manchanda, R., Harricharan, R., Takhar, J., &amp; Northcott, S. (2005). Social support and three-year symptom and admission outcomes for first episode psychosis. Schizophrenia Research, 80, 227-234.

Seeman, T. (1984). Social networks and coronary artery disease. Unpublished doctoral dissertation, University of California, Berkeley.

Stice, E., Barrera, M., Jr., &amp; Chassin, L. (1998). Prospective differential prediction of adolescent alcohol use and problem use: Examining mechanisms of effect. Journal of Abnormal Psychology, 107, 616-628.

Stice, E., Presnell, K., &amp; Spangler, D. (2002). Risk factors for binge eating onset in adolescent girls: A 2-year prospective investigation. Health Psychology, 21, 131-138.

Torgrud, L., Walker, J., Murray, L., Cox, B., Chartier, M., &amp; Kjernisted, K. (2004). Deficits in perceived social support associated with generalized social phobia. Cognitive and Behavioral Therapy, 33, 87-96.

Uchino, B. (2006): Social support and health: A review of physiological processes potentially underlying links to disease outcomes. Journal Behavioral Medicine, 29, 377-387.

Uchino, B. N. (2009). Understanding the links between social support and physical health: A life-span perspective with emphasis on the separability of perceived and received support. Perspectives on Psychological Science, 4, 236-255.

Wills, T. A., &amp; Cleary, S. D. (1996). How are social support effects mediated? A test with parental support and adolescent substance use. Journal of Personality &amp; Social Psychology 1996 71, 937-952.
}}

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==Overview==
This chapter looks at culture and the five dimensions of cultural value designed by [[Wikipedia:Hofstede|Geert Hofstede]] (basically five ways in which cultures may differ). These dimensions are power distance, individualism vs collectivism, uncertainty avoidance, masculinity vs femininity and long term Orientation vs short term orientation. This book chapter not only explains what these dimensions mean but also the research behind them and what that means as far as motivation is concerned. It is hoped that by the end of this chapter you will have a very strong understanding of the five dimensions and will be able to apply them to real life scenarios. It is also hoped that you will also have a clear understanding of the literature surrounding these dimensions and that you will be able to have more than a basic knowledge of the impact these dimensions have on understanding motivation. To help you achieve these goals there will be a number of focus questions and quizzes specifically relating to the chapter. 

;Focus questions
Hopefully by the end of this chapter you will be able to answer these questions with complete confidence.

# What is culture according to Hofstede?
# What are his five dimensions and can you think of a practical example for each one?
# Does the literature support the use of Hofstede's dimensions and can you give an example of this?
# Why are the dimensions important for understanding motivation?

==Three definitions of culture==
[[File:Optical illusion vase 2.png|thumbnail|Fig 1. An optical illusion with the same principal as the one used by Hofstede (1980). Do you see a vase or two faces?]]

===Skinner's definition of culture===
Skinner (1981) describes culture as the result of complex reinforcements. His definition of culture ties in very closely to natural selection, in that the human race is a product of complex reinforcements throughout their existence and that the differences among populations (due to differing reinforcements) is what we call culture. So essentially what this means is that a population in one area may develop differently to a population in another area because there may be a number of reinforcements that are unique to their situation. Based on this, we would call those differences culture. 

===Trianadis' definition of culture===
Trianadis (1996) described culture as shared elements (within a geographical location) that consists of a whole range of concepts such as perception, evaluation, communication and behaviour. His theory is much broader than Skinner's (1981) and Hofstede's (1980) and encompasses basically everything that is similar between people in a geographical area. It should be noted that Triandis counts this as more of an overall agreement of culture rather than a competing definition and this would explain the broadness.

===Hofstede's definition of culture===
Hofstede (1980) defined culture as the unique way in which people are collectively taught in their environment. To demonstrate this he used an optical illusion and conditioned half of his class to see one possibility and the other half to see the other possibility. As a result of this, when he asked the class to discuss what the picture actually was the class began to argue with each other and Hofstede used this as an example of culture. While the other theories of culture may all be argued for, this is about Hofstede's dimensions of culture, so we will use his definition throughout the remainder of the chapter.

==Hofstede's five dimensions of culture==
This section describes each of the five dimensions. To make this as easy as possible for you to understand a similar explanation process for each dimension has been followed. Initially you are presented with Hofstede's definition of the dimension which is then followed with a practical example which was created to be more easy for you to relate to. Once the definition is explained, you will be presented with a table containing three further examples. It would also be very helpful if you answer the quiz questions at the end of each dimension to ensure that your understanding is sound.

===Power distance===
Power distance is the degree to which inequality in a culture is seen as acceptable by the people not possessing an equal amount of power (Hofstede, 1994).
Power Distance is given a score and the higher the score the more accepted inequality among the lower class (Hofstede 1980). A good way you can remember this easily is by focusing on the word distance. The higher the score means the more distance there is between the upper and lower classes in a culture. Hofstede gives a good example of what each score extreme would look like in a real life scenario.  In a culture that displays a high score, it is more likely that members of an upper class see themselves as significantly different to the lower class whereas in a low scoring culture, members of the upper class would see themselves as very similar to the lower class (Hofstede, 1980). If that still isn't clear enough let me put it like this for you. If a culture has a low power Distance it means that there is less accepted inequality and distinct classes. However a culture with a high power Distance has a high degree of accepted inequality and most likely has very distinct and separate (remember the word distance) classes. 
 Table 1. Three examples of power distance (Hofstede, 1980)
{| class=&quot;wikitable&quot;
|-
! Low power distance !! High power distance
|-
| A belief in social equality || A belief in an unequal social hierarchy 
|-
| Fault lies with the social system || Fault lies with the lower class
|-
| Equality is the answer to changing the system || Overthowing those in power is the answer to changing the system
|}
{{RoundBoxTop|theme=2}}
&lt;quiz display=simple&gt;
{A culture with a high power distance is  most likely to have what?;
|type=&quot;()&quot;}
+ An upper class which is believed to be significantly different to the lower class.
- An upper class which is believed to be significantly similar to the lower class.
&lt;/quiz&gt;
{{RoundBoxBottom|theme=2}}

===Individualism vs collectivism===
Individualism vs collectivism refers to the extent of independence among individuals in cultures compared to their reliance on cohesiveness(Hofstede, 1994).
The first term, Individualism, refers to the extent to which individuals in a culture are independent from each other, whereas the second term, Collectivism, refers to the extent to which individuals are dependent on each other (Hofstede, 2013). So basically, an independent culture is a culture where individual members are more focused on themselves and their immediate families as opposed to individuals being part of a cohesive family unit. Individualism vs collectivism, like power distance, is a score, and the higher the score the more individualist a culture is (Hofstede, 1980). In the Arab region, more modernised countries tend to have a higher score, which is to say that they are generally more independent and less collective (Hofstede, 2013).
 Table 2. Three examples of Individualism versus Collectivism (Hofstede, 1980)
{| class=&quot;wikitable&quot;
|-
! Individualism !! Collectivism
|-
| Members of a culture are expected to just look after themselves and their close family  || Extensive bloodlines are set up within a culture with very high loyalty and they all look after each other
|-
| The individual determines identity || The collectivist system determines identity 
|-
| Opinion is formed and held by the individual || Opinion is formed and held by the 'family'
|}
{{RoundBoxTop|theme=2}}
&lt;quiz display=simple&gt;
{Garry lives in a house with his wife, children, parents and grandparents. He is most likely part of a ________?;
|type=&quot;()&quot;}
- Individualist culture.
+ Collectivist culture.
- Prison culture.
&lt;/quiz&gt;
{{RoundBoxBottom|theme=2}}
===Uncertainty avoidance===
Uncertainty avoidance is the level of threat that members of a culture feel towards unfamiliar and ambiguous situations (Hofstede, 2013). Hopefully this one is relatively straight forward for you but just to be sure here is an example. A high uncertainty avoidance score for Culture X would mean that the members of Culture X feel more threatened by an unknown situation than Culture Z who scored low on uncertainty avoidance. Hofstede (1980) states that cultures with high uncertainty avoidance are fundamentally more disciplined, have more stable careers, hold expertise in higher regard, believe more strongly in truth and look down on undesirable behaviours more than cultures with low uncertainty avoidance (Hofstede, 1980). Hofstede goes on to explain that cultures with high uncertainty avoidance have higher anxiety and are more aggressive, but tend to work harder than their low scoring counterparts.
 Table 3. Three examples of weak uncertainty avoidance vs strong uncertainty avoidance (Hofstede, 1980).
{| class=&quot;wikitable&quot;
|-
! Weak uncertainty avoidance !! Strong uncertainty avoidance
|-
| Free time is important || Free time is wasted time
|-
| Low stress and anxiety || High stress and anxiety
|-
| Disagreements within a culture are welcomed || Agreements within a culture are strongly prefered
|}
{{RoundBoxTop|theme=2}}
&lt;quiz display=simple&gt;
{Jim works very hard. He rarely takes time off and gets very anxious when his routine is changed without his approval. Jim has ______.;
|type=&quot;()&quot;}
- Medium uncertainty avoidance
- Weak uncertainty avoidance.
+ Strong uncertainty avoidance
&lt;/quiz&gt;
{{RoundBoxBottom|theme=2}}

===Masculinity vs femininity===

Masculinity refers to the extent to which emotional gender roles apply to a culture and femininity applies to the extent to which it does not(Hofstede, 2013). Hofstede explains that in a culture high in Masculinity men are meant to be tougher than women and work harder towards material success, whereas women are supposed to be more gentle and modest and hold quality of life in much higher regard. So basically a culture high in masculinity is a culture with very defined gender roles. The men work hard and provide for the family while the women stay home and raise children. but a culture high in femininity might see the men stay home instead to raise the children while the women work and provide.

Table 4. Three examples of masculinity vs Femininity (Hofstede, 1980).
{| class=&quot;wikitable&quot;
|-
! Masculinity!! Femininity
|-
| Clearly defined gender roles || gender roles are much less defined and more flexible
|-
| Materials are more important than life || Life is more important than materials
|-
| Manliness over unisex || Unisex over manliness
|}
&lt;quiz display=simple&gt;
{Kerry goes out and work while her husband, Tom stays at home and looks after the kids. Kerry is most likely in a culture with high Masculinity;
|type=&quot;()&quot;}
- True.
+ False.
&lt;/quiz&gt;

===Long term orientation===
Long Term Orientation refers to the extent to which a culture displays a perspective which is future orientated rather than a perspective which is focused more on the short term (de Mooji &amp; Hofstede, 2010). According to Minkov and Hofstede (2012a) people with a long term orientation are more concerned with valuing their relationships through status, focusing on saving for the future and displaying high persistence in achieving their goals. In contrast Minkov and Hofstede describe people with a short term orientation as being more focused on the now and value mutual friendships more than friendships based on status. So a person who strives to achieve in the future and is willing to do what they can to get there would most likely be part of a Long term orientated culture whereas someone who focuses on the now and is not so focused on future ambitions is most likely part of a short term oriented culture.

Table 5. Three examples of long term orientation vs short term orientation (Minkov &amp; Hofstede, 2012a)
{| class=&quot;wikitable&quot;
|-
! Long term orientation !! Short term orientation
|-
| Less value on personal friendships || More value on personal friendship
|-
| More focused on persistence || More focused on quick results
|-
| Less respect for tradition || more respect of tradition
|}
&lt;quiz display=simple&gt;
{If Chris (an aspiring police officer) is only friends with Wendy because her father is the assistant commissioner he is displaying _________ ;
|type=&quot;()&quot;}
+ Long Term orientation.
- Short term orientation.
&lt;/quiz&gt;

==The literature==
{{expand}}

===The five dimensions in the literature===
Before we jump at the five dimensions specifically, let's first have a look at a study that found a similarity between cultures and successfully measured motivation levels cross-culturally (We will explore why later in the chapter). The example we will use today is a very recent study by De Castella, Byrne, and Covington (2013). They ran a very large study involving 1,423 Japanese students and 680 Australian students to see whether the mechanisms for [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2013/Self-handicapping Self-handicapping] (fear of failure &amp; pessimism towards success) were the same among both cultures. They used questionnaires to assess the level of all of these and they found, regardless of culture, that fear of failure combined with pessimism towards success resulted in the student having a higher tendency to self-handicap. This shows that even though there can be differences in culture, sometimes cultures can be similar.

===National cultures vs regional cultures===
Hofstede et al. (2010) analysed three experiments that compared the cultural values of regional cultures in Brazil as opposed to Brazil as one national culture. This analysis was important because if they found that the regions were better displays of culture than Brazil as a whole than it may have thrown questions over national culture as a whole. They found that all three studies showed that a universal Brazilian culture existed throughout all the regions and that they were significantly similar to each other than they were to other Latin american countries. As a result it may be possible to conclude that regions within countries were bound together through a national identity and that using nations to separate cultures for the purpose of experimentation is still an acceptable method. In support of this conclusion is a study conducted by Minkov and Hofstede (2012b) which found that 299 regions within 28 countries were all bound together within their national boundaries. In summary both studies (Hofstede et al. 2010; and Minkov &amp; Hofstede, 2012b) support the notion that even regions which may have their own sub-cultures are still bound together by a national culture that makes them more similar to each other than the rest of the world.

===An individualist culture vs a collective culture===
Nezlek, Kafestios and Smith (2008) ran an experiment where they attempted to compare an individualist culture (English) with a collectivist culture (Northern Greece). They recruited 42 students and had them describe every interaction they had (lasting longer than 10 minutes) for one week. They found that for the English students enthusiasm, happiness and activeness increased with independence. This was the reverse for the Greek students who had their enthusiasm, happiness and activeness decrease when their independence increased. The results of this experiment clearly demonstrate how two cultural groups can differ based simply on a dimension.

===Hofstede's definitions and Yugoslavia===
Soeters (1996) was discontent with the theory that Yugoslavia's bloody revolution was caused because they were more barbaric than Belgium (who underwent a shift without bloodshed). Looking for an alternative perspective he examined Hofstede's five dimensions and tried to find a difference between Belgians and Yugoslavs as far as Hofstede's dimensions were concerned. To do this he looked at previous studies by Hofstede that had gathered statistics on both cultures' dimensions. He found that the Yugoslav population was significantly more collectivist than the Belgian population and that the Yugoslav's also had a higher uncertainty avoidance. He then inspected a written piece from from a Yugoslav sociologist which described Balkan culture and found that the description that was given matched Hofstede's definition of a violent culture. Using this information he was able to put forth his alternate theory that differences in cultural dimensions could be at least partially to blame for the violence.

===A Meta-analysis of Hofstede's definitions===
Taras, Kirkman and Steel (2010) used a [[Wikipedia:Meta-analysis|meta-analysis]] on 598 studies that collectively involved 200,000 individuals. Their findings were very supportive as to the practical effectiveness of using Hofstede's five dimensions. They found that Hofstede's dimensions were a better predictor of employee and organisational outcomes than individual differences or personality traits. While the implications for this will be discussed later in the chapter this is important because it shows that Hofstede's dimensions are more than just concepts for psychologists running experiments and can be used as an alternative to personality traits and individual differences when it comes to making predictions.

==Implications for motivation==
According to de Mooji and Hofstede (2010) culture is essential to motivation, and looking back at what we have examined over this chapter it should become apparent why. Hofstede's dimensions highlight key differences among cultures. Everything from their perspective on life to how independent they are in their actions and, opinions and beliefs. For example, ideally if you wanted to motivate a group of collectivists to work towards a specific goal you wouldn't motivate them with self achievement and independence, you would focus that motivation not on them specifically, but on their family cohort. Similarly the motivation which drives a group of long term oriented workers would in theory be much different than the motivation which drives short term oriented workers. As we learned from Taras et al. (2010), Hofstede's dimensions are a better predictor than personality traits and individual differences so it would be wise to consider them when it comes to finding alternative ways to motivate not only others, but yourself too.

==Conclusion==
Culture is the unique way in which people are collectively taught in their environment (Hofstede, 1980) and there are five dimensions of cultural value. 
* Power distance, which is a measure of accepted inequality.
* Individualism vs collectivism, which is whether or not individuals are independent or whether they are dependent on an extensive family unit.
* Uncertainty avoidance, which is the extent to which an individual is threatened by an unknown situation.
* Masculinity vs femininity, which is the extent to which traditional gender roles apply to the culture.
* And long term orientation vs short term orientation, which is whether an individual thrives for future success or whether they live in the moment. 

The literature not only supports the use of Hofstede's dimensions but it also supports the theory that cultures can be sorted nationally rather than in more specific geographical regions.
The implications this has on motivation is that the dimensions can be used to find differences in individuals (based on their culture) and this can be useful in deciding how to best motivate them as groups or individuals with specific dimensions may be motivated differently to groups or individuals with differing dimensions. 

==See also==
[[Wikipedia:Hofstede|Geert Hofstede]]&lt;br&gt;
[[Wikipedia:Hofstede%27s cultural dimensions theory|Hofstede's cultural dimensions]]&lt;br&gt;
[http://www.geerthofstede.com/ Geert Hofstede's website]&lt;br&gt;
https://en.wikiversity.org/wiki/Dominant_group/Culture&lt;br&gt;
https://en.wikiversity.org/wiki/Motivation_and_emotion/Textbook/Emotion/Culture

==References==
{{hanging indent|1=
De Mooij, M., &amp; Hofstede, G. (2010). The Hofstede model: Applications to global branding and advertising strategy and research. International Journal Of Advertising: The Quarterly Review Of Marketing Communications, 29(1), 85-110. doi:10.2501/S026504870920104X

De Castella, K., Byrne, D., &amp; Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal Of Educational Psychology, 105(3), 861-880. doi:10.1037/a0032464

Hofstede, G. (1980). Motivation, Leadership, and Organization: Do American Theories Apply Abroad? ''Organizational Dynamics'', 9(1) 42-63

Hofstede, G. (1994). Management scientists are human. Management Science, 40, 4 –14.

Hofstede, G. (2013). Replicating and Extending Cross-National Value Studies: Rewards and Pitfalls – An Example from Middle East Studies. ''AIB Insights'', 13(2), 5-7. 

Hofstede, G., de Hilal, A., Malvezzi, S., Tanure, B., &amp; Vinken, H. (2010). Comparing regional cultures within a country: Lessons from Brazil. Journal Of Cross-Cultural Psychology, 41(3), 336-352. doi:10.1177/0022022109359696

Minkov, M., &amp; Hofstede, G. (2012a). Hofstede’s fifth dimension: New evidence from the world values survey. Journal Of Cross-Cultural Psychology, 43(1), 3-14. doi:10.1177/0022022110388567

Minkov, M., &amp; Hofstede, G. (2012). Is national culture a meaningful concept?: Cultural values delineate homogeneous national clusters of in-country regions. ''Cross-Cultural Research: The Journal Of Comparative Social Science'', 46(2), 133-159. doi:10.1177/1069397111427262

Nezlek, J. B., Kafetsios, K., &amp; Smith, C. (2008). Emotions in everyday social encounters: Correspondence between culture and self-construal. Journal Of Cross-Cultural Psychology, 39(4), 366-372. doi:10.1177/0022022108318114

Skinner, B. F. (1981). Selection by Consequences. ''Science'', 213(4507), 501-504.

Soeters, J. L. (1996). Culture and conflict: An application of Hofstede's theory to the conflict in the former Yugoslavia. Peace And Conflict: Journal Of Peace Psychology, 2(3), 233-244. doi:10.1207/s15327949pac0203_4

Taras, V., Kirkman, B. L., &amp; Steel, P. (2010). Examining the impact of Culture's consequences: A three-decade, multilevel, meta-analytic review of Hofstede's cultural value dimensions. ''Journal Of Applied Psychology'', 95(3), 405-439. doi:10.1037/a0018938

Triandis, H. C. (1996). The psychological measurement of cultural syndromes. American Psychologist, 51(4), 407-415. doi:10.1037/0003-066X.51.4.407

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    <title>Portal talk:Arts</title>
    <ns>103</ns>
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      <contributor>
        <username>Deleda13</username>
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      <comment>/* &quot;Portal:Arts&quot; vs. &quot;School:Arts and design&quot; */ Reply</comment>
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      <text bytes="2328" sha1="nmg2cfe57gqqhl9cwl5cisi8ygsqdol" xml:space="preserve">== Cultures ==
i'd like to talk about all cultures i have been conflicted to since three days of age,my music is British and i would not hide it,  i accossed 91200 kilometres for it, i find myself old enough to change it and i wouldn't to evoluate more than that stage, i have enough to many propositions i'd to retire, and i could never across more than 10 000 km aroud. 
the adventure was very expensives i have known lot of artists and worked with, collaborate with, and we 'd never come back to reform it because we have passed the age, because today we got married and our wives devided us, and we worked a lot.our wives learned us to become ourself and better way to liberate from drugs and alcool. we say that life of artists is like life of dogs, i the chinese sign of dog is very artist but it would become another subject or another problem when it's nervous or anxious so that we will not undertand them. {{unsigned|41.103.139.187|18 August 2010}}

Isivile Nkungu Khenkebe 
Is the one of the Drama class
 [[User:Isivile Nkungu Khenkebe|Isivile Nkungu Khenkebe]] ([[User talk:Isivile Nkungu Khenkebe|discuss]] • [[Special:Contributions/Isivile Nkungu Khenkebe|contribs]]) 15:25, 1 August 2022 (UTC)

== &quot;Portal:Arts&quot; vs. &quot;School:Arts and design&quot; ==

Don't we already have an &quot;Arts and design&quot; school under Humanities? And isn't this redundant? --[[User:RayneVanDunem|RayneVanDunem]] ([[User talk:RayneVanDunem|talk]]) 05:32, 11 August 2012 (UTC)

:Of course it is redundant, but things can be the same and be different at the same time, don't you think? [[User:Deleda13|Deleda13]] ([[User talk:Deleda13|discuss]] • [[Special:Contributions/Deleda13|contribs]]) 15:49, 15 June 2025 (UTC)

== Car Painting ==
i am a calligrapher artist .I want to write letters in a way that it give embossing effect. I have an idea to write with potene ,material used in car painting. Is there any person who knows about this kind of materials --[[User:Imranrafik|Imranrafik]] ([[User talk:Imranrafik|discuss]] • [[Special:Contributions/Imranrafik|contribs]]) 09:25, 26 April 2014 (UTC)

== Isivile Nkungu Khenkebe ==

I am 15 years old [[User:Isivile Nkungu Khenkebe|Isivile Nkungu Khenkebe]] ([[User talk:Isivile Nkungu Khenkebe|discuss]] • [[Special:Contributions/Isivile Nkungu Khenkebe|contribs]]) 15:26, 1 August 2022 (UTC)</text>
      <sha1>nmg2cfe57gqqhl9cwl5cisi8ygsqdol</sha1>
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      <comment>/* Rhythm */ new section</comment>
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      <text bytes="2652" sha1="j99y7wy70evxw9guojg2xy16xqkede2" xml:space="preserve">== Cultures ==
i'd like to talk about all cultures i have been conflicted to since three days of age,my music is British and i would not hide it,  i accossed 91200 kilometres for it, i find myself old enough to change it and i wouldn't to evoluate more than that stage, i have enough to many propositions i'd to retire, and i could never across more than 10 000 km aroud. 
the adventure was very expensives i have known lot of artists and worked with, collaborate with, and we 'd never come back to reform it because we have passed the age, because today we got married and our wives devided us, and we worked a lot.our wives learned us to become ourself and better way to liberate from drugs and alcool. we say that life of artists is like life of dogs, i the chinese sign of dog is very artist but it would become another subject or another problem when it's nervous or anxious so that we will not undertand them. {{unsigned|41.103.139.187|18 August 2010}}

Isivile Nkungu Khenkebe 
Is the one of the Drama class
 [[User:Isivile Nkungu Khenkebe|Isivile Nkungu Khenkebe]] ([[User talk:Isivile Nkungu Khenkebe|discuss]] • [[Special:Contributions/Isivile Nkungu Khenkebe|contribs]]) 15:25, 1 August 2022 (UTC)

== &quot;Portal:Arts&quot; vs. &quot;School:Arts and design&quot; ==

Don't we already have an &quot;Arts and design&quot; school under Humanities? And isn't this redundant? --[[User:RayneVanDunem|RayneVanDunem]] ([[User talk:RayneVanDunem|talk]]) 05:32, 11 August 2012 (UTC)

:Of course it is redundant, but things can be the same and be different at the same time, don't you think? [[User:Deleda13|Deleda13]] ([[User talk:Deleda13|discuss]] • [[Special:Contributions/Deleda13|contribs]]) 15:49, 15 June 2025 (UTC)

== Car Painting ==
i am a calligrapher artist .I want to write letters in a way that it give embossing effect. I have an idea to write with potene ,material used in car painting. Is there any person who knows about this kind of materials --[[User:Imranrafik|Imranrafik]] ([[User talk:Imranrafik|discuss]] • [[Special:Contributions/Imranrafik|contribs]]) 09:25, 26 April 2014 (UTC)

== Isivile Nkungu Khenkebe ==

I am 15 years old [[User:Isivile Nkungu Khenkebe|Isivile Nkungu Khenkebe]] ([[User talk:Isivile Nkungu Khenkebe|discuss]] • [[Special:Contributions/Isivile Nkungu Khenkebe|contribs]]) 15:26, 1 August 2022 (UTC)

== Rhythm ==

I am just a Computer Science PhD student, but I really wish I could trade everything I have just for be photographing the world God gave to us on the right rhythm of my soul. [[User:Deleda13|Deleda13]] ([[User talk:Deleda13|discuss]] • [[Special:Contributions/Deleda13|contribs]]) 15:52, 15 June 2025 (UTC)</text>
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      <text bytes="29049" sha1="m1xfh9fhg55hd141k8nrzqmmmq61swx" xml:space="preserve">{{title|Perceived control and emotion:&lt;br&gt; How does perceived control influence emotion?}}
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__TOC__

==Overview==

The 18th century proverb ‘''early to bed and early to rise makes a man healthy, wealthy and wise’'' displays how the connection between our decisions, behaviour and emotional well-being has been recognised for centuries.  This proverb offers encouragement that with simple actions a person can control their emotions and the outcome of their lives. In reality, it is not that straight forward.

The concept of control involves both objective and [[w:Perceptual_control_theory|perceived control]]. Objective control refers to how much actual control a person has in a situation (Nadelhoffer &amp; Matveeva, 2009). Perceived control refers to a person’s belief that their behaviour is able to alter possible outcomes, and is not necessarily related to an actual level of control (Patrick et al., 1993). Interestingly, perceived control has been found to have a greater impact on a person’s interpretations, behaviours and emotional responses than objective control (Nadelhoffer &amp; Matveeva, 2009). 

Control within a person’s life is often acknowledged as important for both emotional well-being and as a motivator for behaviour (Martin &amp; Gill, 2008). It has been suggested our innate need to perceive control over our environment may buffer the reality of the limited control we actually do have, resulting in a more positive dispositions and a greater level of comfort with our environment (Nadelhoffer &amp; Matveeva, 2009; Skinner, 1995). This may explain why objective control impacts greatly on a person’s life though perception of control is more influential for both a person’s behaviour and emotional state (Patrick et al., 1993){{rewrite}}. 

People often attempt to gain and maintain control of their environment in an effort to facilitate effective engagement within different environments (Skinner, 1995){{rewrite}}. Researchers have proposed that the role perception of control plays over actual control is as a protective mechanism as it leads us to believe we have more control than we do, which contributes to emotional well-being (Nadelhoffer &amp; Matveeva, 2009). This mechanism could be seen as allowing us to feel that we have more control over our environment than we actually do to allow us to feel that our innate need for control and effective engagements with the environment are met, resulting in positive emotional states and general well-being. 

[[w:Perceptual_control_theory|Perceived control]] is associated with both positive and negative emotions. While a lack of control can elicit positive emotional responses and be alluring in some circumstances, such as gambling or knowing you’re getting a surprise present (Qan, Feng &amp; Yang, 2011) it is generally considered that having control is preferred and that a lack of control can be distressing (Skinner, 1995). Although a lack of control is not always unpleasant, numerous studies have shown that a lack of perceived control is commonly associated with anxiety, fear, depression and withdrawal behaviours (Hogendoorn et al., 2012; Skinner, 1995). 

While there appears to be general acceptance that [[w:Perceptual_control_theory|perceived control]] affects emotions there is less understanding about how this comes about. This chapter will examine theories that attempt to answer the questions:
* how does perceived control influence emotion?
* how can perceived control be used to encourage positive emotional experiences

;Emotion
[[w:Emotion|Emotions]] are a complex range of feelings resulting in change to physical and psychological states (Cherry, n.d.) and  influencing thoughts, decisions, relationships behaviours and physical and mental health (Izard, 2010).

;Perceived control
[[w:Perceptual_control_theory|Perceived control]] is a person’s belief that there is a connection between their behaviour and specific possible outcomes, and as such the belief that they are capable of generating desired results and preventing undesired results (Patrick, Skinner &amp; Connell, 1993)
|-
|colspan=&quot;2&quot; align=&quot;center&quot; style=&quot;background:#e6ffff; text-align:left; border-top:1px #000066 solid; padding:15px;&quot; |

'''Test yourself'''
&lt;quiz display=simple&gt;

{The idea that perception of control influences emotion is a relatively new concept.
|type=&quot;()&quot;}
- True
+ False

{Perception of control refers to:
|type=&quot;()&quot;}
- a generalised belief that responses and outcomes are independent of each other.
+ a belief that your behaviours influence your outcomes.
- how easily you can see the control button on your keyboard after a couple of drinks.
&lt;/quiz&gt;
|}

==Locus of control==
[[File:Marionette_Caricature.jpg|thumbnail| ''Figure 1''. External Locus of Control{{explain}}.]]
The term [[w:Locus_of_control|Locus of Control]] was originally proposed by [[Wikipedia:Julian Rotter|Rotter]] (1966) to refer to a person’s general predisposition to attribute control to internal or external causes across a variety of situations, or personal control expectancies (Bollini, Walker, Hamann, &amp; Kestler, 2004).  People with an internal LOC believe they control their lives, while people with an external LOC believe that their life outcomes are due to external factors, such as fate and luck (Skinner, 1995). LOC has been used to examine whether an internal or external style impacts on many factors of life, including emotions, education, work and the ability to deal with stressful situations (Wang, Bowling &amp; Eschleman, 2010; Patrick et al., 1993). 

Research has focused on how people attribute and perceive control for over four decades{{when}} and has found that people have a natural tendency to attribute causes for outcomes either internally or externally (Wang et al., 2010). People who have an internal attribution style (internal LOC) perceive that they have control over their lives. While people who have an external attribution style (external LOC) have a lower perception of control as they see outside influences, such as other people, fate, luck, as controlling their lives (Wang et al., 2010){{grammar}}. LOC has been thoroughly researched in an effort to understand how it impacts on people’s behaviours and emotional states within different environments.

[[File:Marionette- Internal Locus of Control.jpg|thumbnail|left|''Figure 2''. Internal Locus of Control{{explain}}]]

Wang et al. (2010) found that a person’s LOC impacted on their perception in the workplace, and as such their attitudes, enjoyment and their propensity for withdrawal behaviours. People with an internal style, who felt they had control of the environment, were found to perceive their work environments more positively than those with an external LOC belief (Wang et al., 2010). In contrast, people with an external LOC reported more negative emotions and withdrawal behaviours, such as calling in sick (Wang et al., 2010). 

Patrick, Skinner &amp; Connell’s (1993) research also identified external and internal LOC was related to emotional states in children within the school system. It was found that children presenting positive emotional states and active engagement with their education reported high levels of [[w:Perceptual_control_theory|perceived control]] and autonomy (internal LOC) (Patrick et al., 1993). Results also showed distressed or anxious children had a low perception of control over outcomes, attributing success or failure to luck and believing that they lack the strategies to succeed or avoid failure in school (external LOC) (Patrick et al., 1993){{grammar}}. These results suggest a child’s perception of internal or external control contributed to their belief in their ability to change their educational outcomes, and influence their emotional state in the school environment{{grammar}}.

Wang et al. (2010) and Patrick et al.’s (1993) research highlight how LOC style influences a person’s emotional experience across a variety of age groups and experiences. People with an internal LOC appear to often experience more positive emotional experiences which may be due to their more proactive tendencies which may be based on their perception they are able to control and alter an environment (Wang et al., 2010). In contrast, people with an external LOC are more susceptible to negative emotions, which may be due to their lack of perceived control in changing their environments and outcomes (Patrick et al., 1993).

====Locus of control and physiological responses====

LOC and its effect on emotion has also been examined from a physiological perspective. Bollini, Walker, Harmann &amp; Kestler’s (2004) research focused on whether LOC played any role in mediating the effect of [[w:Perceptual_control_theory|perceived control]] on cortisol levels. [[Wikipedia:Cortisol|Cortisol]] is released by the body when a person perceives an event as stressful (Bollini et al., 2004). While previous research has been inconclusive in establishing a relationship between perceived control and cortisol Bollini et al.’s (2004) study found that people with an internal LOC had lower levels of cortisol. This result was consistent across situations including situations where they perceived control over the stressful stimuli and also in situations where they had no control. This suggests a person’s LOC, or their predisposition to perceive control over situations, influences the amount of cortisol released and the level of stress they experience (Bollini et al., 2004). Given past studies has been inconclusive further research is needed though this study indicates that a person’s LOC, or perception of control over their environment, may influence their emotions at a physiological level.

LOC has been used to explain how people’s predisposition to perceive control as either internal or external influences the emotions they experience. People with an internal LOC have confidence in their ability to alter their environment, and as such show more proactive behaviours as well as less stress, anxiety and depression (Sahoo, 2002; Wang et al., 2010). People with an external LOC perceive a lack of control in their environment, and such experience a range of emotions including increased stress, anxiety and apathy (Patrick et al., 1993; Wang et al., 2010). Studies have yet to conclusively connect physiological reactions, such as cortisol levels, to LOC though Bollini et al.’s (2004) study indicates there may be a connection and further research is necessary.

{| cellspacing=&quot;0&quot; cellpadding=&quot;0&quot; align=&quot;center&quot; style=&quot;width:100%; border:2px #000066 solid; margin: 15px 0px 15px 0px;&quot;
|-
| style=&quot;width:50%;background:#e6ffff;padding:15px;border-right:0pxtext-align:left;vertical-align:top;&quot; |
'''Case study'''&lt;br&gt;
Mary and Beth attend university together. Mary is upset by her results as she believes the lecturer has marked her results more harshly than other students. Beth is not distressed by her results and notes she may need to work harder next semester to improve her grade.  The following semester both receive higher grades. Mary is pleased, saying she is grateful she got a ‘soft’ lecturer this semester. Beth says she is pleased her hard work paid off.

Mary has an external LOC, believing her grades rely on luck. Her grades upset her as she believes they are due to external causes, resulting in her perception that she is unable to change them herself. 

Beth has an internal LOC. She feels that her outcomes are under her control, and is happy that changing her behaviour was effective in changing her grades 

| style=&quot;width:50%;background:#e6ffff;border-left:1px solid #000066;padding:15px;text-align:left;vertical-align:top;&quot; |
'''Test yourself'''
&lt;quiz display=simple&gt;

{Attributing outcomes as due to fate or luck is what style of LOC?
|type=&quot;()&quot;}
- Internal
+ External

{Lower cortisol levels are associated with internal LOC.
|type=&quot;()&quot;}
+ True
- False

&lt;/quiz&gt;
|}

==Learned helplessness==

[[Wikipedia:Learned helplessness|Learned Helplessness]] has received significant research attention since the 1960s (Martin &amp; Gill, 2008). It is characterised by an expectation that outcomes are uncontrollable and is associated with a number of negative emotional responses (Sahoo, 2002). While helplessness research initially focused on animals it extended to humans to try to explain why some individuals experience a perceived lack of control over outcomes, with some forming a generalised belief that their behaviours will have little or no impact on outcomes, after exposure to uncontrollable situations (Morgan, 2013; Sahoo, 2002).

The opposite of control is helplessness. Learned helplessness occurs when a person perceives they have no control over the outcomes in their life:{{grammar}} (Patrick et al., 1993), and as such perception of control has been found to be a core construct underlying Learned Helplessness (Sahoo, 2002). When an organism (animal or human) is exposed to unpleasant stimuli their reaction is generally to escape and to avoid the stimuli in future (Seligman and Maier, 1967). In some cases when the organism is repeatedly exposed to the stimuli and escape is prevented they learn their behaviour has no impact on the outcome and they cease trying to escape or avoid the stimuli (Seligman &amp; Maier, 1967). For some, this experience results in learned helplessness, a belief that their behaviour does not impact on outcomes (Seligman &amp; Maier, 1967). This belief can result in a failure to be proactive in life as well as increased negative emotions such as stress, {{grammar}}[[Wikipedia:Depression (mood)|depression]] and anxiety (Morgan, 2013; Sahoo, 2002).

Identification of the learned helplessness response first arose through a study aimed at conditioning a dog’s response to an electric shock with a bell (Martin &amp; Gill, 2008). The results showed that after a period of unavoidable shocks the dogs no longer attempted to escape the discomfort, instead sitting passively and enduring the discomfort (Martin &amp; Gill, 2008). Seligman and Maier recognised this result differed from the normal conditioning response and began researching the phenomenon (Martin &amp; Gill, 2008). They conducted an experiment that consisted of three groups of dogs: group one were placed in a harness (without any further procedures). Groups two and three dogs were harnessed together with the dogs in group two being exposed to an electric shock that ceased when the dog pressed a lever. The dogs in group three were connected to the same electrical circuit as the dogs in group two, and as such were also exposed to the same electric shock, though they could not control the shock with a lever. The shock appeared uncontrollable for the dogs in group three, as they could not terminate it and were unaware that the dogs in group two were stopping it.  The second part of the experiment involved moving each group of dogs into a box with a partition over which they jump to escape the electric shock. Results from the second stage showed that while the dogs from the first and second groups soon learned to jump the petition to escape the shock when the dogs from the third group received the shock they lay down whining. [[Wikipedia:Martin Seligman|Seligman]] and Maier proposed this was due to the dogs learning that they had no control over the shock as their behaviour and the shock appeared to be independent of each other. The term ‘Learned Helplessness’ was coined by Seligman who suggested the condition was a response to the emotional stress experienced when trauma is considered uncontrollable (Margin &amp; Gill, 2008).

More recent research has focused on learned helplessness as a response to traumatic situations (Bargai, Ben-Shakhar, &amp; Shalev, 2007). Studies has{{grammar}} shown that Learned Helplessness is a common response for female victims of domestic who believe they are powerless to change their situation and perceive a total lack of control (Bargai, et al., 2007; Palker-Correll &amp; Marcus, 2004). Bargai et al.’s (2007) study focused on the incidence of depression (characterised by feelings of sadness, worthlessness and despair) and [[Wikipedia:Posttraumatic stress disorder|Post Traumatic Stress Disorder]] (PTSD) (an anxiety disorder often resulting in feelings of numbness and often accompanied by depression) in female victims of severe, prolonged domestic violence. Bargai et al. (2007) found that while abuse does not necessarily result in learned helplessness, the women were significantly more likely to experience PTSD or depression if they suffered from learned helplessness.  This could suggest that learned helplessness, or a perceived lack of control over one's outcomes may increase a person’s chance of depression and PTSD, and the significant negative emotional consequences they involve. 

While learned helplessness has been linked to cases of abuse research has shown that not all people who suffer abuse will develop learned helplessness (Palker-Correll &amp; Marcus, 2004). Palker-Corell &amp; Marcus’ (2004) study of domestic violence victims reported that while victims of domestic violence showed no increased rate of learned helplessness they did have higher rates of external attribution styles. They found that victims who had an external-control belief (seeing the outcomes of their life being controlled by sources other than themselves) were more likely to develop higher levels of distress, suggesting that while they may not be more susceptible to learned helplessness, they are more likely to perceive the outcomes of their life as out of their control (Palker-Correll &amp; Marcus, 2004). 

Learned helplessness, characterised by an individual’s belief that their outcomes are totally out of their control, highlights how strong an influence perception of control is over emotions. These studies all show someone whose perception is one of having no control over outcomes are more likely to experience apathy, sadness, depression. This suggests that perceived control has a strong influence over emotion and could be worked on with people suffering Learned Helplessness to encourage a perception of control within their lives. 

{|style=&quot;float:left; width:50%; border:0px; margin:15px 15px 15px 0px;&quot;
|style=&quot;height:360px;background-color:#e6ffff;vertical-align:top; border:2px solid #660000;padding:15px; margin:0px 0px 0px 0px;&quot; |'''Test yourself'''

&lt;quiz display=simple&gt;
{People experiencing learned helplessness have:
|type=&quot;()&quot;}
+ a generalised belief that their responses and outcomes are independent of each other.
- a belief that other people should make their decisions for them.
- high levels of perceived control in some situations 

{Learned helplessness causes PTSD and depression:
|type=&quot;()&quot;}
+ false
- true

&lt;/quiz&gt;
|}

==Attribution theory==


Weiner’s attribution theory expands on Locus of Control by also using stability and global to interpret attributions (Weiner, 1986). Therefore, this theory suggests that attributing causation involves a combination of a person’s tendency to assess whether the cause is internal or external combined with their belief over whether outcomes are stable or unstable, or whether they will change (Weiner, 1985). It also involves whether the person belief of whether the outcome is the same in all situations, or differs (Weiner, 1985). Weiner (1985) suggested that all three of these attributions impact on a person’s emotional responses.

One of the earlier studies of attribution theory focused on how students attribute the cause of success or failure, and emotions tied to these attributions (McFarland &amp; Ross, 1982). One study involved a social accuracy test being completed by college students, with each student then receiving feedback indicating failure or success on the test. Each student was prompted to attribute their result as due to skill or task difficulty (McFarland &amp; Ross, 1982). Responses were analysed and showed that when success was attributed to ability (an internal attribution) the result was an increase in positive emotions and self-esteem, and a reduction in negative emotions (McFarland &amp; Ross, 1982). The results suggest that emotional responses are influenced by attributions with a perception that internal (perceived control) eliciting more positive emotions than externally attributed results.

Attribution theory has also been used to explain emotional reactions to other’s feedback (Hareli, 2014). Research found that when teachers attribute student’s{{grammar}} success to ability or hard work (internal and controllable) there is an increase in positive emotion{{who}} (Hareli, 2014). It{{what}} also appeared to act as a buffer for negative emotional responses to failure when feedback indicated failure was due to external and unstable causes (Hareli, 2014). It could be suggested that this indicates that feedback that either increases or decreases a perception of control and/or controllability can affect emotional responses.  

Other studies have looked to attribution theory as an explanation and treatment for depression. Research has shown that people are more prone to depression if their attributional style is internal and stable and global (Harvey &amp; Weary, 1984). It has been suggested that internal attributions (or a perceiving control) for failure can result in decreasing self-esteem, while stable and global attributional styles (a belief that outcomes are the same over time, across all situations) can result in a reduced motivation and depression (Harvey &amp; Weary, 1984). This information was used to develop treatments for people with depression by encouraging them to attribute failures to unstable, external causes and successes to internal, stable causes (Metalsky, Laird, Heck, &amp; Joiner, 1995). Given that depression is characterised by attribution style it would seem reasonable to assume efforts to change this would decrease symptoms of depression, though research appears to be inconclusive as to whether attribution style is changeable.

;Case study
Emily participates in the school’s maths competition. When her results come in she discovers she received 68%, while her friend Beth received a grade of 93%.  Emily believes that the grade is due to her teacher’s harsh marking style (uncontrollable), and comments that she always does poorly in exams (stable) because she is not smart enough (internal). Mary however, reminds Emily that she studied the night prior (controllable), that she is naturally gifted in maths (internal) and that she does well in maths but not English exams (unstable).

==Conclusion==

There has been a long history{{when}} of people attempting to understand ‘why’ things happen in their lives, and how that impacts their behaviour and emotions (Weiner, 1985). This chapter described some of those theories{{which}}, though there are many more. In particular, it looks at how the different theories relate to a person’s perception of control, and how this influences the emotions elicited from an experience. 

The Locus of Control theory suggests {{grammar}} people’s general attributional styles are either internal or external. People with an internal attributional style perceive a level of control over their outcomes, which is often associated with more positive emotions. People with an external style see outcomes as uncontrollable. This style has been associated with higher levels of depression and anxiety. 

Learned Helplessness is another theory that uses a perception of control in an effort to explain people’s behaviours and emotional states.  This theory suggests that some people learn, often after exposure to trauma, that they have absolutely no control over the outcomes in their lives. This results in numerous negative consequences including sadness, apathy and anxiety, as well as increased susceptibility to depression and PTSD.

These theories provide insights into how perceived control influences a person’s emotional state. They highlight how a lack of perceived control can result in depression and anxiety, while perceptions of control can increase positive emotional experiences. It{{what}} also acts as a buffer against the harsh reality that objective control is often fairly low.

There is significant evidence about how perceived control can influence emotional states across many situations. This information could be utilised to increase people’s awareness about how they perceive control over their lives as well as to modify educational and work environments to encourage a perception of control in employees and students to increase positive emotional experiences. It is also something we can all be aware of throughout life. This awareness may be particularly useful in times of distress where a focus on what you are in control of, or changes in an environment to increase your perceived control, may decrease your distress and increase your emotional experience.

==See also==
*[[Motivation and emotion/Textbook/Motivation/Learned helplessness|Learned helplessness (2010)]]
*[[Motivation_and_emotion/Book/2011/Learned_helplessness|Learned Helplessness (2011)]]
*[[Emotion]]
*[[Motivation_and_emotion/Book/2014/Attributions_and_motivation|Attributions and motivation]] (Book chapter, 2014)

==References==
{{Hanging indent|

Bollini, A. M., Walker, E. F., Hamann, S., &amp; Kestler, L., (2004). The influence of perceived control and locus of control on the cortisol and subjective responses to stress. ''Biological Psychology, 67''(3), 245-260.

Cherry, K. (n.d.). Theories of emotion: Major theories of emotion. ''About Education''. Retrieved October 10, 2014, from http://psychology.about.com/od/psychologytopics/a/theories-of-emotion.htm.

Hareli, S. (2014). Making sense of the social word and influencing it by using a naïve attribution theory of emotions. ''Emotion Review, 6'', 336-343.

Harvey, J. H., &amp; Weary, G. (1984). Current issues in attribution theory and research. ''Annual Review of Psychology, 35'', 427-459.

Hogendoorn, S. M., Vervoort, L., Wolters, L. H., Prins, P. J. M., de Haan, E., Hartman, C. A., Nauta, M. H., &amp; Boer, F. (2012). Perceived control in clinically anxious and non-anxious children indirectly measured with the Implicit Association Procedure (IAP). ''Journal of Behavior Therapy and Experimental Psychology, 43'', 915-921.

Izard, C. E. (2010). The many meanings/aspects of emotion: Definitions, functions, activation and regulation. ''Emotion Review, 4''(2), 363-370.

Martin, J. M., &amp; Gill, J. K. (2008). Learned Helplessness. ''International Encyclopedia of the Social Sciences.'' Retrieved October 21, 2014, from http://www.encyclopedia.com/topic/Helplessness_(Psychology).aspx#1.

Metalsky, G. I, Laird, R. S., Heck, P., M., &amp; Joiner, T., E. (1995). Attribution theory: Clinical applications. In O’Donohue, W. T., &amp; Krasner, L. (Eds.). ''Theories of behaviour therapy: Exploring behaviour change''. (pp. 385-413). Washington DC, US: American Psychological Association. 

Morgan, T. A. (2013). Learned Helplessness. In Gellman, M. D., &amp; Turner, R. J. (Eds.), ''Encyclopedia of Behavioral Medicine'' (pp. 1171). New York, NY: Springer

Nadelhoffer, T., &amp; Matveeva, T., (2009). Positive illusions, perceived control and the free will debate. ''Mind and Language, 24''(5), 495-522.

Palker-Corell, A., &amp; Marcus, D. K. (2004). Partner abuse, learned helplessness and trauma symptoms. ''Journal of Social and Clinical Psychology, 23''(4), 445-462.

Patrick, B. C., Skinner, E. A., &amp; Connell, J. P. (1993). What motivates children’s behaviour and emotion? Joint effects of perceived control and autonomy in the academic domain. ''Journal of Personality and Social Psychology, 65''(4), 781-791.

Sahoo, F. M. (2002). ''Dynamics of Human Helplessness''. Mohan Garden, New Delhi: Concept Publishing.

Seligman, M. E. P., &amp; Maier, S. F. (1967). Failure to escape traumatic shock. ''Journal of Experimental Psychology, 74''(1), 1-9.

Skinner, E. A. (1995). ''Perceived control, motivation and coping (8th ed.''). Thousand Oaks, CA: Sage Publications

Wang, Q., Bowling, N. A., &amp; Eschleman, K. J. (2010). A meta-analytic examination of work and general Locus of Control. ''Journal of Applied Psychology, 95''(4), 761-768. 

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548-573.
}}

==External links==
*[http://web.stanford.edu/class/msande271/onlinetools/LearnedOpt.html Learned Optimism Test]
*[http://www.mindtools.com/pages/article/newCDV_90.htm Locus of Control Test]
*[http://education-portal.com/academy/lesson/how-seligmans-learned-helplessness-theory-applies-to-human-depression-and-stress.html A video on Seligman's Learned Helplessness Experiment]
*[http://education-portal.com/academy/lesson/attribution-theory-and-the-principle-of-locus-of-control.html Attribution Theory and Locus of Control Video]

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__TOC__

==Overview==
The 18th century proverb ‘''early to bed and early to rise makes a man healthy, wealthy and wise’'' displays how the connection between our decisions, behaviour and emotional well-being has been recognised for centuries.  This proverb offers encouragement that with simple actions a person can control their emotions and the outcome of their lives. In reality, it is not that straight forward.

The concept of control involves both objective and [[w:Perceptual_control_theory|perceived control]]. Objective control refers to how much actual control a person has in a situation (Nadelhoffer &amp; Matveeva, 2009). Perceived control refers to a person’s belief that their behaviour is able to alter possible outcomes, and is not necessarily related to an actual level of control (Patrick et al., 1993). Interestingly, perceived control has been found to have a greater impact on a person’s interpretations, behaviours and emotional responses than objective control (Nadelhoffer &amp; Matveeva, 2009). 

Control within a person’s life is often acknowledged as important for both emotional well-being and as a motivator for behaviour (Martin &amp; Gill, 2008). It has been suggested our innate need to perceive control over our environment may buffer the reality of the limited control we actually do have, resulting in a more positive dispositions and a greater level of comfort with our environment (Nadelhoffer &amp; Matveeva, 2009; Skinner, 1995). This may explain why objective control impacts greatly on a person’s life though perception of control is more influential for both a person’s behaviour and emotional state (Patrick et al., 1993){{rewrite}}. 

People often attempt to gain and maintain control of their environment in an effort to facilitate effective engagement within different environments (Skinner, 1995){{rewrite}}. Researchers have proposed that the role perception of control plays over actual control is as a protective mechanism as it leads us to believe we have more control than we do, which contributes to emotional well-being (Nadelhoffer &amp; Matveeva, 2009). This mechanism could be seen as allowing us to feel that we have more control over our environment than we actually do to allow us to feel that our innate need for control and effective engagements with the environment are met, resulting in positive emotional states and general well-being. 

[[w:Perceptual_control_theory|Perceived control]] is associated with both positive and negative emotions. While a lack of control can elicit positive emotional responses and be alluring in some circumstances, such as gambling or knowing you’re getting a surprise present (Qan, Feng &amp; Yang, 2011) it is generally considered that having control is preferred and that a lack of control can be distressing (Skinner, 1995). Although a lack of control is not always unpleasant, numerous studies have shown that a lack of perceived control is commonly associated with anxiety, fear, depression and withdrawal behaviours (Hogendoorn et al., 2012; Skinner, 1995). 

While there appears to be general acceptance that [[w:Perceptual_control_theory|perceived control]] affects emotions there is less understanding about how this comes about. This chapter will examine theories that attempt to answer the questions:
* how does perceived control influence emotion?
* how can perceived control be used to encourage positive emotional experiences

;Emotion
[[w:Emotion|Emotions]] are a complex range of feelings resulting in change to physical and psychological states (Cherry, n.d.) and  influencing thoughts, decisions, relationships behaviours and physical and mental health (Izard, 2010).

;Perceived control
[[w:Perceptual_control_theory|Perceived control]] is a person’s belief that there is a connection between their behaviour and specific possible outcomes, and as such the belief that they are capable of generating desired results and preventing undesired results (Patrick, Skinner &amp; Connell, 1993)
|-
|colspan=&quot;2&quot; align=&quot;center&quot; style=&quot;background:#e6ffff; text-align:left; border-top:1px #000066 solid; padding:15px;&quot; |

'''Test yourself'''
&lt;quiz display=simple&gt;

{The idea that perception of control influences emotion is a relatively new concept.
|type=&quot;()&quot;}
- True
+ False

{Perception of control refers to:
|type=&quot;()&quot;}
- a generalised belief that responses and outcomes are independent of each other.
+ a belief that your behaviours influence your outcomes.
- how easily you can see the control button on your keyboard after a couple of drinks.
&lt;/quiz&gt;
|}

==Locus of control==
[[File:Marionette_Caricature.jpg|thumbnail| ''Figure 1''. External Locus of Control{{explain}}.]]
The term [[w:Locus_of_control|Locus of Control]] was originally proposed by [[Wikipedia:Julian Rotter|Rotter]] (1966) to refer to a person’s general predisposition to attribute control to internal or external causes across a variety of situations, or personal control expectancies (Bollini, Walker, Hamann, &amp; Kestler, 2004).  People with an internal LOC believe they control their lives, while people with an external LOC believe that their life outcomes are due to external factors, such as fate and luck (Skinner, 1995). LOC has been used to examine whether an internal or external style impacts on many factors of life, including emotions, education, work and the ability to deal with stressful situations (Wang, Bowling &amp; Eschleman, 2010; Patrick et al., 1993). 

Research has focused on how people attribute and perceive control for over four decades{{when}} and has found that people have a natural tendency to attribute causes for outcomes either internally or externally (Wang et al., 2010). People who have an internal attribution style (internal LOC) perceive that they have control over their lives. While people who have an external attribution style (external LOC) have a lower perception of control as they see outside influences, such as other people, fate, luck, as controlling their lives (Wang et al., 2010){{grammar}}. LOC has been thoroughly researched in an effort to understand how it impacts on people’s behaviours and emotional states within different environments.

[[File:Marionette- Internal Locus of Control.jpg|thumbnail|left|''Figure 2''. Internal Locus of Control{{explain}}]]

Wang et al. (2010) found that a person’s LOC impacted on their perception in the workplace, and as such their attitudes, enjoyment and their propensity for withdrawal behaviours. People with an internal style, who felt they had control of the environment, were found to perceive their work environments more positively than those with an external LOC belief (Wang et al., 2010). In contrast, people with an external LOC reported more negative emotions and withdrawal behaviours, such as calling in sick (Wang et al., 2010). 

Patrick, Skinner &amp; Connell’s (1993) research also identified external and internal LOC was related to emotional states in children within the school system. It was found that children presenting positive emotional states and active engagement with their education reported high levels of [[w:Perceptual_control_theory|perceived control]] and autonomy (internal LOC) (Patrick et al., 1993). Results also showed distressed or anxious children had a low perception of control over outcomes, attributing success or failure to luck and believing that they lack the strategies to succeed or avoid failure in school (external LOC) (Patrick et al., 1993){{grammar}}. These results suggest a child’s perception of internal or external control contributed to their belief in their ability to change their educational outcomes, and influence their emotional state in the school environment{{grammar}}.

Wang et al. (2010) and Patrick et al.’s (1993) research highlight how LOC style influences a person’s emotional experience across a variety of age groups and experiences. People with an internal LOC appear to often experience more positive emotional experiences which may be due to their more proactive tendencies which may be based on their perception they are able to control and alter an environment (Wang et al., 2010). In contrast, people with an external LOC are more susceptible to negative emotions, which may be due to their lack of perceived control in changing their environments and outcomes (Patrick et al., 1993).

LOC and its effect on emotion has also been examined from a physiological perspective. Bollini, Walker, Harmann &amp; Kestler’s (2004) research focused on whether LOC played any role in mediating the effect of [[w:Perceptual_control_theory|perceived control]] on cortisol levels. [[Wikipedia:Cortisol|Cortisol]] is released by the body when a person perceives an event as stressful (Bollini et al., 2004). While previous research has been inconclusive in establishing a relationship between perceived control and cortisol Bollini et al.’s (2004) study found that people with an internal LOC had lower levels of cortisol. This result was consistent across situations including situations where they perceived control over the stressful stimuli and also in situations where they had no control. This suggests a person’s LOC, or their predisposition to perceive control over situations, influences the amount of cortisol released and the level of stress they experience (Bollini et al., 2004). Given past studies has been inconclusive further research is needed though this study indicates that a person’s LOC, or perception of control over their environment, may influence their emotions at a physiological level.

LOC has been used to explain how people’s predisposition to perceive control as either internal or external influences the emotions they experience. People with an internal LOC have confidence in their ability to alter their environment, and as such show more proactive behaviours as well as less stress, anxiety and depression (Sahoo, 2002; Wang et al., 2010). People with an external LOC perceive a lack of control in their environment, and such experience a range of emotions including increased stress, anxiety and apathy (Patrick et al., 1993; Wang et al., 2010). Studies have yet to conclusively connect physiological reactions, such as cortisol levels, to LOC though Bollini et al.’s (2004) study indicates there may be a connection and further research is necessary.

{| cellspacing=&quot;0&quot; cellpadding=&quot;0&quot; align=&quot;center&quot; style=&quot;width:100%; border:2px #000066 solid; margin: 15px 0px 15px 0px;&quot;
|-
| style=&quot;width:50%;background:#e6ffff;padding:15px;border-right:0pxtext-align:left;vertical-align:top;&quot; |
'''Case study'''&lt;br&gt;
Mary and Beth attend university together. Mary is upset by her results as she believes the lecturer has marked her results more harshly than other students. Beth is not distressed by her results and notes she may need to work harder next semester to improve her grade.  The following semester both receive higher grades. Mary is pleased, saying she is grateful she got a ‘soft’ lecturer this semester. Beth says she is pleased her hard work paid off.

Mary has an external LOC, believing her grades rely on luck. Her grades upset her as she believes they are due to external causes, resulting in her perception that she is unable to change them herself. 

Beth has an internal LOC. She feels that her outcomes are under her control, and is happy that changing her behaviour was effective in changing her grades 

| style=&quot;width:50%;background:#e6ffff;border-left:1px solid #000066;padding:15px;text-align:left;vertical-align:top;&quot; |
'''Test yourself'''
&lt;quiz display=simple&gt;

{Attributing outcomes as due to fate or luck is what style of LOC?
|type=&quot;()&quot;}
- Internal
+ External

{Lower cortisol levels are associated with internal LOC.
|type=&quot;()&quot;}
+ True
- False

&lt;/quiz&gt;
|}

==Learned helplessness==

[[Wikipedia:Learned helplessness|Learned Helplessness]] has received significant research attention since the 1960s (Martin &amp; Gill, 2008). It is characterised by an expectation that outcomes are uncontrollable and is associated with a number of negative emotional responses (Sahoo, 2002). While helplessness research initially focused on animals it extended to humans to try to explain why some individuals experience a perceived lack of control over outcomes, with some forming a generalised belief that their behaviours will have little or no impact on outcomes, after exposure to uncontrollable situations (Morgan, 2013; Sahoo, 2002).

The opposite of control is helplessness. Learned helplessness occurs when a person perceives they have no control over the outcomes in their life:{{grammar}} (Patrick et al., 1993), and as such perception of control has been found to be a core construct underlying Learned Helplessness (Sahoo, 2002). When an organism (animal or human) is exposed to unpleasant stimuli their reaction is generally to escape and to avoid the stimuli in future (Seligman and Maier, 1967). In some cases when the organism is repeatedly exposed to the stimuli and escape is prevented they learn their behaviour has no impact on the outcome and they cease trying to escape or avoid the stimuli (Seligman &amp; Maier, 1967). For some, this experience results in learned helplessness, a belief that their behaviour does not impact on outcomes (Seligman &amp; Maier, 1967). This belief can result in a failure to be proactive in life as well as increased negative emotions such as stress, {{grammar}}[[Wikipedia:Depression (mood)|depression]] and anxiety (Morgan, 2013; Sahoo, 2002).

Identification of the learned helplessness response first arose through a study aimed at conditioning a dog’s response to an electric shock with a bell (Martin &amp; Gill, 2008). The results showed that after a period of unavoidable shocks the dogs no longer attempted to escape the discomfort, instead sitting passively and enduring the discomfort (Martin &amp; Gill, 2008). Seligman and Maier recognised this result differed from the normal conditioning response and began researching the phenomenon (Martin &amp; Gill, 2008). They conducted an experiment that consisted of three groups of dogs: group one were placed in a harness (without any further procedures). Groups two and three dogs were harnessed together with the dogs in group two being exposed to an electric shock that ceased when the dog pressed a lever. The dogs in group three were connected to the same electrical circuit as the dogs in group two, and as such were also exposed to the same electric shock, though they could not control the shock with a lever. The shock appeared uncontrollable for the dogs in group three, as they could not terminate it and were unaware that the dogs in group two were stopping it.  The second part of the experiment involved moving each group of dogs into a box with a partition over which they jump to escape the electric shock. Results from the second stage showed that while the dogs from the first and second groups soon learned to jump the petition to escape the shock when the dogs from the third group received the shock they lay down whining. [[Wikipedia:Martin Seligman|Seligman]] and Maier proposed this was due to the dogs learning that they had no control over the shock as their behaviour and the shock appeared to be independent of each other. The term ‘Learned Helplessness’ was coined by Seligman who suggested the condition was a response to the emotional stress experienced when trauma is considered uncontrollable (Margin &amp; Gill, 2008).

More recent research has focused on learned helplessness as a response to traumatic situations (Bargai, Ben-Shakhar, &amp; Shalev, 2007). Studies has{{grammar}} shown that Learned Helplessness is a common response for female victims of domestic who believe they are powerless to change their situation and perceive a total lack of control (Bargai, et al., 2007; Palker-Correll &amp; Marcus, 2004). Bargai et al.’s (2007) study focused on the incidence of depression (characterised by feelings of sadness, worthlessness and despair) and [[Wikipedia:Posttraumatic stress disorder|Post Traumatic Stress Disorder]] (PTSD) (an anxiety disorder often resulting in feelings of numbness and often accompanied by depression) in female victims of severe, prolonged domestic violence. Bargai et al. (2007) found that while abuse does not necessarily result in learned helplessness, the women were significantly more likely to experience PTSD or depression if they suffered from learned helplessness.  This could suggest that learned helplessness, or a perceived lack of control over one's outcomes may increase a person’s chance of depression and PTSD, and the significant negative emotional consequences they involve. 

While learned helplessness has been linked to cases of abuse research has shown that not all people who suffer abuse will develop learned helplessness (Palker-Correll &amp; Marcus, 2004). Palker-Corell &amp; Marcus’ (2004) study of domestic violence victims reported that while victims of domestic violence showed no increased rate of learned helplessness they did have higher rates of external attribution styles. They found that victims who had an external-control belief (seeing the outcomes of their life being controlled by sources other than themselves) were more likely to develop higher levels of distress, suggesting that while they may not be more susceptible to learned helplessness, they are more likely to perceive the outcomes of their life as out of their control (Palker-Correll &amp; Marcus, 2004). 

Learned helplessness, characterised by an individual’s belief that their outcomes are totally out of their control, highlights how strong an influence perception of control is over emotions. These studies all show someone whose perception is one of having no control over outcomes are more likely to experience apathy, sadness, depression. This suggests that perceived control has a strong influence over emotion and could be worked on with people suffering Learned Helplessness to encourage a perception of control within their lives. 

{|style=&quot;float:left; width:50%; border:0px; margin:15px 15px 15px 0px;&quot;
|style=&quot;height:360px;background-color:#e6ffff;vertical-align:top; border:2px solid #660000;padding:15px; margin:0px 0px 0px 0px;&quot; |'''Test yourself'''

&lt;quiz display=simple&gt;
{People experiencing learned helplessness have:
|type=&quot;()&quot;}
+ a generalised belief that their responses and outcomes are independent of each other.
- a belief that other people should make their decisions for them.
- high levels of perceived control in some situations 

{Learned helplessness causes PTSD and depression:
|type=&quot;()&quot;}
+ false
- true

&lt;/quiz&gt;
|}

==Attribution theory==


Weiner’s attribution theory expands on Locus of Control by also using stability and global to interpret attributions (Weiner, 1986). Therefore, this theory suggests that attributing causation involves a combination of a person’s tendency to assess whether the cause is internal or external combined with their belief over whether outcomes are stable or unstable, or whether they will change (Weiner, 1985). It also involves whether the person belief of whether the outcome is the same in all situations, or differs (Weiner, 1985). Weiner (1985) suggested that all three of these attributions impact on a person’s emotional responses.

One of the earlier studies of attribution theory focused on how students attribute the cause of success or failure, and emotions tied to these attributions (McFarland &amp; Ross, 1982). One study involved a social accuracy test being completed by college students, with each student then receiving feedback indicating failure or success on the test. Each student was prompted to attribute their result as due to skill or task difficulty (McFarland &amp; Ross, 1982). Responses were analysed and showed that when success was attributed to ability (an internal attribution) the result was an increase in positive emotions and self-esteem, and a reduction in negative emotions (McFarland &amp; Ross, 1982). The results suggest that emotional responses are influenced by attributions with a perception that internal (perceived control) eliciting more positive emotions than externally attributed results.

Attribution theory has also been used to explain emotional reactions to other’s feedback (Hareli, 2014). Research found that when teachers attribute student’s{{grammar}} success to ability or hard work (internal and controllable) there is an increase in positive emotion{{who}} (Hareli, 2014). It{{what}} also appeared to act as a buffer for negative emotional responses to failure when feedback indicated failure was due to external and unstable causes (Hareli, 2014). It could be suggested that this indicates that feedback that either increases or decreases a perception of control and/or controllability can affect emotional responses.  

Other studies have looked to attribution theory as an explanation and treatment for depression. Research has shown that people are more prone to depression if their attributional style is internal and stable and global (Harvey &amp; Weary, 1984). It has been suggested that internal attributions (or a perceiving control) for failure can result in decreasing self-esteem, while stable and global attributional styles (a belief that outcomes are the same over time, across all situations) can result in a reduced motivation and depression (Harvey &amp; Weary, 1984). This information was used to develop treatments for people with depression by encouraging them to attribute failures to unstable, external causes and successes to internal, stable causes (Metalsky, Laird, Heck, &amp; Joiner, 1995). Given that depression is characterised by attribution style it would seem reasonable to assume efforts to change this would decrease symptoms of depression, though research appears to be inconclusive as to whether attribution style is changeable.

;Case study
Emily participates in the school’s maths competition. When her results come in she discovers she received 68%, while her friend Beth received a grade of 93%.  Emily believes that the grade is due to her teacher’s harsh marking style (uncontrollable), and comments that she always does poorly in exams (stable) because she is not smart enough (internal). Mary however, reminds Emily that she studied the night prior (controllable), that she is naturally gifted in maths (internal) and that she does well in maths but not English exams (unstable).

==Conclusion==

There has been a long history{{when}} of people attempting to understand ‘why’ things happen in their lives, and how that impacts their behaviour and emotions (Weiner, 1985). This chapter described some of those theories{{which}}, though there are many more. In particular, it looks at how the different theories relate to a person’s perception of control, and how this influences the emotions elicited from an experience. 

The Locus of Control theory suggests {{grammar}} people’s general attributional styles are either internal or external. People with an internal attributional style perceive a level of control over their outcomes, which is often associated with more positive emotions. People with an external style see outcomes as uncontrollable. This style has been associated with higher levels of depression and anxiety. 

Learned Helplessness is another theory that uses a perception of control in an effort to explain people’s behaviours and emotional states.  This theory suggests that some people learn, often after exposure to trauma, that they have absolutely no control over the outcomes in their lives. This results in numerous negative consequences including sadness, apathy and anxiety, as well as increased susceptibility to depression and PTSD.

These theories provide insights into how perceived control influences a person’s emotional state. They highlight how a lack of perceived control can result in depression and anxiety, while perceptions of control can increase positive emotional experiences. It{{what}} also acts as a buffer against the harsh reality that objective control is often fairly low.

There is significant evidence about how perceived control can influence emotional states across many situations. This information could be utilised to increase people’s awareness about how they perceive control over their lives as well as to modify educational and work environments to encourage a perception of control in employees and students to increase positive emotional experiences. It is also something we can all be aware of throughout life. This awareness may be particularly useful in times of distress where a focus on what you are in control of, or changes in an environment to increase your perceived control, may decrease your distress and increase your emotional experience.

==See also==
*[[Motivation and emotion/Textbook/Motivation/Learned helplessness|Learned helplessness (2010)]]
*[[Motivation_and_emotion/Book/2011/Learned_helplessness|Learned Helplessness (2011)]]
*[[Emotion]]
*[[Motivation_and_emotion/Book/2014/Attributions_and_motivation|Attributions and motivation]] (Book chapter, 2014)

==References==
{{Hanging indent|

Bollini, A. M., Walker, E. F., Hamann, S., &amp; Kestler, L., (2004). The influence of perceived control and locus of control on the cortisol and subjective responses to stress. ''Biological Psychology, 67''(3), 245-260.

Cherry, K. (n.d.). Theories of emotion: Major theories of emotion. ''About Education''. Retrieved October 10, 2014, from http://psychology.about.com/od/psychologytopics/a/theories-of-emotion.htm.

Hareli, S. (2014). Making sense of the social word and influencing it by using a naïve attribution theory of emotions. ''Emotion Review, 6'', 336-343.

Harvey, J. H., &amp; Weary, G. (1984). Current issues in attribution theory and research. ''Annual Review of Psychology, 35'', 427-459.

Hogendoorn, S. M., Vervoort, L., Wolters, L. H., Prins, P. J. M., de Haan, E., Hartman, C. A., Nauta, M. H., &amp; Boer, F. (2012). Perceived control in clinically anxious and non-anxious children indirectly measured with the Implicit Association Procedure (IAP). ''Journal of Behavior Therapy and Experimental Psychology, 43'', 915-921.

Izard, C. E. (2010). The many meanings/aspects of emotion: Definitions, functions, activation and regulation. ''Emotion Review, 4''(2), 363-370.

Martin, J. M., &amp; Gill, J. K. (2008). Learned Helplessness. ''International Encyclopedia of the Social Sciences.'' Retrieved October 21, 2014, from http://www.encyclopedia.com/topic/Helplessness_(Psychology).aspx#1.

Metalsky, G. I, Laird, R. S., Heck, P., M., &amp; Joiner, T., E. (1995). Attribution theory: Clinical applications. In O’Donohue, W. T., &amp; Krasner, L. (Eds.). ''Theories of behaviour therapy: Exploring behaviour change''. (pp. 385-413). Washington DC, US: American Psychological Association. 

Morgan, T. A. (2013). Learned Helplessness. In Gellman, M. D., &amp; Turner, R. J. (Eds.), ''Encyclopedia of Behavioral Medicine'' (pp. 1171). New York, NY: Springer

Nadelhoffer, T., &amp; Matveeva, T., (2009). Positive illusions, perceived control and the free will debate. ''Mind and Language, 24''(5), 495-522.

Palker-Corell, A., &amp; Marcus, D. K. (2004). Partner abuse, learned helplessness and trauma symptoms. ''Journal of Social and Clinical Psychology, 23''(4), 445-462.

Patrick, B. C., Skinner, E. A., &amp; Connell, J. P. (1993). What motivates children’s behaviour and emotion? Joint effects of perceived control and autonomy in the academic domain. ''Journal of Personality and Social Psychology, 65''(4), 781-791.

Sahoo, F. M. (2002). ''Dynamics of Human Helplessness''. Mohan Garden, New Delhi: Concept Publishing.

Seligman, M. E. P., &amp; Maier, S. F. (1967). Failure to escape traumatic shock. ''Journal of Experimental Psychology, 74''(1), 1-9.

Skinner, E. A. (1995). ''Perceived control, motivation and coping (8th ed.''). Thousand Oaks, CA: Sage Publications

Wang, Q., Bowling, N. A., &amp; Eschleman, K. J. (2010). A meta-analytic examination of work and general Locus of Control. ''Journal of Applied Psychology, 95''(4), 761-768. 

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92''(4), 548-573.
}}

==External links==
*[http://web.stanford.edu/class/msande271/onlinetools/LearnedOpt.html Learned Optimism Test]
*[http://www.mindtools.com/pages/article/newCDV_90.htm Locus of Control Test]
*[http://education-portal.com/academy/lesson/how-seligmans-learned-helplessness-theory-applies-to-human-depression-and-stress.html A video on Seligman's Learned Helplessness Experiment]
*[http://education-portal.com/academy/lesson/attribution-theory-and-the-principle-of-locus-of-control.html Attribution Theory and Locus of Control Video]

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__TOC__

== Overview ==

[[File:Adult Learner at Regent Oxford.jpg|300px|thumb|right|Figure caption goes here.]]

Educational researchers have been trying to identify students choice of engaging in particular tasks. They have also been focusing on, why some students work harder or out-perform others, why some students employ deep learning strategies and others use only surface learning strategies and why only some students seek help from their teachers. Students’ motivation is considered to play a vital role in the learning process. From a cognitive viewpoint, motivation is described as a goal directed behavior. Research has suggested that students’ motivation may be understood by the types of goals they adopt, their choice of activities, engagement in tasks, persistence and performance (Kaplan &amp; Maehr, 2007; Mattern, 2005). Academic motivation is defined as a student's attitude, effort, and persistence toward academic tasks when the student’s proficiency is measured against performance standards.{{Source}} It is based on the general concept of effectance motivation which is referred to as a feeling of achievement or being competent and successful in one’s environment (McGrew, 2008). The theory of achievement goal orientation is an important explanatory model of academic motivation in students. It attempts to explain why and how students engage in learning and are trying to achieve success (Kaplan, &amp; Maehr, 2007; Mattern, 2005). This chapter helps to develop a better understanding of how achievement goal orientation influences students’ academic motivation.

== What is achievement goal oriented theory? ==

Achievement goal theory is a prominent [[Wikipedia:Social cognitive theory (psychology)|social cognitive theory]] within the motivation literature. Achievement goal theory specifies students’ reasons and purposes for engaging and their continuation in various learning activities (Meece, Anderman &amp; Anderman, 2006).  According to this theory, goals are very important as they give meaning and purpose to an activity. Researchers have mainly focused on two primary [[Wikipedia:Goal orientation (psychology)|goal orientations]] (mastery and performance goals) in understanding students’ achievement motivation and self-regulated learning. Students with mastery and performance-oriented goals evaluate success levels differently, have different intentions or purposes for engaging in achievement-oriented behaviour and have a different concept of self, one’s task and its outcomes (Mattern, 2005).Achievement goal theory identifies the kinds of goals that result in achievement-related behaviours.

=== Mastery-oriented goals ===

Mastery goal orientation is defined in terms of developing competence and mastering the task. Mastery goals orient students on learning, understanding and accomplishing challenging task, developing abilities and skills over time to achieve mastery over a task (Meece et al., 2006). Task-oriented goals leads to greater [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2013/Intrinsic__(psychology) intrinsic motivation], which results in higher levels of effort and perseverance when challenged with difficult tasks. Students also have greater levels of  persistence and interest and a fulfilling sense of achievement when mastering a task (Kaplan, &amp; Maehr, 2007). By mastering a new skill, students experience self-improvement and satisfaction which is also an important part of motivation for action. Mastery goal is further broken into:
* Mastery-approach goal orientation: describes students who focus on learning as much as possible to achieve competence.
* Mastery-avoidance goal orientation: refers to students who focus on avoiding situations that have a negative impact on mastering a task to in order to learn as much as possible (Wolters, 2004).
Students with mastery-oriented goals tend to focus more on gaining an understanding of the topic rather than focusing on the outcome, for example, a student may take the time to work through failed math's problems to ensure that they understand the concept, rather than finishing the problems as fast as they can so they can move onto another task.

=== Performance-oriented goals ===

Performance goal orientation represents a focus on demonstrating competence or high ability relative to others (Kaplan, &amp; Maehr, 2007). Performance goals orient students to focus on their ability and performance by striving to be better than others and self-evaluating one’s performance and abilities with others (Meece et al., 2006). Central to a performance goal is the public recognition that one has done better and out-performed others in a very superior way. Performance-oriented goals leads to [https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2013/Extrinsic_motivation_(psychology) extrinsic motivation], which results in unpleasant tension and demonstrating ability. Performance-oriented goal is further broken down to:
* Performance-approach goal orientation: defines students who demonstrates competence publicly.
* Performance-avoidance goal orientation: describes students who avoid situations that show oneself as incompetent relative to others (Wolters, 2004)
Students with performance-oriented goals therefore, focus more on outperforming others (Ames, 1992).

==Goal orientation and achievement behaviours==

A large amount of research has been done on the association between different aspects of achievement goal oriented theory and students’ academic achievement. Evidence suggests that implantation of mastery goals result in effective self-regulated learning among students (Ames,1992). Students’ belief that effort will lead to successful outcomes is central to a mastery goal and this belief pattern preserves the achievement behaviour (Ames, 1992; Kaplan &amp; Maehr, 2007). However, some studies found no relationship between mastery-oriented goals and {{what}}performance among younger students (Pintrich, 2000). Studies separating performance approach and performance avoidance goals found that performance approach goal but not the performance avoidance goal to be positively linked to college students’ effort and persistence. Research on students engaged in performance-avoidance goals performed poorly compared to their peers (Wolters, 2004).

Researchers in relation to achievement goal theory of motivation have recognised the influence of classroom and school environments on students’ motivation and learning patterns. Studies have examined how teachers create classroom goal structures by instructions, evaluation and various teaching strategies (Meece et al., 2006).  Self-report measures were used in a study to assess the role of goal structures in classroom environment. Students’ perception of mastery goal structures was associated with increased learning strategy use, preference for task challenge and sustained effort.  On the other hand,  perception of performance goal was linked with ability attribution and less positive attitude toward the class than mastery goal (Ames &amp; Archer,1988). A longitudinal study investigated the relationship between the changes in classroom goal structure and learning pattern of students from 5th grade in primary school to 6th grade in middle school. Students who informed{{huh}} increase or no change in the mastery goal structures of their classroom showed higher levels of academic self-efficacy and academic achievement than students with a decreased mastery goal structure (Urdan &amp; Midgley, 2003).

==What are goals and how do they affect performance?==

A goal is referred to as outcomes that an individual strives to accomplish{{fact}}. Goals are conceptualized as the motivational concrete of cognition, affect, and behaviour. It helps us to understand the connection between thoughts, feeling and behaviour and how they function as a coordinated system (Reeve, 2009, p211).  From a cognitive perspective, studies have shown that achievement goals leads to self-regulatory skills, cognitive and metacognitive learning strategies that help students to plan, learn and achieve their desired goals (Wolters, 2004). Students engaged in mastery goals used [[Wikipedia: (psychology)|cognitive]] and [[Wikipedia:Metacognition (psychology)|metacognitive strategies]] for learning.  They also adapted positive outcomes, such as higher level of self-efficacy, self-regulated learning, and positive attitudes and well-being (Wolters, 2004; Ames, 1992). Other investigations have demonstrated that goals are related to affective outcome such as interest, feeling and emotions.  Furthermore, an extensive research {{rewrite}} has focused on how goal orientations contribute to student’s adaptive and maladaptive attitude towards achievement{{fact}}. Performance goal orientation was found to be allied with surface learning, whereas mastery goal was associated with deep learning strategies and help-seeking behaviour (Kaplan, &amp; Maehr, 2007).

Goals are proposed to affect performance and achievement patterns. Given below are four mechanisms by which goals influence performance (Latham  &amp; Locke, 2002).

{| class=&quot;wikitable&quot;
|-
! Mechanism !! Description !! Example
|-
|'''Direct attention'''||Goals direct people’s attention towards activities that will help in achieving the goal and away from activities that are not relevant to the goals||A student, who wishes to get high distinction (HD) in her course, would direct her direction (focus) and effort on studying for long hours
|-
|'''Energise performance'''|| Goals have a high energising function which helps in motivating people to expend greater effort in line with difficulties of achieving one’s goal||Student who wishes to get HD's would train herself to spend more effort in order to achieve mastery over her subjects
|-
|'''Task persistence'''|| Goals allow people to spend more time and persist longer working on tasks to improve the overall performance or achieve one’s goal||Student will spend more hours and continue studying to achieve HD's
|-
|'''Effective Strategies'''||In trying to achieve a goal, individual discovers new and improved strategies that will help them achieve better mastery||In wanting to get HD’s, student would make use of various learning styles to perform better
|-
|}

''Table 1:'' '''Goal Mechanisms{{fact}}'''

== Goal setting theory conditions ==

Educational researchers have established that [[Wikipedia:Goal setting (psychology)|goal setting]] is an important component of student’s motivation, self-regulatory learning and academic achievement. When students set a goal, they may develop a sense of self-efficacy and make a commitment to the goal (Schunk, 1991). The motivational advantages of goal-setting are influenced by its properties such as acceptance, proximity, specificity and difficulty level and feedback (Schunk, D. H, 1991).

=== Proximal goals ===

Research shows that proximal goal lead to higher motivation than distant goals as students are able to make judgments of how they are progressing towards the proximal goal than towards the distant goal (Schunk, 1991). A study by Bandura and Schunk (1981) found that proximal goal setting increased motivation, self-efficacy and mastery over task better than distant goal.

=== Goal Difficulty ===
Goal difficulty refers to how hard a goal is to accomplish. Studies support the fact that difficult goals lead to higher levels of effort and performance. More difficult a goal is, the more it energizes people as it leads them to exert more effort than for easy goals (Reeve, 2009).  Also better learning strategies may be implemented when tasks are challenging leading to high performance (Schunk, 1991).

=== Goal specificity ===

Goal specificity refers to the degree to which goals are specified and exactly tells the person what he or she is to do (Reeve, 2009).  When a performer is given a vague goal such as ‘do you best’ makes poor referent standards and harder to measure once own performance. Vague goals are ambiguous in evaluating progress and often produce little effect on motivation (Klein, Whitener, &amp; Ilgen, 1990). Goal specificity is therefore considered important as it reduces ambiguity and draws one’s attention to precise actions and behaviours leading to goal achievement (Reeve, 2009). In one study, students working on eye-hand coordination showed that goal specificity reduced the discrepancy between that of goal and performance. However some other studies have showed that goal that are not specifically defined leads to higher learning outcomes than specifically defined goals. Nonspecific goals seemed to reduce the cognitive load of the students and increased their learning outcomes by expending less effort (Wirth, Künsting, &amp; Leutner, 2009).

=== Feedback: how do students know if they are making progress toward their goals? ===

Goals that are difficult, specific and close at hand increases performance as motivation is higher. It energises people, leads to expend effort and increased persistence. Form a motivational perspective, feedback is reflected as an incentive for successful completion of tasks, goal attainment, and self-regulatory learning process and learning efforts (Hoska, 1993). Feedback is another important condition of goal setting that is necessary in invoking motivation and letting people know their progress towards the goal. Goal setting leads to increased performance when timely feedback is provided. It allows the performer know how far they have reached in achieving their goal and in addition, also provides information on how much more one needs to work in future to accomplish their goal.Feedback and knowledge is considered to have learning effects on performance and allows in keeping track of any progress towards the desired goal.  (Locke, Shaw, Saari &amp; Latham, 1981). When a given feedback shows that one is performing above the goal level, they may feel satisfied and competent to  achieve an even difficult goal.  On the other hand when the feedback shows that they are performing below the goal level, then the person feels dissatisfied and may increase their effort to achieve their goal (Reeve, 2009).  For example a student receiving poor feedback about his marks may change his study habits or spend more time studying to achieve a desired outcome. Therefore feedback is useful in academic settings, as it influences students’ motivation and their future effort which in turn will help them to achieve best learning outcomes. Although feedback is considered to have a strong influence on learning and achievement behaviour, students’ response to feedback varies. A meta-analysis on the effect of feedback among school students showed various influence on student achievement (Hattie, &amp; Timperley, 2007).

{{projectbox|theme=3 |icon={{{icon|Epiphany-bookmarks.svg}}} |text= Interested in learning more about feedback and its role in motivating people to learn? [[Motivation and emotion/Book/2014/Feedback for learning motivation|Feedback for learning motivation]].}}

=== Goal acceptance/ Goal Commitment ===

[[File:ART CLASS STUDENTS AT CATHEDRAL SENIOR HIGH SCHOOL IN NEW ULM, MINNESOTA. THE TOWN IS A COUNTY SEAT TRADING CENTER OF... - NARA - 558216.jpg|340x140px|thumbnail|right|''Figure 2.'' Accepting and committing to the goal is very important in the goal setting process to accomplish the task]]

Goal acceptance is important for goals to be effective in invoking motivation.  Goal acceptance is a person’s decision on either to accept or reject the goal. A person accepts a goal based on the perceived difficulty. {{Source}} Goals that are easy to accomplish are generally accepted whereas difficult goals are rejected. Another factor that affects goal acceptance is participation. Participation refers to the extent which the performer has in the goal or is to pursue the goal. Generally a goal that is not self-set but forcefully imposed by others, is rejected (Reeve, 2009, p217).  Goal commitment is the process by which a person is determined and set to achieve the accepted goal. For example a student who wishes to score high, will commit herself to spend more time studying in order to get high marks. Research shows that when students make a greater commitment, they engage in tasks such as persistent determination, and expend a lot of time and effort in trying to attain their goal (Pajares &amp; Urdan, 2002; Klein, Wesson, Hollenbeck, &amp; Alge, 1999).

== Self-efficacy – a predictor of Academic motivation and learning ==

Self–efficacy is defined as one’s judgment of his or her capabilities to perform particular tasks.  In simple words, self-efficacy is what a person believes she can accomplish using her skills in a given situation (Zimmerman, 2000). Academic motivation is often addressed in connection with self-efficacy. Research shows that self-efficacy has become an exceedingly efficacious predictor of student’s motivation and learning (Zimmerman, 2000). Students having high self-efficacy participate relatively more than others, put forth more effort and persist longer when faced with difficulties (Schunk, 1991). Self-efficacious students are ready to take on or involve in challenging task than do in-efficacious students.  In one study, students’ self-efficacy of subtraction problems made them to participate in mathematical tasks. Students with higher self-efficacy showed greater involvement in arithmetic activity (Bandura and Schunk 1981).

Researches{{spelling}} have shown how self-efficacy operates in academic setting. In the initial stage, students engage in an activity with different belief in one’s {{grammar}} own capabilities to mastery or accomplish a task. Self-efficacy at the start varies by skills, attitudes and previous experience. Goal setting properties and process then influences students learning.  It helps them in understanding how well they are progressing toward their goal and also how much more effort they have to put to achieve their goal. Motivation is boosted when students see they are making progress to their goal.  Consecutively students work towards their goal, become competent and develop a sense of self-efficacy for performing well (Schunk, 1991).

{{projectbox|theme=3 |icon={{{icon|Epiphany-bookmarks.svg}}} |text=What{{spelling}} to know more about self-efficacy and how it can enhance motivation? Take a look at the book chapter [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and Motivation]].}}

== Self-regulated learning and academic motivation ==

Researchers have recently identified the role of self- regulation in students’ academic motivation.  [[Wikipedia:Self-regulated learning (Psychology)|Self –regulated learning]] is referred to the use of cognitive and metacognitive strategies (such as recalling information, problem solving, planning and monitoring) by students to influence and regulate their learning (Pintrich, 1999).Students who actively participate in self-regulatory learning set mastery oriented goals rather than performance goals to gain mastery over the task. They approach academic tasks with assurance, determination, and persist in learning. They are often attentive of their strategies and learning process, and seek help from others to optimise their learning. When tackled with difficulties or challenges, these students discover ways to get to be successful and take greater responsibilities for achieving outcomes.  Self-regulated learners are found to initiate activities themselves such as self-observation, self-judgement and self-improvement leading them in various learning strategies such as training sessions etc. Their high levels of motivation will hep them to continue in a particular task  and set higher goals for themselves (Schunk, 1990; Zimmerman,1990). Thus, self-regulated strategies are beneficial as students develop goals and skills that will help improve their academic performance and achievement behaviour.

== Conclusion ==

This chapter has demonstrated a number of theories in line with achievement goal orientation and its role on academic motivation. We can see from this chapter the prominence of goal orientations in academic settings. Goal orientation theory helps us understand the reasons and purpose of students’ engagement in a particular task and their achievement motivation.  Two main orientations namely, mastery and performance goal orientations explain students’ engagement in academic activities. Self-efficacy and self-regulation are important predictors of academic motivation and learning. Hopefully, this chapter has helped you to develop an understanding on achievement goal orientations and motivation, particularly how important and productive goal orientations can be in our day-to-day life. The take home message from this chapter is that goal orientation focuses mainly on accomplishing the end result. People with goal orientation may have higher levels of motivation and often often move forward in attaining their goal. Goal oriented people often engage in a task with greater confidence and direct their paths to their goal. Therefore goals orientations are important as it influences our behaviour and performance.

==Test yourself==

===Quiz===

&lt;quiz&gt;
{Which of the following goal orientation describe students who focus on increasing their competence levels?
|type=&quot;()&quot;}
- Mastery-avoidance goal orientation
+ Mastery-approach goal orientation

{Self-efficacy is One’s belief that they are able to perform or achieve a task?
|type=&quot;()&quot;}
+ True
- False

{Which of the following goal mechanism/s affect performance?
|type=&quot;()&quot;}
- Goals direct attention toward goal-related behaviours.
- Goals function as energiser
- Goals lead to task persistence.
- Goals activate new learning strategies.
+ All of the above

{Is performance goal defined in terms of developing competence and mastering the task?
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

== See also ==

*[[Learning theories in practice/Self-Regulated Learning| Self-Regulated Learning(2011)]]
*[[Learning theories in practice/Self-Efficacy| Self-efficacy(2011)]]
*[[Motivation and emotion/Book/2014/University student motivation| University student motivation (2014)]]
*[[Creating Motivation and emotion/Book/2014/Theory of goal setting and task performance| Goal setting and task performance(2014)]]
*[[Motivation and emotion/Book/2018/Adolescent educational motivation|Adolescent educational motivation]] (2018)

== References ==

{{Hanging indent|1=

Ames, C., &amp; Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of educational psychology, 80(3), 260. Doi: 10.1037/0022-0663.80.3.260

Ames, C. (1992). Classrooms: Goals, structures, and student motivation.Journal of educational psychology, 84(3), 261. Doi: 10.1037/0022-0663.84.3.261

Bandura, A., &amp; Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of personality and social psychology, 41(3), 586. Doi:10.1037/0022-3514.41.3.586

Hoska, D. M. (1993). Motivating learners through CBI feedback: Developing a positive learner perspective. Interactive instruction and feedback, 105-132.

Hattie, J., &amp; Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. DOI: 10.3102/003465430298487

Kaplan, A., &amp; Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184.

Klein, H. J., Wesson, M. J., Hollenbeck, J. R., &amp; Alge, B. J. (1999). Goal commitment and the goal-setting process: conceptual clarification and empirical synthesis. Journal of Applied Psychology, 84(6), 885. DOI:10.1037/0021-9010.84.6.885

Latham, G., &amp; Locke, E. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717. Doi: 10.1037/0003-066X.57.9.705

Locke, E. A., Shaw, K. N., Saari, L. M., &amp; Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological bulletin, 90(1), 125. doi.org/10.1037/0033-2909.90.1.125

Mattern, R. A. (2005). College students’ goal orientations and achievement.International Journal of Teaching and Learning in Higher Education, 17(1), 27-32. Retrieved from http://www.isetl.org/ijtlhe/pdf

McGrew, K. (2008). Beyond IQ: A model of academic competence &amp; motivation (MACM). Retrieved March, 12, 2011. Retreived from http://www.iapsych.com/acmcewok/macm.html

Meece, J. L., Anderman, E. M., &amp; Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annu. Rev. Psychol.,57, 487-503. DOI:10.1146/annurev.psych.56.091103.070258

Pajares, F., &amp; Urdan, T. C. (Eds.). (2002). Academic motivation of adolescents(Vol. 2). IAP

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470. DOI: 10.1016/S0883-0355(99)00015-4

Reeve, J. (2009) Understanding motivation and emotion (5th ed.) USA: John Wiley &amp; Sons Inc.

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231. DOI: 10.1080/00461520.1991.9653133

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86. DOI:
10.1207/s15326985ep2501_6

Urdan, T., &amp; Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence.Contemporary Educational Psychology, 28(4),524-551. doi:10.1016/S0361-476X(02)00060-7

Wirth, J., Künsting, J., &amp; Leutner, D. (2009). The impact of goal specificity and goal type on learning outcome and cognitive load. Computers in Human Behavior, 25(2), 299-305. DOI: 10.1016/j.chb.2008.12.004

Wolters, C. A. (2004). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of educational psychology, 96(2), 236. DOI: 10.1037/0022-0663.96.2.236

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. Retrieved from http://www.rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-eportfolio/documents/zimmerman.pdf
}}

==External links==
[http://www.psych.rochester.edu/research/apav/publications/documents/1994_ElliotHarackiewicz_GoalSettingAchievementOrientationandIntrinsicMotivation.pdf: Goal setting, Achievement Orientation and Intrinsic Motivation: A Mediatonal Analysis]
*[http://books.google.com.au/books?hl=en&amp;lr=&amp;id=MDQLfOg0jX0C&amp;oi=fnd&amp;pg=PP2&amp;dq=self-regulatory+learning+and+goal+theory&amp;ots=CD-sN1mPzo&amp;sig=MIHxKj_Tf3luaEHY1DjEIAHimMA#v=onepage&amp;q=self-regulatory%20learning%20and%20goal%20theory&amp;f=false: Motivation and self-regulated learning]
*[https://www.youtube.com/watch?v=QyhhXuWHQLM Bandura’s Self-efficacy theory] (YouTube video)
*[https://www.youtube.com/watch?v=dWOt2HyjCno Locke and Latham's Goal Setting Theory] (YouTube video by MindToolVideos)

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__TOC__

== Overview  ==
[[File:Cathy Freeman 2000 olympics.jpg|thumb|''Figure 1.'' Cathy Freeman after winning a gold medal at the 2000 Olympics.]]

[[w:Albert_Einstein|Albert Einstein]], [[w:Walt_Disney|Walt Disney]], and [[w:Cathy_Freeman|Cathy Freeman]], are all considered successful people who have had many achievements. Albert Einstein was a successful and well respected theoretical physicist who is world renowned for his general theory of relativity. Walt Disney was the creator of a animation and film empire which continues to be influential in society. Cathy Freeman was the first aboriginal Australian to win at a commonwealth games and went on to later win a gold medal at the 2000 Olympic games (see Figure 1).    &amp;nbsp;&amp;nbsp;

What [[w:Personality|personality]] characteristics led these people to accomplish these achievements? Did their personality [[w:Trait_theory|traits]] predispose them to have a high [[Motivation and emotion/Book/2011/Achievement motivation|achievement motivation]]? &amp;nbsp;&amp;nbsp; &amp;nbsp;&amp;nbsp; &amp;nbsp;&amp;nbsp;

There is a general consensus among current {{what}} literature that [[w:Conscientiousness|conscientiousness]] is the personality trait most associated with a strong [[motivation]] to achieve. There are conflicting findings in the literature about how well the other [[w:Big_Five_personality_traits|big five personality traits]] predict this behaviour (Poropat, 2009). Perceived control and the desire for control have also been found to predict this behaviour.  &amp;nbsp;&amp;nbsp;

The aim of this chapter is to better understand how an individual’s personality affects their motivation to achieve. Psychological theories of achievement motivation and personality will be used to develop this understanding. How personality affects achievement motivation in general and in sports will be briefly discussed. Then, the impact of personality on [[w:Academia|academic]] achievement motivation will be focused on. This will be narrowed down to how the big five personality traits, [[Motivation and emotion/Book/2014/Perceived control and emotion|perceived control]], and the desire for control predict academic achievement motivation. 

'''Focus questions:''' 

#What big five personality traits aid achievement motivation?
#Does personality affect the motivation to achieve?

{{RoundBoxTop|theme=6}}'''Case study:'''       
Sally and John have taken a personality test to measure their big five personality traits. Sally scored high in conscientiousness and John scored high in extraversion. Who do you think will have higher achievement motivation? The answer is Sally. Read on to find out why.  {{RoundBoxBottom}} 

{{Robelbox|theme={{{theme|7}}}|title=Quick facts}}
* '''Conscientiousness'''= most consistently important personality trait for achievement motivation.
* '''Main theories for academic achievement motivation'''= the big five, perceived control, and desire for control. 
* '''To improve achievement motivation'''= structured learning environment, self-discipline, educational curiosity, identify those who are at risk of failing, developing the specific domains of conscientiousness, and praising efforts.
{{Robelbox/close}}

== Personality ==
[[File:Diagram of the Big 5 personality traits.jpeg|thumb|330x330px|''Figure 2''. Diagram of the big five personality traits.]]

There are three personality characteristics that can affect an individual’s achievement motivation. The first of which is the five-factor model of personality traits put forward by Costa and McCrae (1992){{grammar}}. This model is commonly known as the big five personality traits and is measured on a scale from high to low on each dimension (Komarraju, Karau, Schmeck, &amp; Avdic, 2011). This data can be collected via a self-report style or by a report from parents/ friends. This measure of personality has had [[w:Big_Five_personality_traits#Criticisms|criticisms]] relating to the labeling of the factors and is not always accepted as a measure of personality. However, there has been wide consensus that it is a robust and valid measurement (Komarraju et al., 2011; Smrtnik-Vitulić &amp; Zupančič, 2011). Judge and Ilies (2002) state it is the most universally accepted model of personality. Therefore, the big five model is a respectable personality theory to use.                      

There are five factors of this personality measure as seen in Figure 2. These factors are conscientiousness, [[w:Neuroticism|neuroticism]], [[w:Extraversion_and_introversion|extraversion]], [[w:Openness_to_experience|openness]] (openness to experience), and [[w:Agreeableness|agreeableness]] (Komarraju et al., 2011). The dimension of conscientiousness refers to being organised, systematic, achievement orientated, and disciplined. Neuroticism refers to one's impulse control, anxiety, moodiness, and the degree of emotional stability. Extraversion is one’s outgoingness, positive emotionality, sociability, and assertiveness. Openness refers to one’s intellectual curiosity, imagination, subjectively perceived intelligence, and a preference for variety. Lastly, agreeableness is regarding helpfulness, kindness, amiability, and cooperation with others (Komarraju et al., 2011; Smrtnik-Vitulić &amp; Zupančič, 2011). These personality traits have been used in a range of studies to assess individuals' achievement motivations as seen in a meta analysis by Judge and Ilies (2002).                     

Additionally, a second personality predictor of achievement motivation is perceived control. This was defined by Stupnisky, Perry, Hall, and Guay (2012) as the belief in one’s own ability to control their environment. Perry, Hladkyj, Pekrun, Clifton, and Chipperfield (2005) described perceived control as one’s perception of being in or out of control. An individual’s perceived level of control has been seen to be a predictor of achievement.                               

A third personality characteristic is the desire for control proposed by Burger (1992). A desire for control reflects the level of control an individual prefers to have. People with a high desire for control are responsible, make their own decisions, and enjoy being in control. The opposite is said of those who are low in the desire for control (Burger, 1992).                                        

{{RoundBoxTop|theme=2}}
Here are two links to quick versions of personality tests to measure the big five personality traits. Have a look at where you sit with the big five traits discussed in this chapter (Note: These are not full versions of this personality test). 
http://www.outofservice.com/bigfive/ 
http://drphil.com/shows/bigfivepersonalityquiz {{RoundBoxBottom}}

== Achievement motivation ==

There are three main theories of achievement motivation, these are: [[w:Goal_theory|goal theory]], [[w:Expectancy-value_theory|expectancy value theory]], and the [[w:Need_for_achievement|need for achievement]] (nAch)(Steinmayr &amp; Spinath, 2009).   

[[File:Goal theory .jpg|thumb|310x310px|''Figure 3''. Diagram of the components of goal theory.]]

Goal theory is divided into learning goals (acquiring competence) and performance goals (showing competence). The last goal is further subdivided into performance-approach (wishing to show competence) and performance-avoidance (wishing not to show incompetence). As demonstrated in Figure 3.   

The Expectancy value theory states the expectancy for future success is grouped with the value of the task to produce an individual’s achievement motivation (Steinmayr &amp; Spinath, 2009). The expectancy for success can be developed by one’s own [[Motivation and emotion/Book/2011/Self-efficacy|self efficacy]]. The values of a task are developed by the [[Motivation and emotion/Book/2013/Intrinsic motivation|intrinsic]] worth and the importance placed on the task.

Furthermore, the nAch was originally developed by Murray (1938). The trait for a nAch involves competing against one’s self, obtaining a high standard, and overcoming obstacles. According to Ziegler, Schmukle, Egloff, and Bühner (2010) the nAch was further developed by McClelland, Atkinson, Clark, and Lowell (1953). This development included the components of hope for success and fear of failure. For a description of these components see Table 1. The struggle between these two components is said to create an individual's achievement motivation.

Table 1  

''The Two Components of the nAch Theory; Hope for Success and Fear of Failure.''  
{| class=&quot;wikitable&quot;
!Components 
!Description
|-
|Hope for success
|Is the belief to succeed and is generally associated with positive emotions (Steinmayr &amp; Spinath, 2009).
|-
|Fear of failure
|Is the fear of not succeeding and is generally associated with negative emotions (Steinmayr &amp; Spinath, 2009).
|}

== Quiz 1- Test your knowledge ==
&lt;quiz display=&quot;simple&quot;&gt;
{What are the big five personality factors?
|type=&quot;()&quot;}
- Conscientiousness, desire for control, extraversion, openness, and agreeableness.
+ Conscientiousness, neuroticism, extraversion, openness, and agreeableness.
- Perceived control, neuroticism, extraversion, openness, and desire for control.

{Which theory states “the expectancy for future success is grouped with the value of the task to produce an individual’s achievement motivation” according to Steinmayr and Spinath (2009)?
|type=&quot;()&quot;}
- The need for achievement.
- Goal theory. 
+ Expectancy value theory.
&lt;/quiz&gt;

== How personality affects achievement motivation ==
Personality can affect an individual’s achievement motivation both positively and negatively. These affects can occur in general everyday achievement, in sporting achievements, and in academia within the schooling years. 

=== Achievement in general ===
A meta-analysis conducted by Judge and Ilies (2002) examined the affect of personality on general achievement. It was concluded that the big five personality factors of conscientiousness and neuroticism were the strongest predictors.  

Desire for control is also seen to predict individual’s motivation for achievement for challenging tasks in general, as demonstrated by Burger (1985). In this study, Burger (1985) examined achievement against the desire for control. It was concluded that participants with a high desire for control had higher levels of general achievement. Being high in this variable also suggested a person would persist longer at tasks and demonstrate a high level of motivation to achieve. However, a large amount of research on this variable has been on its ability to predict academic achievement and not its ability to predict achievement in other areas.  

==== Achievement in sports ====
Personality can affect the motivation to achieve in sports. A study by Ramos-Villagrasa, Garcia-Izquierdo, and Navarro (2013) examined the affect of the big five personality traits on the effectiveness of male and female basketball players. It was concluded that conscientiousness was the best big five predictor of achievement in basketball games. Openness was the second largest personality factor that lead to better achievement in this sport (Ramos-Villagrasa et al., 2013). This study was conducted with semi-professional basketball players. The results might have been different if amateur or professional players were examined.

High scores on conscientiousness and openness where also identified as important factors in sporting achievement from a literature review by Saale-Prasad (2013). Additionally, it was concluded that high on extraversion and low on agreeableness were also factors in practicing successful athletic achievement motivation.

=== Achievement in academia ===
[[File:Graduation Girl.jpg|thumb|300x300px|''Figure 4.'' Graduating from University is an example of an academic achievement. ]]

Personality factors are good predictors of academic achievement motivation (such as graduating University. See Figure 4). Additionally, there is extensive literature on these effects, which is why it will now be focused on.

==== How the big five affects academic achievement motivation ====
A study by Komarraju et al. (2011) found three of the big five factors of neuroticism, conscientiousness, and agreeableness to be [[Statistical significance|significant]] predictors of academic achievement. Neuroticism was negatively correlated with academic achievement meaning that scoring low in this factor was desirable. However, conscientiousness was found to be the largest predictor of this behaviour. These results demonstrate that those students who are (as previously mentioned) organised, systematic, achievement orientated, and disciplined are more likely to maximise their learning potential. These results can help teachers and students to produce an effective learning environment by promoting conscientiousness (Komarraju et al., 2011).&amp;nbsp;

An earlier correlational study by mostly the same authors, Komarraju, Karau, and Schmeck (2009) concluded the same three factors as the previous study. These factors predicted a large amount of variance in academic scores. Similarly to the previous study in a mediation analysis, conscientiousness was found to be a partial predictor between grade point average (GPA) and intrinsic motivation. This means the participants who were high in conscientiousness had high academic achievement and intrinsic motivation. Interestingly, this factor was negatively correlated with [[Motivation and emotion/Book/2014/Amotivation|amotivation]]. Thus, participants with high scores on this factor are less likely to be disengaged or apathetic (Komarraju et al., 2009). However, this study used the participant’s self-estimates of their own GPA and thus relied on self-report measures. This could be overcome by accessing school records for exact GPAs.

This finding was also demonstrated in a study by Richardson and Abraham (2009). It was concluded that conscientiousness was significant and had a positive correlation to academic achievement. The other big five traits were not found to be significant factors.   

The finding that the personality trait of conscientiousness is the strongest predictor of academic achievement was also supported by Smrtnik-Vitulić and Zupančič (2011). This study tested these affects on high school-aged students longitudinally over a two-year period. Even over this period of time this factor is still a strong predictor. Smrtnik-Vitulić and Zupančič (2011) discuss that the factor of openness is commonly found to correlate with academic achievement. However, intelligence can come across as a factor within openness and therefore this could be considered an invalid predictor of how personality affects this behaviour. Additionally, the only other personality trait that was statistically significant was extraversion. A low score in extraversion was significantly correlated with academic achievement. The results suggest this is possibly due to these students spending more time studying and less time socialising (Smrtnik-Vitulić &amp; Zupančič, 2011). However, this study was conducted in Slovenia and therefore the results may have been different to those studies conducted in other countries. &amp;nbsp;

A large amount of research in this field has used correlational studies. The cause of academic achievement motivation cannot be determined by a correlational study; therefore, an experiment needs to be conducted to determine causality. Freund and Holling (2011) did just that. In the experiment all participants completed the [[w:Revised_NEO_Personality_Inventory|NEO-Five-Factor-Inventory questionnaire]] to measure the big five personality traits. They were then instructed to complete a matrices test. The matrices were used to test academic achievement in a laboratory setting. The results concluded that openness, conscientiousness, and neuroticism were the statistically significant predictors of successfully completing the matrices. Openness and neuroticism were both found as the strongest predictors and therefore, conscientiousness was not found to be the strongest predictor as commonly found in the literature (Freund &amp; Holling, 2011). Interestingly, agreeableness was not a significant factor in this study. The participants in this study were externally motivated to participate as they were undergraduate University students obtaining course credit for participation.    

Overall, a meta-analysis by Poropat (2009) provided a comprehensive final view on this subject. The significant factors were found to be agreeableness, conscientiousness, and openness. The factor that was the most highly associated with academic achievement motivation was conscientiousness with a medium effect size (''d''= 0.46).   

Nevertheless, O’Connor and Paunonen (2007) discuss that although this theory of personality can predict an individual’s academic achievement, it should not be the sole predictor. To obtain a comprehensive view of one’s personality, more than just one model or test needs to be used. 

* &lt;u&gt;Real life example:&lt;/u&gt; Barack Obama is the current president of the United States of America. Obama has had many achievements in his life including graduating from Harvard law school. Consequently, he scored high in the trait of conscientiousness (Winter, 2011). 

===== Gender differences =====
Spinath, Harald Freudenthaler, and Neubauer (2010) examined the gender differences within the big five personality factors that predict academic achievement. It was found that conscientiousness and extraversion were significant factors for females but not for males. A high extraversion score was found to be negatively correlated with academic performance in males. Conscientiousness was found to be an especially good predictor of achievement in mathematics for both genders (Spinath et al., 2010). This study demonstrates that personality has an affect on academic achievement. Beyond that it shows there are gender differences in which personality traits are important for this achievement.    

===== How the big five traits hinder academic achievement motivation =====
A high score in extraversion was found  to be negatively correlated with academic performance in males (Spinath et al., 2010). This means a high score in this factor was related to low academic achievement. It was found that this was possibly due to the males that were high in extraversion were more likely to act out in a classroom setting.

Additionally, it was found by Komarraju et al. (2011) that a high score in neuroticism can hinder academic achievement. The reason for this suggested was that those high in this trait tend to worry to excess and therefore are more likely to disengage from the learning. This finding was also shared by O’Connor and Paunonen (2007). They concluded that the more neurotic students did not do as well academically as the less neurotic students in their study.&amp;nbsp;       

==== How perceived control affects academic achievement motivation ====
Perceived control can predict individual's academic achievement. In a study by Stupnisky et al. (2012) the participants who had a high-perceived control over their academic studies where found to have higher grades. This perceived control was measured by the scale proposed by Perry, Hladkyj, Pekrun, and Pelletier (2001). The items included questions regarding how much the participant felt they had control over their academic performance. However, the participants for this study were all University students and therefore the sample was not representative of all people affected by academic achievement (Stupnisky et al., 2012). Overall, this study demonstrated that perceived control is an important predictor for academic achievement among University age students. &amp;nbsp;

An earlier study by Perry et al. (2005) found similar results. Perceived control in relation to academic achievement was also found to be a positive predictor. This means the participants who had a high-perceived control achieved higher academic grades.&amp;nbsp;&amp;nbsp;

A longitudinal study by Hong, Ho, and You (2011) examined if perceived control changes over four years of high school. It was concluded that perceived control remains generally stable over this period of time. These results were found consistent across the four ethnic groups studied. These groups were Caucasian, Hispanic, Asian, and African American. Hong et al. (2011) stated no study had examined the longitudinal effects of perceived control on this behaviour or examined these effects across different ethic groups. A limitation of this study is its internal [[w:Reliability_(psychometrics)|reliability]]. The [[Internal consistency|Cronbach’s alpha]] (used to measure reliability) is often accepted as reliable when it is .80 or above. However, in this study it was between .65 and .76 thus there was a possible reliability issue.  

Furthermore, perceived control predicts academic achievement due to students having to take responsibility for their education (Stupnisky et al., 2007). [[Motivation and emotion/Book/2014/Attributions and motivation#Weiner.27s attribution theory of motivation and emotion|Weiner’s attribution theory of motivation and emotion]] can also help to explain these effects (Weiner, 1985). This theory states that people with high-perceived control attribute failure to controllable causes. For example when high perceived control people fail they are likely to think it was because they did not try hard enough. As opposed to people low in this trait would attribute failure to external causes. For example they would be likely to think that failure was caused by the examiner making the test too hard (Weiner, 1985). As a student, being high in perceived control can lead to increased responsibility of their own education and a strong motivation to study to achieve academically. This can promote good academic achievement (Stupnisky et al., 2007).  

==== How desire for control affects academic achievement motivation ====
The personality variable of the desire for control was proposed by Jerry M. Burger. A 1992 study was a subsequent study by Burger differing from his 1985 study previously mentioned. It examined the affect of the desire for control on academic achievement. It was concluded that people high in the desire for control tend to exert extra effort in challenging situations such as academic tasks. People who have a high desire for control achieve greater than those low on this variable (Burger, 1992). Thus, being high in the desire for control can lead to greater academic achievement motivation. However, there has not been much research on this variable in recent years and therefore, this theory might not still be relevant.                                    

{{center top}}{{collapse top|Answer to the focus questions (in the overview)}}
A1) Conscientiousness was the main personality trait found to positively affect achievement motivation. The other big five traits that also aid achievement motivation are openness, agreeableness, and low in neuroticism.  
A2) Yes, it has been found that the big five personalty traits, perceived control, and the desire for control are associated with achievement motivation. This association has been found in general achievement, in sporting achievement, and most evidently in academic achievement.{{collapse bottom}}{{center bottom}}

== Quiz 2- Test your knowledge ==
&lt;quiz display=&quot;simple&quot;&gt;
{A high score in which big five factor was found to be negatively correlated with academic performance in males?
|type=&quot;()&quot;}
- Conscientiousness.
- Neuroticism.
+ Extraversion.

{What type of study is commonly conducted in this field of research?
|type=&quot;()&quot;}
+ Correlational.
- Experimental.
- Naturalistic observation.
&lt;/quiz&gt;
== Conclusion ==

The aim of this chapter was to provide a better understanding of how personality affects the motivation to achieve. Briefly it was discussed how personality affects achievement motivation in general and in sports. After this how personality affects academic achievement motivation was analysed. 

In conclusion, personality affects the motivation to achieve via the different personality traits predicting achievement motivation. Overall, it was found that the big five personality trait of conscientiousness was the most consistently found significant predictor of this behaviour.&amp;nbsp; 

Freund and Holling (2011) discuss the problems with using self-report measures as it has been found that most measures of achievement motivation can be faked. Future research could propose additional measures to test this behaviour other than self-report measures such as questionnaires. Caspi, Roberts, and Shiner (2005) suggested this could be achieved by using archival data. Further research could be conducted regarding the gender differences, as the study by Spinath et al. (2010) was one of very few recent studies on this topic. Similarly, more studies could be conducted on how personality affects achievement motivation in sports, as there was not a lot of literature in this field. &amp;nbsp; &amp;nbsp;

== Take home messages ==

{{RoundBoxTop|theme=7}}
[[Image:Nuvola filesystems folder home.png|right|128px]]
'''1) The main personality traits that can help achievement motivation include:'''
* Conscientiousness
* Openness
* Agreeableness
* (Low) Neuroticism

* Perceived control
* Desire for control

'''2) The traits that can hinder achievement motivation include:''' 
* Extraversion (in males)
* (High) Neuroticism

{{RoundBoxBottom}}


{{RoundBoxTop|theme=6}}
[[Image:Nuvola apps edu miscellaneous.png|right|128px]]

'''How can teachers, parents, coaches, and ourselves improve achievement motivation?'''
# As conscientiousness was found to be the main overall predictor of academic achievement motivation, Komarraju et al. (2009) suggested some practical examples of how to improve conscientiousness. These examples include &lt;u&gt;creating a structured learning environment, promoting self-discipline, and promoting educational curiosity within a classroom environment&lt;/u&gt;. Smrtnik-Vitulić and Zupančič (2011) also suggested it would be beneficial in &lt;u&gt;developing the specific domains of the trait conscientiousness.&lt;/u&gt; For example this could be achieved by focusing on developing one's own organisational skills, being systematic, focusing on achievement, and being disciplined.  
# The knowledge of which personality traits foster academic achievement motivation can also help &lt;u&gt;identify those students who could be at risk of failing&lt;/u&gt; (Poropat, 2009). These students would be those low in conscientiousness, openness, agreeableness, perceived control, and desire for control. Additionally, those high in neuroticism and extraversion.   
# Additionally, perceived control was also found to predict academic achievement. Therefore, Hong et al. (2011) suggested that teachers could &lt;u&gt;praise the efforts of the students to help them feel more in control.&lt;/u&gt;   
# O’Connor and Paunonen (2007) Stated that by knowing the connection that personality has with achievement motivation it can help foster achievement. &lt;u&gt;Knowing the strengths and weaknesses of a person’s personality&lt;/u&gt; in terms of the traits that predict achievement motivation can aid this.

 {{RoundBoxBottom}}

== See also ==
* [[Motivation and emotion|Motivation and emotion (2015 book)]]
* [[Motivation and emotion/Book/2010/Personality and motivation|Personality and motivation (2010 book chapter)]]
* [[Motivation and emotion/Book/2014/Achievement goal orientation and academic motivation|Achievement goal orientation and academic motivation (2014 book chapter)]]
* [[Motivation and emotion/Textbook/Motivation/Achievement motivation|Achievement motivation (2010 book chapter)]]
* [[Motivation and emotion/Book/2015/Family influences on academic motivation|Family influences on academic motivation (2015 book chapter)]]

== References ==
{{Hanging indent|1= 
Burger, J. M. (1985). Desire for control and achievement-related behaviors. ''Journal of Personality and Social Psychology, 48'', 1520-1533. doi:10.1037/0022-3514.48.6.1520

Burger, J. M. (1992). Desire for control and academic performance. ''Canadian Journal of Behavioural Science, 24'', 147-155. doi:10.1037/h0078716 

Caspi, A., Roberts, B. W., &amp; Shiner, R. L. (2005). Personality development: Stability and change. ''Annual Review of Psychology, 56'', 453-484. doi:10.1146/annurev.psych.55.090902.1

Costa P.T., &amp; McCrae R.R. (1992). ''NEO PI-R: Professional Manual: Revised NEO PI-R and NEO-FFI''. Florida, USA: Psychological Assessment Resources, Inc. 

Freund, P. A., &amp; Holling, H. (2011). Who wants to take an intelligence test? personality and achievement motivation in the context of ability testing. ''Personality and Individual Differences, 50'', 723-728. doi:10.1016/j.paid.2010.12.025

Hong, S., Ho, H., &amp; You, S. (2011). Longitudinal effects of perceived control on academic achievement. ''The Journal of Educational Research, 104'', 253-266. doi:10.1080/00220671003733807

Judge, T. A., &amp; Ilies, R. (2002). Relationship of personality to performance motivation: A meta-analytic review. ''Journal of Applied Psychology, 87'', 797-807. doi:10.1037/0021-9010.87.4.797

Komarraju, M., Karau, S. J., Schmeck, R. R., &amp; Avdic, A. (2011). The big five personality traits, learning styles, and academic achievement. ''Personality and Individual Differences, 51'', 472-477. doi:10.1016/j.paid.2011.04.019

Komarraju, M., Karau, S. J., &amp; Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. ''Learning and Individual Differences, 19'', 47-52. doi:10.1016/j.lindif.2008.07.001

McClelland, D. C., Atkinson, J., Clark, R., &amp; Lowell, E. (1953). ''The achievement motive.'' New York, USA: Appleton-Century-Crofts.

Murray, H. A. (1938). ''Explorations in personality''. New York: Oxford University Press. 

O’Connor, M. C., &amp; Paunonen, S. V. (2007). Big five personality predictors of post-secondary academic performance. ''Personality and Individual Differences, 43'', 971-990. doi:10.1016/j.paid.2007.03.017

Perry, R. P., Hladkyj, S., Pekrun, R.H., Clifton, R. A., &amp; Chipperfield, J. G. (2005). Perceived academic control and failure in college students: A three-year study of scholastic attainment. ''Research in Higher Education, 46'', 535-569. doi:10/1007/s11162-005-3364-4

Perry, R.P. Hladkyj, S. Pekrun, R.H., &amp; Pelletier, S.T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. ''Journal of Educational Psychology, 93'', 776–789. doi:10.1037/0022-0663.93.4.776 

Poropat. A. E.,&amp;nbsp;(2009). A meta-analysis of the five-factor model of personality and academic performance.&amp;nbsp;''Psychological Bulletin, 135'', 322–338. doi:10.1037/a0014996

Ramos-Villagrasa, P. J., Garcia-Izquierdo, A. L., &amp; Navarro, J. (2013). Predicting the dynamic criteria of basketball players: The influence of the 'big five', job experience, and motivation. ''Revista De Psicología Del Trabajo y De Las Organizaciones, 29'', 29-35. doi: 10.5093/tr2013a5

Richardson, M., &amp; Abraham, C. (2009). Conscientiousness and achievement motivation predict performance. ''European Journal of Personality, 23'', 589-605. doi:10.1002/per.732

Smrtnik-Vitulić, H., &amp; Zupančič, M. (2011). Personality traits as a predictor of academic achievement in adolescents. ''Educational Studies, 37'', 127-140. doi:10.1080/03055691003729062

Saale-Prasad, A. (2013). Personality traits of college athletes as predictors of athletic performance (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3579724)

Spinath, B., Harald Freudenthaler, H., &amp; Neubauer, A. C. (2010). Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation. ''Personality and Individual Differences, 48'', 481-486. doi:10.1016/j.paid.2009.11.028

Steinmayr, R., &amp; Spinath, B. (2009). The importance of motivation as a predictor of school achievement. ''Learning and Individual Differences, 19'', 80-90. doi:10.1016/j.lindif.2008.05.004

Stupnisky, R. H., Perry, R. P., Hall, N. C., &amp; Guay, F. (2012). Examining perceived control level and instability as predictors of first-year college students’ academic achievement. ''Contemporary Educational Psychology, 37'', 81-90. doi:10.1016/j.cedpsych.2012.01.001

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological Review, 92'', 186–200. doi:10.1037/0033-295X.92.4.548

Winter, D. G. (2011). Philosopher-king or polarizing politician? A personality profile of barack obama. ''Political Psychology, 32'', 1059-1081. doi:10.1111/j.1467-9221.2011.00852.x

Ziegler, M., Schmukle, S., Egloff, B., &amp; Bühner, M. (2010). Investigating measures of achievement motivation(s). ''Journal of Individual Differences, 31'', 15-21. doi:10.1027/1614-0001/a000002

}}

== External links ==
http://www.apa.org/topics/personality/

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{{MECR3|1=http://www.screencast.com/t/PkivfgQ1}} 
__TOC__

==Overview==
{{expand}}

== What is Empowerment? ==

=== Definition ===

Empowerment is a term used to describe feelings of control and having the ability to make autonomous decisions. To be empowered has been described as feeling confident and optimistic about circumstances and having feelings of power to act on those emotion{{fact}}s. Empowerment is largely related to self-efficacy but also incorporates feelings of personal control and hope (Reeve, 2015). Feelings of empowerment can be fostered through an individual’s self efficacy, confidence, optimism and mastery beliefs.

Empowerment allows an individual to change their{{grammar}} responses to failure and believe that control over circumstances is possible. It is through self-efficacy that empowerment can start to be achieved (Reeve, 2015). Albert Bandura (1997) describes self-efficacy as the belief that an individual has control and it is through these beliefs that an individual is able to master goals and sustain commitments. Furthermore, it is through these beliefs that an individual can gain mastery over beliefs and feel as though change is possible. This enhances feelings of hope, confidence and optimism which are all important in fostering empowerment{{fact}}.

=== Important Factors ===

The process of fostering empowerment is about personal growth and development (Barak et al., 2008). It has been described as both a process and an outcome (Miguel et al., 2015). Empowering processes can include learning new skills and adopting behaviours to exert control over circumstances (Zimmerman, 2000). Reeve (2015) describes empowerment as having the knowledge, skills and beliefs to exercise control over life. It is through these processes that the outcome of empowerment can be achieved. But first an individual needs to develop self-efficacy, confidence, optimism and mastery beliefs. 

These four concepts start the process of fostering empowerment. Fostering empowerment is a process that involves strong feelings of competence and control which are first and largely gained through high self-efficacy beliefs. Therefore, to foster empowerment an individual needs to change responses to failure, fight feelings of helplessness and doubt and focus on building confidence and self-efficacy. Doing this will lead to improving mastery beliefs and optimism so that an individual is able to exert control over behaviours and actions which will lead to empowerment.{{fact}}

=== Perspectives on Empowerment ===

From a cognitive-motivational perspective, empowerment can be fostered through motivational resources of high hope individuals. This is fostered through confidence, self-efficacy, optimism and mastery beliefs. It has been found that high-hope individuals are able to achieve better results and cope better with circumstances then low-hope individuals (Snyder et al., 2002 as cited in Reeve, 2015). Therefore, the cognitive motivational perspective of hope can also be applied to fostering empowerment. 

Empowerment has also been described as being accessed through cognitive, emotional and behavioural components (Miguel et al., 2015, Christens et al., 2013). This perspective describes empowerment as a process where an individual is able to change their{{grammar}} beliefs and gain control over their{{grammar}} lives. This perspective uses a different model, however, in essence it emphasises the importance of hope and optimism and describes empowerment as both a process and an outcome just as the cognitive-motivational perspective does. 

Furthermore, Albert Bandura’s (1997) concept of self-efficacy lays important foundations for the perspective of empowerment. Bandura (1997) emphasises the importance of self-efficacy in gaining personal control over life. Self-efficacy is concerned with an individual’s capability of feeling in control and motivated to adjust circumstances if they are willing to do so (Ozer &amp; Bandura, 1990). Self-efficacy is related to the ability to cope with circumstances and cognitions (Ozer &amp; Bandura, 1990).

=== Importance of Empowerment ===

The concept of empowerment is important as it can help individualsto  identify solutions to problems and actively engage in actions to address those problems (Peterson, 2014). Empowering processes allow individuals to gain mastery and control over issues of importance that can lead to outcomes of awareness, control and participation (Zimmerman &amp; Warschausky, 1998). Empowerment can be quite an individualistic and dynamic process (Foster-Fishman et al., 1998). However, most research refers to the concept of empowerment as encompassing appropriate beliefs that lead to the outcome of personal development and empowerment.

== '''An Example...''' ==
=== So what are appropriate beliefs? ===

Here is an example to illustrate this point. 

Ally feels helpless, doubts all her abilities and avoids going out in public because she fears social rejection. Ally is depressed and experience anxiety about many situations. 

For Ally to feel empowered she first needs to gain a sense of self-efficacy and confidence. Ally has to believe that she is control and responsible for her behaviours. She has to accept that she will inevitably experience emotions, but that emotions are normal and are part of being a human. Self-efficacy isn’t necessarily about changing negative thoughts and replacing them with good ones, it’s about believing that you are in control and that your emotions don’t have to control your behaviour and your life. 

Often depressed individuals will feel a sense of hopelessness and doubt, and will often have feelings of not being in control{{fact}}. However, it is important to remember that the first step in empowerment is realising that you do have control and it is through your thinking that you are able to exert that control. 

Empowerment is not necessarily about making all things great but it is about realising that you have control over all the choices that you make. It is about accepting that negative events and negative emotions are a part of life but that you have the power to exercise control over what you choose to do with those circumstances. It is about accepting that you have emotions and thoughts but that you also have the power to control your actions to those cognitive experiences. Knowing this can help Ally build confidence and optimism.

'''How? Let’s continue by discussing the theoretical framework around empowerment'''

== '''Theoretical Framework of Empowerment''' ==
Empowerment is a concept that has been defined in many different ways{{vague}}. However, fostering empowerment can be understood through a cognitive motivational framework in psychology. Empowerment can be understood as a process and an outcome in which an individual gains control over circumstances and has a belief that they can actively engage in a resolution to whatever problem or issue that may be of concern.{{fact}} 

From a cognitive motivational perspective, empowerment can set its foundations and framework in a model of hope. From this perspective, high-hope individuals are able to access motivation through personal control beliefs of confidence, self-efficacy, optimism and mastery beliefs (Reeve, 2015). This model compliments the process of fostering empowerment and it is through this model that other aspects of empowerment can also be derived. Other models that can help make sense of the concept of empowerment include cognitive, emotional and behavioural components of Empowerment Theory, Bandura’s Social Cognitive Theory of Human Agency 
and Mastery Modelling Programmes.{{fact}}  

The model of hope sets the foundations for empowerment. It is through hope that an individual is able to address feelings of inadequacy and doubt. For an individual to feel empowered they{{grammar}} must first accept that fostering empowerment is both a process and an outcome and that the steps towards empowerment are gradual and will take time and effort

The first step in the process of fostering empowerment is gaining a sense of confidence and developing high self-efficacy{{fact}}. Bandura’s Social Cognitive Theory of Human Agency describes self efficacy as the ability to feel in control over the quality of one’s life (Bandura, 2001 as cited in Petri &amp; Govern, 2013). Bandura takes a holistic approach to self-efficacy and believes that cognitive, emotional and behavioural components are all important to human experiences (Petri &amp; Govern, 2013). Bandura’s theory is linked to personal control and the ability of an individual to be able to exercise control over their belief about circumstances and events. It is through efficacious thinking that an individual is able to tackle feelings of helplessness and doubt and gain confidence over individual circumstances.

Furthermore, Bandura’s Social Cognitive Theory compliments Empowerment Theories which also emphasise the importance of behavioural, emotional and cognitive components of human experience. Empowerment Theories describe empowerment as a process whereby people gain control and develop a higher sense of self-concept and power to achieve goals (Cattaneo &amp; Chapman, 2010; Guerrettaz &amp; Arkin, 2015; Miguel et al., 2015). 

Self-efficacy is also linked to feelings of optimism. Optimism doesn’t necessarily mean seeing the positive in everything that occurs. But recognising that hardships can be a part of life but an individual has control over life choices and the option to change personal circumstances{{grammar}}. Optimism is about being realistic and confident about personal challenges (Tucker-Ladd, 2004). 

The processes of self-efficacy, confidence and optimism can then lead to an outcome of mastery beliefs and hope. The Mastery Modelling Programme is a model that structures personal control beliefs so that an individual can work through problems and goals by breaking concepts down (Reeve, 2015). 

These models can be helpful in understanding the process of fostering empowerment and applying it to an individuals’ life. Empowerment is about gaining insight into thoughts, actions and behaviours so that confidence and a higher self-efficacy can be built. It is a process that takes time and persistence, optimism, mastery and hope.

== '''Theory &amp; Research''' ==

There have been a few studies that have illustrated the process of fostering empowerment. Studies have focused on self-efficacy as the process and empowerment as an outcome. These studies illustrate how self efficacy has been used for empowerment. 

Ozer and Bandura (1990) studied the effects of a mastery modelling programme as a mechanism to foster empowerment in a group of women. The women’s empowerment was adjusted through a self defence programme that was aimed at enhancing the women’s self-efficacy beliefs and coping mechanisms. The mastery modelling programme was used to target beliefs about sexual assault and enhance the women’s coping strategies. The study found that through teaching the women skills about self defence and helping them feel more in control over the situation the women reported feeling more empowered and capable of dealing with the situation.

In another study it was found that online support groups were able to foster empowerment. They found that online support groups that enhanced an individual’s sense of well-being, control and confidence were beneficial in fostering empowerment and in coping with stressful situations (Barak et al., 2008). Furthermore, a study on self-doubt found that confidence was important when dealing with uncertainty and had a large effect on an individual’s beliefs about their{{grammar}} abilities and what they could accomplish (Guerrettaz &amp; Arkin, 2015). Both these studies support that confidence and control are important factors to individual feelings of empowerment.

Furthermore, another {{missing}} found that optimism played an important role in self-efficacy and cognitive performance. In this{{which}} study on self efficacy it was found that optimism had a positive effect on cognitive tasks (Niemiec &amp; Lachowicz-Tabaczek, 2015). This supports that optimism may be important in establishing appropriate cognitive beliefs. Furthermore, it supports the connection between optimism and mastery over personal beliefs.

== Conclusion ==
{{expand}}

== See also ==
{{expand}}

== '''References''' ==
{{Hanging indent|1=
Bandura, A. (1997). ''Self-efficacy: The exercise of control''. New York: Freeman.

Barak, A., Boniel-Nissim, M., &amp; Suler, J. (2008). Fostering empowerment in online support groups. ''Computers in Human Behavior, 24''(5), 1867-1883. 

Cattaneo, L. B., &amp; Chapman, A. R. (2010). The process of empowerment: A model for use in research and practice. ''American Psychologist, 65''(7), 646-659. 

Christens, B., Collura, J., &amp; Tahir, F. (2013). Critical hopefulness: A person-centered analysis of the intersection of cognitive and emotional empowerment. ''American Journal of Community Psychology 52'', 170-184.

Foster-Fishman, P. G., Salem, D. A., Chibnall, S., Legler, R., &amp; Yapchai, C. (1998). Empirical support for the critical assumptions of empowerment theory. ''American Journal of Community Psychology,26''(4), 507-536. 

Guerrettaz, J. &amp; Arkin, R. (2015). Who am I? How asking the question changes the answer. Self and Identity, 14(1), 90-103. 
Miguel, M. C., Ornelas, J. H., &amp; Maroco, J. P. (2015). defining psychological empowerment construct: Analysis of three empowerment scales. ''Journal of Community Psychology, 43''(7), 900-919. 

Niemiec, T. &amp; Lachowicz-Tabaczek, K. (2015). The moderating role of specific self-efficacy in the impact of positive mood on cognitive performance. ''Motivation and Emotion'', 39, 498-505. 

Ozer, E. M., &amp; Bandura, A. (1990). Mechanisms governing empowerment effects: A self-efficacy analysis. ''Journal of Personality and Social Psychology, 58''(3), 472-486. 

Peterson, N. A. (2014). Empowerment theory: Clarifying the nature of higher-order multidimensional constructs. ''American Journal of Community Psychology, 53''(1), 96-108. 

Petri, H &amp; Govern, L. (2013). ''Motivation: Theory, Research and Application'' (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

Reeve, J. (2015). ''Understanding Motivation and Emotion'' (6th ed.). Hoboken, NJ: Wiley.

Tucker-Ladd, C. (2004). ''Psychological Self-Help''. Retrieved from http://www.psychologicalselfhelp.org/ 

Zimmerman, M. A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In Rappaport, J. &amp; Seidman, E. (Eds.), ''Handbook of community psychology''. New York: Kluwer Academic/Plenum Publishers.

Zimmerman, M. A., &amp; Warschausky, S. (1998). Empowerment theory for rehabilitation research: Conceptual and methodological issues. ''Rehabilitation Psychology, 43''(1), 3-16.
}}

== External links ==
{{expand}}

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[[Category:Motivation and emotion/Book/Empowerment]]
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{{MECR3|1=http://www.screencast.com/t/PkivfgQ1}} 
__TOC__

==Overview==
{{expand}}

== What is Empowerment? ==

=== Definition ===

Empowerment is a term used to describe feelings of control and having the ability to make autonomous decisions. To be empowered has been described as feeling confident and optimistic about circumstances and having feelings of power to act on those emotion{{fact}}s. Empowerment is largely related to self-efficacy but also incorporates feelings of personal control and hope (Reeve, 2015). Feelings of empowerment can be fostered through an individual’s self efficacy, confidence, optimism and mastery beliefs.

Empowerment allows an individual to change their{{grammar}} responses to failure and believe that control over circumstances is possible. It is through self-efficacy that empowerment can start to be achieved (Reeve, 2015). Albert Bandura (1997) describes self-efficacy as the belief that an individual has control and it is through these beliefs that an individual is able to master goals and sustain commitments. Furthermore, it is through these beliefs that an individual can gain mastery over beliefs and feel as though change is possible. This enhances feelings of hope, confidence and optimism which are all important in fostering empowerment{{fact}}.

=== Important Factors ===

The process of fostering empowerment is about personal growth and development (Barak et al., 2008). It has been described as both a process and an outcome (Miguel et al., 2015). Empowering processes can include learning new skills and adopting behaviours to exert control over circumstances (Zimmerman, 2000). Reeve (2015) describes empowerment as having the knowledge, skills and beliefs to exercise control over life. It is through these processes that the outcome of empowerment can be achieved. But first an individual needs to develop self-efficacy, confidence, optimism and mastery beliefs. 

These four concepts start the process of fostering empowerment. Fostering empowerment is a process that involves strong feelings of competence and control which are first and largely gained through high self-efficacy beliefs. Therefore, to foster empowerment an individual needs to change responses to failure, fight feelings of helplessness and doubt and focus on building confidence and self-efficacy. Doing this will lead to improving mastery beliefs and optimism so that an individual is able to exert control over behaviours and actions which will lead to empowerment.{{fact}}

=== Perspectives on Empowerment ===

From a cognitive-motivational perspective, empowerment can be fostered through motivational resources of high hope individuals. This is fostered through confidence, self-efficacy, optimism and mastery beliefs. It has been found that high-hope individuals are able to achieve better results and cope better with circumstances then low-hope individuals (Snyder et al., 2002 as cited in Reeve, 2015). Therefore, the cognitive motivational perspective of hope can also be applied to fostering empowerment. 

Empowerment has also been described as being accessed through cognitive, emotional and behavioural components (Miguel et al., 2015, Christens et al., 2013). This perspective describes empowerment as a process where an individual is able to change their{{grammar}} beliefs and gain control over their{{grammar}} lives. This perspective uses a different model, however, in essence it emphasises the importance of hope and optimism and describes empowerment as both a process and an outcome just as the cognitive-motivational perspective does. 

Furthermore, Albert Bandura’s (1997) concept of self-efficacy lays important foundations for the perspective of empowerment. Bandura (1997) emphasises the importance of self-efficacy in gaining personal control over life. Self-efficacy is concerned with an individual’s capability of feeling in control and motivated to adjust circumstances if they are willing to do so (Ozer &amp; Bandura, 1990). Self-efficacy is related to the ability to cope with circumstances and cognitions (Ozer &amp; Bandura, 1990).

=== Importance of Empowerment ===

The concept of empowerment is important as it can help individualsto  identify solutions to problems and actively engage in actions to address those problems (Peterson, 2014). Empowering processes allow individuals to gain mastery and control over issues of importance that can lead to outcomes of awareness, control and participation (Zimmerman &amp; Warschausky, 1998). Empowerment can be quite an individualistic and dynamic process (Foster-Fishman et al., 1998). However, most research refers to the concept of empowerment as encompassing appropriate beliefs that lead to the outcome of personal development and empowerment.

== An Example ==
=== So what are appropriate beliefs? ===

Here is an example to illustrate this point. 

Ally feels helpless, doubts all her abilities and avoids going out in public because she fears social rejection. Ally is depressed and experience anxiety about many situations. 

For Ally to feel empowered she first needs to gain a sense of self-efficacy and confidence. Ally has to believe that she is control and responsible for her behaviours. She has to accept that she will inevitably experience emotions, but that emotions are normal and are part of being a human. Self-efficacy isn’t necessarily about changing negative thoughts and replacing them with good ones, it’s about believing that you are in control and that your emotions don’t have to control your behaviour and your life. 

Often depressed individuals will feel a sense of hopelessness and doubt, and will often have feelings of not being in control{{fact}}. However, it is important to remember that the first step in empowerment is realising that you do have control and it is through your thinking that you are able to exert that control. 

Empowerment is not necessarily about making all things great but it is about realising that you have control over all the choices that you make. It is about accepting that negative events and negative emotions are a part of life but that you have the power to exercise control over what you choose to do with those circumstances. It is about accepting that you have emotions and thoughts but that you also have the power to control your actions to those cognitive experiences. Knowing this can help Ally build confidence and optimism.

'''How? Let’s continue by discussing the theoretical framework around empowerment'''

== Theoretical Framework of Empowerment ==
Empowerment is a concept that has been defined in many different ways{{vague}}. However, fostering empowerment can be understood through a cognitive motivational framework in psychology. Empowerment can be understood as a process and an outcome in which an individual gains control over circumstances and has a belief that they can actively engage in a resolution to whatever problem or issue that may be of concern.{{fact}} 

From a cognitive motivational perspective, empowerment can set its foundations and framework in a model of hope. From this perspective, high-hope individuals are able to access motivation through personal control beliefs of confidence, self-efficacy, optimism and mastery beliefs (Reeve, 2015). This model compliments the process of fostering empowerment and it is through this model that other aspects of empowerment can also be derived. Other models that can help make sense of the concept of empowerment include cognitive, emotional and behavioural components of Empowerment Theory, Bandura’s Social Cognitive Theory of Human Agency 
and Mastery Modelling Programmes.{{fact}}  

The model of hope sets the foundations for empowerment. It is through hope that an individual is able to address feelings of inadequacy and doubt. For an individual to feel empowered they{{grammar}} must first accept that fostering empowerment is both a process and an outcome and that the steps towards empowerment are gradual and will take time and effort

The first step in the process of fostering empowerment is gaining a sense of confidence and developing high self-efficacy{{fact}}. Bandura’s Social Cognitive Theory of Human Agency describes self efficacy as the ability to feel in control over the quality of one’s life (Bandura, 2001 as cited in Petri &amp; Govern, 2013). Bandura takes a holistic approach to self-efficacy and believes that cognitive, emotional and behavioural components are all important to human experiences (Petri &amp; Govern, 2013). Bandura’s theory is linked to personal control and the ability of an individual to be able to exercise control over their belief about circumstances and events. It is through efficacious thinking that an individual is able to tackle feelings of helplessness and doubt and gain confidence over individual circumstances.

Furthermore, Bandura’s Social Cognitive Theory compliments Empowerment Theories which also emphasise the importance of behavioural, emotional and cognitive components of human experience. Empowerment Theories describe empowerment as a process whereby people gain control and develop a higher sense of self-concept and power to achieve goals (Cattaneo &amp; Chapman, 2010; Guerrettaz &amp; Arkin, 2015; Miguel et al., 2015). 

Self-efficacy is also linked to feelings of optimism. Optimism doesn’t necessarily mean seeing the positive in everything that occurs. But recognising that hardships can be a part of life but an individual has control over life choices and the option to change personal circumstances{{grammar}}. Optimism is about being realistic and confident about personal challenges (Tucker-Ladd, 2004). 

The processes of self-efficacy, confidence and optimism can then lead to an outcome of mastery beliefs and hope. The Mastery Modelling Programme is a model that structures personal control beliefs so that an individual can work through problems and goals by breaking concepts down (Reeve, 2015). 

These models can be helpful in understanding the process of fostering empowerment and applying it to an individuals’ life. Empowerment is about gaining insight into thoughts, actions and behaviours so that confidence and a higher self-efficacy can be built. It is a process that takes time and persistence, optimism, mastery and hope.

== Theory &amp; Research ==

There have been a few studies that have illustrated the process of fostering empowerment. Studies have focused on self-efficacy as the process and empowerment as an outcome. These studies illustrate how self efficacy has been used for empowerment. 

Ozer and Bandura (1990) studied the effects of a mastery modelling programme as a mechanism to foster empowerment in a group of women. The women’s empowerment was adjusted through a self defence programme that was aimed at enhancing the women’s self-efficacy beliefs and coping mechanisms. The mastery modelling programme was used to target beliefs about sexual assault and enhance the women’s coping strategies. The study found that through teaching the women skills about self defence and helping them feel more in control over the situation the women reported feeling more empowered and capable of dealing with the situation.

In another study it was found that online support groups were able to foster empowerment. They found that online support groups that enhanced an individual’s sense of well-being, control and confidence were beneficial in fostering empowerment and in coping with stressful situations (Barak et al., 2008). Furthermore, a study on self-doubt found that confidence was important when dealing with uncertainty and had a large effect on an individual’s beliefs about their{{grammar}} abilities and what they could accomplish (Guerrettaz &amp; Arkin, 2015). Both these studies support that confidence and control are important factors to individual feelings of empowerment.

Furthermore, another {{missing}} found that optimism played an important role in self-efficacy and cognitive performance. In this{{which}} study on self efficacy it was found that optimism had a positive effect on cognitive tasks (Niemiec &amp; Lachowicz-Tabaczek, 2015). This supports that optimism may be important in establishing appropriate cognitive beliefs. Furthermore, it supports the connection between optimism and mastery over personal beliefs.

== Conclusion ==
{{expand}}

== See also ==
{{expand}}

== References ==
{{Hanging indent|1=
Bandura, A. (1997). ''Self-efficacy: The exercise of control''. New York: Freeman.

Barak, A., Boniel-Nissim, M., &amp; Suler, J. (2008). Fostering empowerment in online support groups. ''Computers in Human Behavior, 24''(5), 1867-1883. 

Cattaneo, L. B., &amp; Chapman, A. R. (2010). The process of empowerment: A model for use in research and practice. ''American Psychologist, 65''(7), 646-659. 

Christens, B., Collura, J., &amp; Tahir, F. (2013). Critical hopefulness: A person-centered analysis of the intersection of cognitive and emotional empowerment. ''American Journal of Community Psychology 52'', 170-184.

Foster-Fishman, P. G., Salem, D. A., Chibnall, S., Legler, R., &amp; Yapchai, C. (1998). Empirical support for the critical assumptions of empowerment theory. ''American Journal of Community Psychology,26''(4), 507-536. 

Guerrettaz, J. &amp; Arkin, R. (2015). Who am I? How asking the question changes the answer. Self and Identity, 14(1), 90-103. 
Miguel, M. C., Ornelas, J. H., &amp; Maroco, J. P. (2015). defining psychological empowerment construct: Analysis of three empowerment scales. ''Journal of Community Psychology, 43''(7), 900-919. 

Niemiec, T. &amp; Lachowicz-Tabaczek, K. (2015). The moderating role of specific self-efficacy in the impact of positive mood on cognitive performance. ''Motivation and Emotion'', 39, 498-505. 

Ozer, E. M., &amp; Bandura, A. (1990). Mechanisms governing empowerment effects: A self-efficacy analysis. ''Journal of Personality and Social Psychology, 58''(3), 472-486. 

Peterson, N. A. (2014). Empowerment theory: Clarifying the nature of higher-order multidimensional constructs. ''American Journal of Community Psychology, 53''(1), 96-108. 

Petri, H &amp; Govern, L. (2013). ''Motivation: Theory, Research and Application'' (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

Reeve, J. (2015). ''Understanding Motivation and Emotion'' (6th ed.). Hoboken, NJ: Wiley.

Tucker-Ladd, C. (2004). ''Psychological Self-Help''. Retrieved from http://www.psychologicalselfhelp.org/ 

Zimmerman, M. A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In Rappaport, J. &amp; Seidman, E. (Eds.), ''Handbook of community psychology''. New York: Kluwer Academic/Plenum Publishers.

Zimmerman, M. A., &amp; Warschausky, S. (1998). Empowerment theory for rehabilitation research: Conceptual and methodological issues. ''Rehabilitation Psychology, 43''(1), 3-16.
}}

== External links ==
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{{quote|Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence. — ''Helen Keller''}}
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== Overview ==
What motivates us to achieve our goals? Why are some people more motivated to achieve than others? How does stress impact our motivation to achieve these goals? What can be done to decrease the effect on stress on our motivation levels? What is the relationship between stress and achievement motivation?  

This book chapter aims to discuss the relationship between achievement motivation and stress, focusing these effects among students in particular. This chapter also aims to suggest different strategies that we can adopt in order to better manage stress levels and habits that should be changed in order to create a more positive mindset in regards to achieving set goals. It also aims to look at the different steps needed to solve problems that may arise throughout this process which can also be seen in ''Figure 1''.

;Focus questions
* What is stress and achievement motivation? How are they related?
* What theoretical evidence is there to support the relationship between stress and achievement?
* What strategies can be used to manage stress and boost motivation?
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== Stress ==
[[Stress (psychological)|Stress]] has become a permanent part of today's society. It is defined as an experience that occurs when an individual's demands outweigh their resources to meet these demands which results in the increase of mental and emotional strain (Cruess et al., 2015). Whilst low levels of everyday stressors are common and not harmful, it can actually be useful in helping to motivate individuals towards the desired direction (Cruess et al., 2015). In contrast, lengthy exposure to these situations that increase stress levels can have many damaging effects (Cruess et al., 2015).    

[[Image:StressSymptoms.gif|thumb|380px|''Figure 2.'' Stress Symptoms.]]

The experience of stress from academic failure can have terrible effects on students' social and emotional health and development, which in turn, promotes avoidance behaviours (Sideridis, 2005). Students face many pressures whilst studying. In conjunction with their academics, students are expected to balance their time for different things such as socializing, resting and leisure which can then affect their achievement motivation (Shearer, Hunt, Chowdhury, &amp; Nicol, 2015).

In addition to the many psychological problems that exposure to chronic stress results in, undergraduate students that reported higher levels of stress, were more likely to consume unhealthy food and soft drinks, and were less likely to exercise regularly and eat healthily (Hintz, Frazier, &amp; Meredith, 2015). If these poor behaviours become a habit, they can lead to other health problems that negatively affect the body.      

=== Types of stressors ===
[[w:Stressor|Stressors]] are the occurrence of conditions or events that evoke emotional or mental strain (Nägel, Sonnentag, &amp; Kühnel, 2015). Stressors can be broken down into two sub-categories, life changes and mircrostressors (Sobolewski, Strelau, &amp; Zawadzki, 2001). 

The life changes stressor include stressors that may be short-lived and limited in time, but may also be sequential, cylic or chronic such as serious health problems, or remembering traumatic events (see [https://www.beyondblue.org.au/the-facts/anxiety/types-of-anxiety/ptsd post-traumatic stress disorder] (Sobolewski, Strelau, &amp; Zawadzki, 2001). In contrast, microstressors include daily hassles that vary day to day such as an approaching deadline for a piece of assessment or exam, or having to give an important presentation (Sobolewski, Strelau, &amp; Zawadzki, 2001).  

=== Physiological effects of stress ===
Low to moderate levels of acute stress are normal in everyday living, but chronic stress exposure can lead to negative health outcomes such as cognitive decline, poorer health and well-being, and avoidance of social situations (Cruess et al., 2015). Chronic stress levels has also been linked to the development of mental illnesses such as [[w:Anxiety|anxiety]] and [[w:Depression_(mood)|depression]] (Cruess et al., 2015; Shearer, Hunt, Chowdury, &amp; Nicol, 2015). Stress can impact the body, mind, behaviour and emotions in many different ways. ''Figure 2'' gives a few examples of these.  

[[File:Cause of Stress.png|thumb|''Figure 3.'' Stress Related Health Problems]] 

Research has also shown that stress has also been linked to brain and cognitive aging (Head, Singh, &amp; Bugg, 2012). Associations have been shown between the release of stress hormones, such as [[w:Cortisol|cortisol]], and the damage that results in the hippocampus and memory impairment (Head, Singh, &amp; Bugg, 2012). In addition to the possibility of developing mental illnesses, stressor accumulation or stressor pile-up can increase cognitive decline with age (Head, Singh, &amp; Bugg, 2012; Schilling &amp; Diehl, 2014).   

Increased [[w:Blood_pressure|blood pressure]] is also caused by elevated stress levels (Bowen et al., 2014). An increase in blood pressure can cause further health problems including [[w:Cardiovascular_disease|cardiovascular]] issues such as heart disease, coronary artery disease, and [[Strokes and screening information|strokes]] (Bowen et al., 2014; Tuomisto, Majahalme, Kähönen, Fredrikson, &amp; Turjanmaa, 2005). Additional examples of other health problems caused by increased stress levels can be seen in ''Figure 3.''   

=== Stress managing strategies ===
In order to maintain one's emotions and control its effects in certain situations, stress managing strategies are widely used in order to regulate distressing emotions. Coping strategies are used in order to gain control over the stressor which involves the ability to escape, avoid or decrease the effects of the stressor (Spacapan, &amp; Cohen, 1983).

There are many different stress managing strategies but some may not be as positive as others. Some students may manage their stress levels negatively with [[smoking]] and alcohol consumption which could lead to [[alcoholism]] (Shearer, Hunt, Chowdhury, &amp; Nicol, 2015). Although their stress levels are being lowered, these individuals are picking up habits that have negative affects on the body.

==== Problem-focused coping ====
Problem-focused [[Coping (psychology)|coping]] is used as a defense mechanism directed at managing or altering the problem or stressors (Folkman, Lazarus, Pimley, &amp; Novacek, 1987; Heppner, Cook, Wright, &amp; Johnson, 1995). This type of coping strategy generally occurs when individuals consider they are unable to effectively address the stressor (Krischer, Penney, &amp; Hunter, 2010). It involves short-circuiting negative emotions through the release of behaviours that modify the stressor or that allows avoidance or minimization of its impact and cognitive activity that leads to the belief that the stressors can be controlled by using different tools and techniques (Strentz, &amp; Auerbach, 1988). Problem-focused coping involves providing information to specify accurate expectations about events concerning stressors, and/or expectations about sensory stimuli, and the solution of implementing action plans and problem solving (Strentz, &amp; Auerbach, 1988). It has been suggested that responses in relation to moods, feelings and attitudes play important roles in this stress managing strategy as it provides evidence that an underlying problem exists, it provides feedback on the progress of problem solving, and it also influences perceptions of a particular problem (Heppner, Cook, Wright, &amp; Johnson, 1995).       

Problem-focused coping was broken down into three different styles and were examined to determine their effects (Heppner, Cook, Wright, &amp; Johnson, 1995). These styles included the ''reflective style'', which involved different cognitive activities such as planning, reflecting and analyzing on their approach to resolving problems which also engages in coping, the ''reactive style'', which highlights both emotional and cognitive activities which exhausts the individual or alters activities involving problem-solving (Heppner, Cook, Wright, &amp; Johnson, 1995). The final style is the ''suppressive style'' which illustrates denial and an avoidance of problem-solving activities which is associated to withdrawal of activities (Heppner, Cook, Wright, &amp; Johnson, 1995).      

The possibility arises for an individual to experience feelings of mastery, efficacy and control over stressors, even in difficult situations that seem uncontrollable all because of the problem-focused coping strategy (Dunkley, Ma, Lee, Preacher, &amp; Zuroff, 2014). This strategy is useful in targeting the problem directly.      

==== Emotion-focused coping ====
Emotion-focused coping focuses on regulating emotional responses towards a stressful situation or problem that causes distressing emotions (Folkman, Lazarus, Oimley, &amp; Novacek, 1987; Heppner, Cook, Wright, &amp; Johnson, 1995). These emotional responses motivate an action to occur, as without emotion, no motivation to action occurs (Greenberg, 2008). This type of coping attempts to reduce emotional exhaustion (Krischer, Penney, &amp; Hunter, 2010). It is indicated that emotion-focused coping is most effective in situations that an individual has little or no control over the situation and the stressors (Krischer, Penney, &amp; Hunter, 2010). Emotion-focused coping activities predominantly involve unconscious processes which makes it more difficult to assess through self-report (Heppner, Cook, Wright, &amp; Johnson, 1995). These activities can range from expression of their emotions, reinterpreting events in a positive light, seeking social support, and engaging in other activities as a distraction from the stressful situation or problem (Krischer, Penney, &amp; Hunter, 2010).   

If the core emotion being avoided is adaptive, it is suggested that a two-step therapeutic proccess should occur (Greenberg, 2008). The indicative secondary emotions including hopelessness, feelings of distress and despair, are stimulated by therapy, then the core adaptive emotions are interrupted such as the sadness of grief or anger are acquired and justified (Greenberg, 2008). If the core emotion being avoided is maladaptive however, a three-step process is suggested to take place (Greenberg, 2008). After the secondary emotion has been evoked, the avoidance of the core maladaptive emotions are then accessed such as shame, anger or fear (Greenberg, 2008). These maladaptive emotions are transformed by accessing other adaptive emotions including sadness, anger and compassion which are then used to transform views of self and personal accounts (Greenberg, 2008).   

Emotion-focused coping is useful in regulating distressing emotions, but effects may differ from individual to individual in relation to the situation and emotions involved (Strentz, &amp; Auerbach, 1988).    

==== Mindfulness ====
[[File:Phra Ajan Jerapunyo-Abbot of Watkungtaphao..jpg|thumb|''Figure 4.'' Buddist monk engaging in meditation]]

[[w:Mindfulness|Mindfulness]] is another widely used strategy in managing and controlling the effects of stress by decreasing the symptoms of anxiety, depression and stress which helps to improve the quality of life (Shearer, Hunt, Chowdhury, &amp; Nicol, 2015; Snippe, Nyklíček, Schroevers, &amp; Bos, 2015). Mindfulness can be defined as the ability to be more aware of the present-moment and to pay attention in a particular way that involves non-judgmental thoughts (Shearer, Hunt, Chowdhury, &amp; Nicol, 2015; Snippe, Nyklíček, Schroevers, &amp; Bos, 2015).     

Training in mindfulness focuses on developing and practicing mindfulness in day-to-day life whilst also encouraging and accepting non-judgmental thoughts toward events and experiences to promote the practice of mindful presence (Biegel, Brown, Shapiro, &amp; Schubert, 2009). It has been associated with trait measures of psychological well-being which includes negative associations of distress, depression and anxiety measures in conjunction with positive correlations with positive measures of affect (Snippe, Nyklíček, Schroevers, &amp; Bos, 2015).    

The effects of mindfulness therapy can include feeling less fatigued, less tense and more upbeat which in turn enhances the ability to be more aware of experiences (Snippe, Nyklíček, Schroevers, &amp; Bos, 2015). Increase in the practice of mindfulness from day-to-day leads to improvements in psychological well-being rather than any improvements on depressive moods (Snippe, Nyklíček, Schroevers, &amp; Bos, 2015). It has also been shown to reduce the effects of stress among other positive psychological health benefits that have been associated with mindfulness.    

Mindfulness based activities include mindfulness meditation as a core component apart of the intervention program (Dimidjian, &amp; Segal, 2015). These activities also include different types of meditation such as sitting meditation, walking meditation and body scan meditation, in addition to yoga and can also include mindful eating habits (Dimidjian, &amp; Segal, 2015). These practices aid participants in developing certain skills or means in order to meet their personal goals, such as preventing depression and anxiety, and reducing stress levels and its effects (Dimidjian, &amp; Segal, 2015).

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{{quote|Breathing in, I calm my body and mind. Breathing out, I smile. Dwelling in the present moment I know this is the only moment. — ''Thich Nhat Hanh''}}
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== Motivation ==
[[w:Motivation|Motivation]] is defined as a function of different beliefs including goals, norms, oneself, and reality, that are relevant to an individual's growth (Shiri, Wexler, &amp; Kreitler, 2010). 

It is suggested that motivation includes the combination of high performance and the desirability of the outcome, in addition to the motivational forces that influence behaviour (Evans, 1974). Emotion plays a key role in motivation, if there is no emotion involved, no action occurs (Greenberg, 2008).   

=== Achievement motivation ===
[[Motivation and emotion/Book/2011/Achievement motivation|Achievement motivation]] involves moving in the direction towards either success or avoidance of failure (Renellucci, Hall, &amp; Goetz, 2015). Achievement motivation can also be defined by the ''achievement'' ''goal theory'', the ''expectancy-value theory,'' and the ''self-worth theory'' (De Castella, Byrne, &amp; Covington, 2013; Zielgler, Schmukle, Egloff, &amp; Bühner, 2010).          

==== Achievement goal theory ====
According to the ''achievement goal theory'', in order for students to accomplish a task, they must have already obtained the necessary skills and knowledge, but they must also have the desire and determination to invest their energy and resources in order to complete the task (Marshik, Kortenkamp, Cerbin, &amp; Dixon, 2015). Achievement goals are defined as the reasons behind the motivation that guides behaviour in order to reach or avoid a certain outcome (Ranellucci, Hall, &amp; Goetz, 2015). These goals focus on the specific reasoning that influence and motivate behaviours in achievement situations which creates outcomes in which individuals interpret as either successes or failures (Bandalos, Finney, &amp; Geske, 2003; Ranellucci, Hall, &amp; Goetz, 2015). 

Achievement goals influence behaviours that creates an outcome in which individuals interpret as either successes or failures (Bandalos, Finney, &amp; Geske, 2003; Cerbin &amp; Dixon, 2015; Ranellucci, Hall, &amp; Goetz, 2015). The achievement goal theory is divided into three sub-types of goals. ''Mastery goals'' are linked to more intrinsic interest in the task and are also focused on learning which are motivated predominantly by curiosity, challenge and improvement the self and of the individuals' competencies (Pintrich, 2000; Ranellucci, Hall, &amp; Goetz, 2015). ''Performance-approach goals'' focus on out-performing others by demonstrating their abilities and high level of competence (Marshik, Kortenjamp, Cerbin, &amp; Dixon, 2015; Pintrich, 2000; Ranellucci, Hall, &amp; Goetz, 2015). In contrast, ''performance-avoidance goals'' focus on the avoidance of negative judgments, which involves the avoidance of failure and the appearance of incompetence which in turn, leads to avoidance of the task by the individual (Pintrich, 2000; Ranellucci, Hall, Goetz, 2015).   

Successful adaptive individuals coordinate both their performance goals with their learning goals effectively (Bandalos, Finney, &amp; Geske, 2003). Students that set more performance goals are more likely to interpret the outcome as evidence of their ability or inability to complete the task, whereas students that set more learning goals tend to interpret their success or failure by the effectiveness of their learning strategies (Bandalos, Finney, &amp; Geske, 2003).         

[[w:Self-efficacy|Self-efficacy]] is another important component of the achievement goal-performance relationship as it important to determine how self-perceptions of an individual's abilities correlate between goals and achievement (Bandalos, Finney, &amp; Geske, 2003). It refers to one's own belief about their perception of self-control over future actions (Høigaard, Agder, Kovač, Øverby, &amp; Haugen, 2015). The higher the level of self-efficacy, the higher the level of confidence an individual has in believing that they will accomplish their goals.                   

==== Expectancy-value theory ====
The expectancy-value theory of motivation believes that expectancy-related beliefs result due to individuals' choices, persistence and their achievement behaviours (Conley, 2012). This theory also involves the integration of personal motives with their personality in order to demonstrate how identity shapes an individual's values, goals and behaviours (Magidson, Roberts, Collado-Rodriguez, &amp; Lejuez, 2014). The expectancy probability outlines a correlation between a behaviour and an outcome, in that an individual's beliefs are represented by an outcome that occurs due to their behaviour (Evans, 1974). An example of this expectancy probability is when students invest a lot of effort and persistence in their studies, they expect an outcome of high performance, such as a higher grade.  

In this theory, ''utility value'' refers to the perceived usefulness of the present task to achieve both present and future goals, and is determined by how closely a task is linked to current and future goals (Vansteenkiste et al., 2004). When accomplishing a task, utility value acquires more of the extrinsic motivation rather than intrinsic motivation (Vansteenkiste et al., 2004). 

=== Self-worth theory ===
The ''self-worth theory'' assumes that the highest human priority is the search for self-acceptance (De Castella, Byrne, &amp; Covington, 2013). It is thought that this need for self-acceptance causes a development of a fear of failure to approach success (De Castella, Byrne, &amp; Covington, 2013). 

In relation to academics, this theory can be measured by an individual's ability to achieve, but individuals' self-perception of incompetency are likely to cause negative outcomes such as feelings of shame and humiliation (De Castella, Byrne, &amp; Covington, 2013). Students in particular use two types of deflective strategies in order to protect themselves from the increase of anxiety due to stress-provoking tasks by altering the meaning of failure (De Castella, Byrne, &amp; Covington, 2013). These strategies include defensive pessimism and self-handicapping.  

Defensive pessimism involves having unrealistically low expectations for tasks that will involve evaluation of performance for oneself which alters their meaning of failure (De Castella, Byrne, &amp; Covington, 2013). As these expectations are unrealistically low, students are pleasantly surprised if they do much better than their initial thought, or if they did badly, because the expectations were so low, they do not consider it to be such a fail (De Castella, Byrne, &amp; Covington, 2013).

Self-handicapping involves the intentional creation of an obstacle or sabotage by an individual in order to provide an excuse should they fail, and this failure can be associated to the handicap, rather than the individuals inability to accomplish the task (Snyder, Malin, Dent, &amp; Linnenbrink-Garcia, 1983).

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{{quote|A creative man is motivated by the desire to achieve, not by the desire to beat others. — ''Ayn Rand''}}
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== Relationship between stress and achievement motivation ==

=== Impacts of stress on achievement motivation ===
If stress levels are not properly managed, it can lead to poor physical and psychological health (Shearer, Hunt, Chowdhury, &amp; Nicol, 2015). Additionally, it can lead to the development of mental illnesses such as anxiety and depression, but can also lead to harmful health problems such as cognitive aging, increase in blood pressure, which can lead to many other health problems (Bowen et al., 2014; Tuomisto, Majahalme, Kähönen, Fredrikson, &amp; Turjanmaa, 2005).    

Although there are many negative aspects in relation to stress and the effect it is has on achievement motivation, stress can positively impact motivation. As stress is caused due to a lack of resources to meet certain demands, the motivation to change the effects of stress on the body is helpful in changing the situation an individual may be in. For example, if a student is feeling stressed and overwhelmed with the amount of school work they{{grammar}} need to finish, rather than staying in the stressed state, the student can be motivated by these feelings to remove themselves away from the stressful situation. The student would be able to complete this by starting one piece of assessment, and completing it, and finishing the rest, one-by-one until they were all finished, resulting in the reduction of feelings of stress.   

=== Impacts of achievement motivation on stress ===
Although stress can create many negative impacts upon one's achievement motivation, achievement motivation itself can also cause stress levels to rise{{fact}}. The creation of unrealistically high expectations for oneself can cause an increase in stress levels due to the realisation of not being able to reach these expectations. Expectations from others may also cause stress levels to rise  as the desire to fulfill these expectations to satisfy these individuals and their expectations adds more pressure, and therefore, more stress and anxiety.    

In order for stress levels to be controlled and maintained, individuals should create expectations and goals for themselves that are realistic and achievable. After accomplishing these set goals, the goals can be raised pushing the individual further, making them more challenging until these goals are reached and so on. Goals should be set to be realistic in order for progress to be noticeable increasing an individual's motivation.
 
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== Test yourself: Quiz ==
&lt;quiz display=simple&gt;
{True or False: Acute stress is harmful?
|type=&quot;()&quot;}
-True
+False

{Stressors are: (Pick the most correct answer)
|type=&quot;()&quot;}
-Demands that outweigh the resources that meet these demands
-Normal in everyday living
+Conditions that evoke mental and emotional strain
-A health problem

{True or False: Stress can lead to cognitive aging?
|type=&quot;()&quot;}
+True
-False

{What is Achievement Motivation?
|type=&quot;()&quot;}
-A combination of high performance and the desirability of the outcome
-A drive
-An influence on behaviour
+It involves moving in the direction towards either success or avoidance of failure
&lt;/quiz&gt;
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== Conclusion ==
Stress can be defined as an experience that occurs when an individual's demands outweigh their resources to meet these demands which results in the increase of mental and emotional strain. It is a normal part of daily life. When the effects become long-term issues and start negatively affecting the individual's health both psychologically and physiologically, changes need to be made. 

Achievement motivation involves moving in a direction either towards success or avoidance of failure. There are many different strategies that can be used to combat and overcome stress to control, manage and decrease its effects. The reason as to why stress occurs can also be defined by different motivational theories. 

Stress may be generally used with a negative connotation, but without stress and the emotions that occur in conjunction with them, individuals would never have any motivation or the drive to take action towards or away from particular situations. A balance between stress and motivation must occur in order for full functionality to take place.

== See also ==
* [[Motivation and emotion/Book/2011/Achievement motivation|Achievement motivation]] - Motivation &amp; Emotion 2011 book chapter
* [[Motivation and emotion/Book/2011/Handling stress|Handling stress]] - Motivation &amp; Emotion 2011 book chapter
*[[Motivation and emotion/Book/2011/Stress and emotional health|Stress and emotional health]] - Motivation &amp; Emotion 2011 book chapter
*[[Motivation and emotion/Book/2014/Stress inoculation|Stress inoculation]] - Motivation &amp; Emotion 2014 book chapter
*[[Motivation and emotion/Book/2013/Stress reduction|Stress reduction]] - Motivation &amp; Emotion 2013 book chapter 
*[[Motivation and emotion/Book/2014/Stress on motivation|Stress and motivation]] - Motivation &amp; Emotion 2014 book chapter

== References ==
{{Hanging indent|1=

Bandalos, D. L., Finney, S. J., &amp; Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. ''Journal of Educational Psychology'', 95(3), pp.604-616. doi: 10.1037/0022-0663.95.3.604

Biegel, G. M., Brown, K. W., Shapiro, S. L., &amp; Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. ''Journal of Consulting and Clinical Psychology'', 77(5), pp. 855-866. doi: 10.1037/a0016241

Bowen, K. S., Uchino, B. N., Birmingham, W., Carlisle, M., Smith, T. W., &amp; Light, K. C. (2014). The stress-buffering effects of functional social support on ambulatory blood pressure. ''Health Psychology'', 33(11), pp. 1440-1443. doi: 10.1037/hea0000005.supp

Conley, A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. ''Journal of Educational Psychology'', 104(1), pp.32-47. doi:   10.1037/a0026042

Cruess, D. G., Finitsis, D. J., Smith, A., Goshe, B. M., Burnham, K., Burbridge, C., &amp; O'Leary, K. (2015). Brief stress management reduces acute distress and buffers physiological response to a social stress test. ''Inernational Journal of Stress Management'', 22(3), 270-286. doi: 10.1037/a0039130

De Castella, K., Byrne, D., &amp; Convington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. ''Journal of Educational Psychology,'' 105(3), pp. 861-880. doi: 10.1037/a0032464

Dimidjian, S., &amp; Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. ''American Psychologist'', 70(7), pp.593-620. doi: 10.1037/a0039589

Dunkley, D. M., Ma, D., Lee, I. A., Preacher, K. J., &amp; Zuroff, D. C. (2014). Advancing complex explanatory conceptualizations of daily negative and positive affect: Trigger and maintenance coping action patterns. ''Journal of Counseling Psychology'', 61(1), pp. 93-109. doi: 10.1037/a0034673

Evans, M. G. (1974). Extensions of a path-goal theory of motivation. ''Journal of Applied Psychology'', 59(2), pp. 172-178. doi: 10.1037/h0036516

Folkman, S., Lazarus, R. S., Pimley, S., &amp; Novacek, J. (1987). Age differences in stress and coping processes. ''Psychology and Aging'', 2(2), pp. 171-184. doi: 10.1037/0882-7974.2.2.171

Greenberg, L. (2008). Emotion and cognition in psychotherapy: The transforming power of affect. ''Canadian Psychology'', 49(1), pp. 49-59. doi: 10.1037/0708-5591.49.1.49

Head, D., Singe, T., &amp; Bugg, J. M. (2012). The moderating role of exercise on stress-related effects on the hippocampus and memory in later adulthood. ''Neuropsychology,'' 26(2), pp. 133-143. doi: 10.1037/a0027108

Heppner, P. P., Cook, S. W., Wright, D. M., &amp; Johnson, W. C. (1995). Progress in resolving problems: A problem-focused style of coping. ''Journal of Counselling Psychology'', 42(3), pp. 279-293. doi: 10.1037/0022-0167.42.3.279

Hintz, S., Frazier, P. A., Meredith, L. (2015). Evaluating an online stress management intervention for students. ''Journal of Counseling Psychology'', 62(2), pp. 137-147. doi: 10.1037/cou0000014

Høigaard, R., Agder, K., Kovač, V. B., Øverby, N. C., &amp; Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. ''School Psychology Quarterly'', 30(1), pp. 64-74. doi: 10.1037/spq0000056 

Krischer, M. M., Penney, L. M., &amp; Hunter, E. M. (2010). Can counterproductive work behaviors be productive? CWB as emotion-focused coping. ''Journal of Occupational Health Psychology'', 15(2), pp. 154-166. doi: 10.1037/a0018349

Magidson, J. F., Roberts, B. W., Collado-Rodriguez, A., &amp; Lejuez, C. W. (2014). Theory-driven intervention for changing personality: Expectancy value theory, behavioral activation, and conscientiousness. ''Developmental Psychology'', 50(5), pp. 1442-1450. doi: 10.1037/a0030583

Marshik, T. T., Kortenkamp, K. V., Cerbin, W., &amp; Dixon, R. (2015). Students’ understanding of how beliefs and context influence motivation for learning: A lesson study approach. ''Scholarship of Teaching and Learning in Psychology.'' doi: 10.1037/stl0000033

Nägel, I. J., Sonnentag, S., &amp; Kühnel, J. (2015). Motives Matter: A diary study on the relationship between job stressors and exercise after work. ''International Journal of Stress Management''. doi: 10.1037/a0039115

Prakash, R. S., Hussain, M. A., &amp; Schirda, B. (2015). The role of emotion regulation and cognitive control in the association between mindfulness disposition and stress. ''Psychology and Aging'', 30(1), pp. 160-171. doi: 10.1037/a0038544

Ranellucci, J., Hall, N. C., Goetz, T. (2015). Achievement goals, emotions, learning, and performance: A process model. ''Motivation Science,'' 1(2), pp. 98-120. doi: 10.1037/mot0000014

Schilling, O. K., &amp; Diehl, M. (2014). Reactivity to stressor pile-up in adulthood: Effects on daily negative and positive affect. ''Psychology and Aging'' ,29(1), pp. 72-83. doi: 10.1037/a0035500 

Shearer, A., Hunt, M., Chowdhury, M., &amp; Nicol, L. (2015). Effects of a brief mindfulness meditation intervention on student stress and heart rate variability. ''International Journal of Stress Management.'' doi: 10.1037/a0039814 

Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. ''Journal of Educational Psychology'', 97(3), 366-375. doi: 10.1037/0022-0663.97.3.366

Shiri, S., Wexler, I. D., &amp; Kreitler, S. (2010). Cognitive orientation is predictive of posttraumatic growth after secondary exposure to trauma. ''Traumatology'', 16(1), pp. 42-48. doi: 10.1177/1534765609348243

Snippe, E., Nyklíček, I., Schroever, M. J., &amp; Bos, E. H. (2015). The temporal order of change in daily mindfulness and affect during mindfulness-based stress reduction. ''Journal of Counseling Psychology'', 62(2), pp. 106-114. doi: 10.1037/cou0000057

Sobolewski, A., Strelau, J., &amp; Zawadzki, B. (2001). The temperamental determinants of stressors as life changes. ''European Psychologist'', 6(4), pp. 287-295.doi: 10.1027//1016-9040.6.4.287

Snyder, K. E., Malin, J. L., Dent, A. L., &amp; Linnenbrink-Garcia, L. (1983). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. ''Journal of Educational Psychology'', 106(1), pp. 230-241. doi: 10.1037/a0034553

Spacapan, S., &amp; Cohen, S. (1983). Effects and aftereffects of stressor expectations. ''Journal of Personality and Social Psychology'' 45(6), pp. 1243-1254. doi: 10.1037/0022-3514.45.6.1243 

Strentz, T., &amp; Auerbach, S. M. (1988). Adjustment to the stress of simulated captivity: Effects of emotion-focused versus problem-focused preparation on hostages differing in locus of control. ''Journal of Personality and Social Psychology'', 55(4), pp. 652-660. doi: 10.1037/0022-3514.55.4.652

Tuomisto, M. T., Majahlme, S., Kähönen, M., Fredrikson, M., &amp; Turjanmaa, V. (2005). Psychological stress tasks in the prediction of blood pressure level and need for antihypertensive medication: 9-12 Years of follow-up. ''Health Psychology'', 4(1), pp. 77-87. doi: 10.1037/0278-6133.24.1.77 

Vansteenkiste, M., Simons, J., Lens, W., Matos, L., &amp; Lacante, M. (2004). Less Is sometimes more: Goal content matters. ''Journal of Educational Psychology'', 96(4), pp. 755-764. doi: 10.1037/0022-0663.96.4.755

Zielgler, M., Schmukle, S., Egloff, B., &amp; Bühner, M. (2010). Investigating measures of achievement motivation(s). ''Journal of Individual Differences'', 31(1), pp. 15-21. doi: 10.1027/1614-0001/a000002
}}

== External links ==
* [http://www.livingwell.org.au/mindfulness-exercises-3/ Mindfulness] Mindfulness exercises
* [https://www.youtube.com/watch?v=RcGyVTAoXEU Kelly McGonigal — How to make stress your friend] TEDtalks Youtube video

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==Overview==
A long-term goal is a goal that is achieved over a long period of time. According to the Fare Fax dictionary long-term goals are &quot;goals that are the ultimate result desired when a plan is established or revised&quot; (Miller-Keane, 2003).  This definition signifies that this type of plan requires a certain level of motivation and passion yet also a particular level of mastery of the task/activity. This chapter focuses on long-term goals and the effects of motivation and goal setting theories have on the likelihood to complete goals. 

The study of goal setting began in the late 1800s to attempt to improve work productivity (Latham &amp; Locke, 2007).   However, it wasn’t until the 1960s that Edwin Locke pioneered the study and began to develop a theory.  Gary Latham began work on goal setting and in the late 1990s. The two authors published the first theory of goal setting. They identified that long-term goals could be achieved by following five key steps.  They discovered that for a goal to be achievable over a long period of time it needs to be specific and difficult.  Further scholars (*add their references here*){{f}} extended Locke and Latham’s theory discovering that goals also need to have an element of feedback, goals need to be achievable (or broken down into smaller tasks or activities) and that the goal setter must be committed or driven by intrinsic motivation. While Locke and Latham’s theory pioneered scholarship on goal setting their theory fails to account for the differences in motivation that people have for setting long-term goals in the first place.  An additional theory called ‘Gritt’ addresses such differences in motivation{{f}}.  Gritt theory specifically considers how different personalities can impact upon a person’s ability to successfully complete long-term goals and further highlights the importance that motivation can have on long-term goal achievement. 

;Focus questions
This chapter aims to inform the reader about the following:
* The difference between long and short term goals
* The history of goal setting theory
* Lockes' theory of motivation, cognition and goal achievement theory
* Locke and Latham’s theory of goal achievement
* The theory of Grit
* Motivation and goal setting 
* How to apply to your life

==Why is long-term goal achievement important?==
[[File:Athletes launch off at the starting line at the 2014 Warrior Trials 140617-A-AE845-006.jpg|thumb|Athletes launch off at the starting line{{explain}}]]

Many scholars have said that setting goals is linked to success (Locke, Latham, 2003, Jung 2014, Gbadmosi 2009, Duckworth et al 2007).  For example Jung (2014) highlights that setting goals improves staff turnover, increases productivity and reduces workplace boredom (Jung, 2014). Goal setting has also been shown to enhance a person’s perception that their job is important and improves overall job satisfaction (Jung, 2014). 

[[Cognitive dissonance]] is the feeling someone gets when a person holds two or more pieces of knowledge that are relevant, but not consistent, with one another (Gbadamosi, 2009).  This dissonance, or conflict, creates a mental strain as the person tries to make sense of these two separate pieces of information (Gbadamosi, 2009).  In relation to goal setting, people can experience a similar feeling of conflict when they want to change a current behaviour, action or personality trait into one that is desired, but as yet, unrealised as it exists in the future.   In order to remove this discrepancy between the person you are and the person you want to become, a person can do one of two things: either they can change their ideals to match their current abilities or they can actively change themselves by setting challenging, yet specific, long-term goals. 

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'''Reader Activity'''
What long-term goal attempts have you made? Which ones failed? Which one's succeeded. What long-term goals are you striving towards now? Write them down somewhere to relect on as you read this chapter. 
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==Difference between long and short-term goals==
There are many different types of goals and measures of success. Perhaps the greatest difference is between long-term and short-term goals.  At a simplistic level the difference is obvious: the length of time set to complete a goal.  However, another important difference is in relation to the level of motivation required to complete the goal. Short-term goals are often easier to achieve because these goals tend to be simple and can come from ether an intrinsic or extrinsic motivation. In contrast, studies have shown that long-term goals are more likely to be achieved if motivation is intrinsic. 

Extrinsic motivation is being motivated to do something because it leads to a desired outcome though the task itself even if the task is not necessarily enjoyable (Ryan, Deci, 2000). In terms of goal achievement, goals set through extrinsic motivation are harder to obtain over a long period of time as the sense of reward and challenge simply isn't there (Ryan, Deci, 2000).  Intrinsic motivation is the motivation that comes from doing a task because it is interesting or enjoyable (Ryan, Deci, 2000).  In relation to goal setting, intrinsic motivation can increase the likelihood for success as well as enjoyment and sense of accomplishment that a person can experience at the completion of the goal (Ryan, Deci, 2000).  Intrinsic motivation is therefore much more desirable when setting long-term goals, as this type of motivation helps keep individuals driven to accomplish goals.

==A brief history of long-term goal achievement==
[[File:Old book - Les Miserables.jpg|thumb|History book{{explain}}]]

An interesting aspect of long-term goal achievement is that although there have been numerous studies that have separately researched goal setting, these studies appear to only really state that there are benefits to setting goals (Locke &amp; Latham, 2007).  For example, Wyatt, Frost and Stock (1934) found that when time limits were placed on workers through different aims their productivity would increase and boredom was reduced. Mace (1935) studied expectations and maximising ability through difficult but achievable tasks and found that individuals enjoyed completing challenging tasks more so then non-challenging tasks. Countless studies found similar results and the actual process of setting goals has been around for centuries.

However, although goal setting has been a key subject of concern and interest to researchers, no one really constructed a comprehensive theory until Locke and Latham’s published on this topic in the early 2000s. Locke and Latham’s original study aimed to understand whether tree loggers’ productivity could be enhanced through goal setting.  The authors discovered that when the loggers set specific and challenging goals, productivity increased up to a staggering 90%.  They also discovered that goals can positively impact performance regardless if the time spans one minute or 20 years.  It is from such findings as these that Locke and Latham then developed a theory on goal setting (Locke &amp; Latham, 2007).

==Theories==
There are a {{vague}} number of theories and research that have looked into the human psyche with the intention of understanding success, drive, determination and what factors make successful people stand out from the rest.  

===Locke and Latham’s goal setting theory===
Locke and Latham were the first to develop a comprehensive theory on goal setting. This theory was developed over a 25-year period based on 400 laboratory and field studies (Locke &amp; Latham, 2006).  Their theory of goal setting was originally applied within to logging companies to improve workers’ productivity and moved away from the previous ideas behind monetary rewards, and instead focussed workers attention onto work related goals (Gómez-Miñambres, 2012). Before the development of the goal setting theory most workplaces used bonuses to help boost productivity (Gómez-Miñambres, 2012). Locke and Latham moved away from this tradition and found that goal setting was much more affective at improving productivity then a monetary reward (Gómez-Miñambres, 2012). Their research found that when workers were given clear specific goals there was an increase of 90% in work productivity.

From their studies, Locke and Latham concluded that for goals to be completed successfully they need to be specific and they need to be hard (Locke &amp; Latham, 2006).  They later went on to expand on their theory to include the positive influence that feedback can have on achieving goals, as well as the level of commitment on the part of the goal-setter and the complexity or difficulty of the goal being achieved (Locke &amp; Latham, 2006).   Further, their work highlights that when it comes to goal setting, goals need to be specific to the individual who is attempting to achieve them.  If esteem is low, or difficulty is not there, then it is more likely that the individual will give up on their goal (Locke &amp; Latham, 2006). Locke and Latham’s theory on achieving long-term goals requires the following factors to be present:

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&quot;The most effective way an organization can promote job satisfaction of its employees is to enhance the mental challenge in their jobs, and the most consequential way most individuals can improve their own satisfaction is to seek out mentally challenging work (Judge 2000, p. 107).&quot;

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===Specific===
For a goal to be specific it needs to be easily defined by the individual and have a clear outcome (Locke &amp; Latham, 2007).  For example, a person might have an intention to lose weight.  While the outcome of this goal is easily defined – to lose weight - it does not have a clear finishing point.  For instance, how much weight needs to be lost or what is the target end weight that a person wants to be.  Therefore, Locke and Latham would suggest that this goal – to lose weight – needs to be re-structured and made specific and measurable.  For example, “I want to lose 30kgs” or “I want to be 65kgs”{{when}}.

===Difficulty===
Locke and Latham found that the difficulty of a task has a direct effect on performance of goals (Locke &amp; Latham, 2002). They determined that individuals performed best on tasks that they viewed to be moderately difficult to highly difficult{{f}}. Tasks that were deemed to be easy resulted in boredom and were difficult for a person to sustain over time (Locke &amp; Latham, 2002).  An example of this is setting a goal for an Olympic runner to walk their running track each day.

===Complexity===
A large portion of individuals have the ability to complete a goal but are unable to sustain enough concentration to achieve long-term goals, such as losing weight. This is because a goal such as this is multifaceted, requiring undivided attention for a substantial period of time (Locke &amp; Latham 2006). Locke and Latham observed that long-term goals be difficult to follow through on without a proper definition and can become overwhelming (Locke &amp; Latham 2007).  However, they discovered that by breaking complex goals down into smaller tasks, individuals were more likely to be successful in achieving their goals (Locke &amp; Latham, 2007). 

===Commitment===


By adding commitment to the theory an element of motivation is involved.  Locke and Latham noted that in order for a person to complete a long-term goal they need to have a degree of commitment towards wanting to complete the goal (Locke &amp; Latham, 2007).  Here is where intrinsic motivation becomes important to setting long-term goals.  Although Locke and Latham found that goals that are set by others can be achieved, it is important for the individual to have some level of intrinsic motivation to complete long-term goals  (Locke &amp; Latham, 2007)

===Feedback===
Feedback is an essential key to goal achievement, and can be given externally or internally (Locke &amp; Latham, 2006). An example of self-feedback is looking at your specific goals and critically assessing your progress. Receiving feedback can be from having someone notice your progress through physical or mental changes or even discussing your goals with others. It is important to use feedback in goal setting as it allows the person to monitor progress (Locke &amp; Latham, 2006). It is important to be careful about how you approach receiving feedback (Sivers 2010). Sivers found that by telling people about your goals before working towards them leads to a higher risk of not following through with goals (Sivers 2010). This is because by telling people about goals, without yet achieving them, individuals can be left with a false sense of accomplishment (Sivers){{fact}}. An example of how to avoid this would be by instead of saying I am going to loose 10kg by summer, saying I am working towards losing 10kg by summer, I have a really long way to go and I need to start running every morning at 6, eating five servings of vegetables and parking further away from my building to walk more. 

===Self-efficacy===
Goals say a lot about an individual, what they want in life, where they are now, and how much they believe in change.  However it is not enough to write down a goal and simply hope that it will happen.  Nor is it enough to make a plan for a goal if the individual does not feel they can complete it in the first place (Locke &amp; Latham, 2002). This is where self-efficacy becomes important to Locke and Latham’s theory.  Self-efficacy is the view that a person has about themselves and their own abilities (Bandura &amp; Locke, 2003).  

Bandura and Locke (2003) studied the effects of self-efficacy on goals by studying the affect that self-efficacy can have on motivation and performance (Bandura &amp; Locke, 2003). These researchers looked at the ways peoples, perceived self-efficacy affected results on tasks. They collected pre-test data on self-efficacy and found that the lower a person’s perceived self-esteem was, the worse these people would do on tasks (Bandura &amp; Locke 2003). Bandura and Locke (2003) then manipulated the by adding positive or negative wording during the tests. They found that when positive affirmations were used performance improved, even if the person had a perceived lower self-efficacy (Bandura &amp; Locke 2003). The overall findings from Bandura and Locke’s study suggest that higher perceived self-efficacy and setting goals enhances overall performance and overall motivation (Bandura &amp; Locke, 2003).

==Motivation, cognition and goal achievement==
[[File:Climbing to &quot;Magaro&quot;, Mountain Galichica, Ohrid, Macedonia.jpg|thumb|Climbing mountain{{explain}}]]

The first humans understood that food was a need, therefore they planned a way to get food to fulfil that need. This is where Locke's (2000) motivation, cognition and goal achievement theory can be applied. This theory looks at goals as originating from an individual’s needs (Locke, 2000).  Originally such needs were things like food and water, yet as society developed, such needs have changed to include values such as social status and success (Locke 2000).  Regardless of the need or value, the theory remains the same: goals are a direct result of a person’s needs and values (Locke 2000).

Locke (2000) determined that motives, values and goals affect a person’s action in three ways: focus, emotions and persistence of action.  Firstly, Locke found that individuals will focus their attention and act in certain ways depending on their own personal motives and goals (Locke 2000). This means that by choosing to focus on a career, family and a social life are temporarily overlooked to achieve the main goal (Locke 2000). This theory states that in order to be successful, a goal will need to be the primary focus in daily life (Locke 2000).
Secondly, Locke (2000) looked at the way in which goals affect intensity of actions or emotions.  He found that the more important a goal is, the greater the action or emotion will be as the person has more invested into it (Locke 2000).  For example, if a goal is deemed of high importance to a person, the more likely that person is to invest time and energy into achieving the goal (Locke 2000).

Thirdly, goals affect persistence of an action, which is defined as effort sustained over time (Locke, 2000). Locke found that, to increase persistence of an action, there needs to be an element of mastery within the goal (Lock 2000). Locke would see that in order to increase a persons' effort the goal should provide a feeling of success or an opportunity to learn and master a new skill or task (Locke 2000). An example of this is Climbing Mount Everest. To climb a mountain of this magnitude will require persistence of action because at each stage of the ascent a new level of mastery or personal best will be reached. 

Combined, these three points state that needs can create values, which in turn, leads to developing a goal (Locke, 2000). The important message that the theory of motivation, cognition and goal achievement adds to the literature is that even when an individual views a goal as important there still need to have an element of motivation if the goal is to be achieved.

==The theory of grit==
Locke and Latham’s theory discusses some of the hallmark steps required in setting goals and achieving them. However, their work fails to fully consider or explain how motivation is essential to long-term goal achievement. According to Locke and Latham’s theory, anyone can climb Mount Everest as long as they follow the steps in their theory; setting specific goals, being committed, seeking feedback having a level of difficult and reducing complexity. Their theory seems to imply that goals can be achieved regardless of motivation.  Locke’s theory of motivation, cognition and goal achievement, mentions motivation and cognition, however, this appears to only extended on Locke and Latham’s original steps in goal achievement by adding elements such as commitment, difficulty or mastery and choosing goals that are applicable to you.  This is where the theory of Grit, in conjunction with Locke and Latham’s theories, adds an important element to understanding long-term goal achievement by explaining how motivation impacts upon goal achievement{{f}}. 

Duckworth, Peterson, Matthews, and Kelly’s (2007) conducted a longitudinal study to determine whether IQ is linked to the likelihood to achieve in tasks over a long period of time. They began by studying students in the classroom and wanted to understand why students with high IQs weren’t necessarily performing the best on tests.  From this study they developed a concept called ‘Grit’. Grit is defined as passion and perseverance for long-term goals and is a factor that determines success and achievement for obtaining long-term goals (Duckworth et al, 2007). The difference between individuals with grit and those without was stamina; the ability to pick yourself up after failure and an ability to remain focussed despite boredom (Duckworth, et al, 2007). Duckworth et.al (2007) conclude that even with a high IQ or natural talent without grit students were unable to achieve long-term goals. 

While Grit is an important predictor of success the theory may not necessarily help people who do not have grit (Duckworth et al. 2007). Therefore, in order to be successful in long-term goal achievement it may be beneficial to consider more than one theory.

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'''Reader Activity'''
Look over the long-term goals that you are working on. Choose one of these goals now and progress through these {{which}} steps.

{{RoundBoxBottom}}

==Conclusion==
This chapter has highlighted some of the differences in long-term goal setting and what theorists have found to be more or less effective in achieving goals. While this chapter has discussed Locke and Latham’s theory of long-term goal achievement and Duckworth et al.’s theory of Grit, there are still many more theories that can be applied to goal setting this chapter has been linked with both The theory of Grit and Exercise motivation and personality as they discuss other theories in more depth{{vague}}.

The take home message is that you can achieve your long-term goals. Remember to break goals down and keep them simple, remain specific, seek feedback and ensure that you are prepared to commit and that the goal will test you in some way.

===What if I lose motivation?===

While all goals are important, it is vital to remember that some may be more significant than others.  When you consider Maslow's hierarchy of needs you can see that basic needs come first (Lee, &amp; Hanna, 2015).   Locke and Latham said the same about goals, in the sense that if there are goals that go against your current needs it will be difficult to achieve them. For example, although weight loss might be an important goal to you, if eating unhealthy food and socialising with friends instead of exercising is more important then it may be difficult to achieve this type of goal. Losing motivation often comes when goals are not the main priority or they are not receiving feedback. Reconsider if you really want to achieve the goal and are you measuring your success through feedback.

If a person is trying to achieve a goal over a long period of time and that goal is not specific and it is not simplified they can become bored and lose motivation.  Keep your goals specific and simple, and check back in to make sure they remain this way.

===How do I find the time?===
If you are committed to a goal, it is difficult and you are committed you will find the time. A long term goal should be something that you really want. Try setting smaller steps every day to reach larger goals 

===How can I maintain momentum?===
Breaking large goals into smaller ones can help maintain momentum and focus.  Therefore, instead of deciding to run a marathon straight away, try setting the goal of running 2km a day and then add more kilometres every week, until you are eventually running a marathon. This increases the sense of achievement across the time period rather than one large achievement at the end. 

== Quiz ==
&lt;quiz display=&quot;simple&quot;&gt;

{Is your goal specific enough to tell in a few words?
|type=&quot;()&quot;}
- Yes 
- No

{does this goal offer you personally some level of difficulty or challenge?
|type=&quot;()&quot;}
-Yes
-No

{do you have someone or can you give yourself feedback?
|type=&quot;()&quot;}
-Yes
-No

{Are you willing to commit to this goal?
|type=&quot;()&quot;}
-Yes
-No

{Do you believe in yourself?
|type=&quot;()&quot;}
-Yes
-No
&lt;/quiz&gt;

==See also==
[[Motivation_and_emotion/Book/2016/Exercise_motivation_and_personality|Exercise_motivation_and_personality]]

[[Motivation_and_emotion/Book/2016/Group_motivation_and_weight_loss|Group_motivation_and_weight_loss]]

[[Motivation_and_emotion/Book/2016/Grit|Grit]]

[[Motivation and emotion/Book/2010/Motivation and goal setting|Motivation and goal setting]] (Book chapter, 2010)

[[Motivation_and_emotion/Book/2013/Intrinsic_motivation|Intrinsic_motivation]]

[[Wikipedia:Motivation#Intrinsic and extrinsic motivation|Intrinsic and extrinsic motivation]]

[[Motivation_and_emotion/Book/2015/Mastery_motivation|Mastery_motivation]]

[[Motivation_and_emotion/Book/2013/Goal_setting|Goal_setting]]

[https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2016/Grit Grit (Book chapter, 2016)]

==References==
{{Hanging indent|1=

Ariely D. (2012, October), What makes us feel good about our work?, retrieve from https://www.youtube.com/watch?v=5aH2Ppjpcho

Angela Lee Duckworth, (2013, May, 9th), Grit: the power of passion and perseverance, retrieved from https://www.youtube.com/watch?v=H14bBuluwB8

Bandura, A., &amp; Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99. doi:10.1037/0021-9010.88.1.87

Duckworth, A. L., Peterson, C., Matthews, M. D., &amp; Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. doi:10.1037/0022-3514.92.6.1087

Gbadamosi, A. (2009). Cognitive dissonance. International Journal of Retail &amp; Distribution Management, 37(12), 1077-1095. doi:10.1108/09590550911005038

Gómez-Miñambres, J. (2012). Motivation through goal setting. Journal of Economic Psychology, 33(6), 1223-1239. doi:10.1016/j.joep.2012.08.010

Judge, T.A., (2000). Promote job satisfaction through mental challenge E.A. Locke (Ed.), The Blackwell handbook of principles of organizational behavior, Blackwell Publishers, Malden (2000), pp. 75–89

Jung, C. S. (2014). Why are goals important in the public sector? exploring the benefits of goal clarity for reducing turnover intention. Journal of Public Administration Research and Theory, 24(1), 209-234. doi:10.1093/jopart/mus058

Latham, G. P., &amp; Locke, E. A. (2007). New developments in and directions for goal-setting research. European Psychologist, 12(4), 290-300. doi:10.1027/1016-9040.12.4.290

Lee, J. M., &amp; Hanna, S. D. (2015). Savings goals and saving behavior from a perspective of maslow's hierarchy of needs. Journal of Financial Counseling and Planning, 26(2), 129.

Locke, E. (2000). Motivation, cognition, and action: An analysis of studies of task goals and knowledge. Applied Psychology an International Review, 49(3), 408-429. doi:10.1111/1464-0597.00023

Locke, E. A., &amp; Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. doi:10.1037//0003-066X.57.9.705

Locke, E. A., &amp; Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268. doi:10.1111/j.1467-8721.2006.00449.x

Ryan, R. M., &amp; Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020

Mace, C.A. (1935). Incentives: Some experimental studies. In Industrial
health research report (Great Britain), No. 72

Miller-Keane, (2003),  Encyclopedia and Dictionary of Medicine, Nursing, and Allied Health, Seventh Edition, retrieved from  http://medical-dictionary.thefreedictionary.com/long+term+goals

Wyatt, S., Frost, L., &amp; Stock, F.G.L. (1934). Incentives in repetitive
work. Industrial Health Research Board (Great Britain)
Report, No. 69

}}

==External links==

[https://www.youtube.com/watch?v=H14bBuluwB8 Grit: the power of passion and perseverance, Angela Lee Duckworth]

[https://www.youtube.com/watch?v=FFT6uP1fIFI Setting Goals]

[https://www.youtube.com/watch?v=V2PP3p4_4R8 If you want to achieve your goals, don't focus on them: Reggie Rivers at TEDxCrestmoorParkED]

[https://www.youtube.com/watch?v=dWOt2HyjCno, Lock and Latham's Goal setting Theory: Goal Setting Help Motivation]

[https://www.youtube.com/watch?v=5aH2Ppjpcho, What makes us feel good about our work? Dan Ariely]

[http://www.ted.com/talks/derek_sivers_keep_your_goals_to_yourself Keep your goals to yourself - Ted Talk]

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==Overview==
There is a synchronicity in the way hormones and emotions affect us in our everyday lives. The important role of shaping and motivating social interactions is influenced by our emotions (Gilam &amp; Hendler, 2016). Our interactions with others in our environment not only make us passive observers but also allow us to convey our thoughts, feelings, and intended actions towards other people and their thoughts, feelings, and actions (Gilam &amp; Hendler, 2016). Adapting our behaviours and cognitions within the unique dynamics of the situation also influences how we perceive not only our own emotions but of those around us (Gilam &amp; Hendler, 2016). However, during these social interactions, people are aware of themselves with other people and may alter how they present themselves to influence the kind of impression that is being formed of them (Gilam &amp; Hendler, 2016).

==The Concept of Motivation==
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'''Did you know?'''
&lt;p align=&quot;center&quot;&gt;The term motivation is derived from a Latin term ‘movere’, which means ‘movement of activity’.&lt;/p&gt;
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The nature of motivation primarily pivots on describing what “moves” the behaviour. Nearly all our daily expressions and explanations of behaviour are stated concerning motives. Why do you go to school every day? You might have any reason for this behaviour, like as you want to educate yourself, to make your parents happy or you want to learn, and get a good job or you want to make friends, and so on. Depending on the combinations of these or another reason, you will decide to go for higher education as well. Hence, your motives are helping you to choose your next steps. They also help in making predictions about behaviour. You will automatically work hard in every situation if you have a very strong desire for achievement. Hence, motives are the states that helps us to make certain predictions about the behaviours in different situations. Putting differently, it can be said that motivation is one of the decisive factors of behaviour. The needs, goals, desires, incentives and instincts fall under the large clump of motivation.

The cycle of motivation starts from the “needs” which is lack of some necessity. Needs further leads to “drive”, which is a state of tension and it leads to the arousal of a goal that is to be achieved. When a person achieves the thing they desire, they return to their balanced state. Is there any classification of motives? Is there any biological base that explains the different kinds of motives? What will happen if motives remain unachieved? How is motivation related to hormones? These few questions will be further discussed in the section below.

==The Different Types of Motives==
There are two types of motives. They are:
# The psychosocial motives
# The biological motives
The psychosocial motives are principally learned by the individual’s interaction and relation with different external factors (Gilam &amp; Hendler, 2016). The biological motives, on the other hand, are lead mostly by the physiological mechanisms of the bodies.  Biological motives are also known as physiological motives.

''Table 1.1'' Difference between biological motives and psychosocial motives

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! Biological motives 
! Psychosocial motives
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| The biological motives focus on the biological causes and innate of motivation, such as brain structures, hormones and neurotransmitters. For example, thirst, hunger and sex.
| The psychosocial motives focus on the social, environmental and psychological factors. It emphasis on how these factors interact with each other in order to produce motivation. For example, desire for achievement, success, affiliation, curiosity and power.
|-
|}
{{center bottom}}

However, both are interdependent on each other in terms of situations. For example, in some situations the psychosocial factors might trigger the motives in an organism and in other situations the motives might be triggered by the biological factors as well. Hence, no one is completely biological or completely psychosocial in nature - in fact, they are triggered in an individual by various combinations.

==Maslow’s Hierarchy of Needs==
[[File:MaslowsHierarchyOfNeeds.svg|right|300px|thumb|''Figure 1''. Maslow’s Hierarchy of Needs.]]
Human motivation has long been considered as the most discussed subject by psychologists. Therefore, there are several views on human motivation but the most popular one is given by [[Wikipedia:Abraham Maslow|Abraham Maslow]]. He ventured to present a picture of various human behaviours by grouping their needs in an order or hierarchy. Maslow’s Hierarchy of Needs is so popular due to its theoretical value that is commonly known as “Theory of [[Wikipedia:Self-actualization|Self-actualization]]”. 

Maslow’s model conceived as a pyramid. The bottom of this hierarchy consists of the basis biological or physiological needs that are basically necessary for survival, such as thirst and hunger. The need to become free from threatened danger arises when these needs are met. The next is the need to seek out others for love. When these needs are achieved, the individual struggles for developing a sense of self-worth. The top most need in this hierarchy is the need for self-actualization. The term ‘self-actualization’ refers to socially responsive, self-awareness, creative, open to novelty, spontaneous, and challenge. The individual also has an awareness of humour and potential for extensive interpersonal relationships. 

The physiological or the biological needs in this hierarchy are influenced until they are satisfied - once satisfied, the higher level needs i.e., the safety, belongingness, esteem and self-actualization needs tends to occupy attention and efforts. Nevertheless, it must be mentioned that only a few people reach the highest level of Maslow’s Hierarchy of Needs, as most people are mainly concerned with the needs of the lower levels.

==The Concept of Emotions==
Joy, sorrow, love, hope, anger, excitement, are all experienced by us.  In psychology, the term ‘[[w:emotion|emotion]]’ refers to a conscious experience that is primarily characterized by biological reactions, psychophysiological expressions and mental conditions. It is often considered as the synonyms of ‘feeling’ and ‘mood’ (Scarantino, 2012). A feeling is the pain or pleasure feature of emotion and mood and represents the affective state of a period of time but it is of lesser intensity than emotion.  It is mainly associated with mood, personality, temperament and motivation. Neurotransmitters and hormones such as serotonin, [[Wikipedia:dopamine|dopamine]], [[Wikipedia:GABA|GABA]], [[Wikipedia:cortisol|cortisol]], noradrenaline and oxytocin often affect emotion. Emotion is generally a driving force behind positive or negative motivation. It is a complicated model of cognitive interpretation, arousal and personal feeling. Emotions move an individual internally and this process requires the involvement of psychological and physiological reactions.

[[File:plutchik-wheel.svg|left|450px|thumb|''Figure 2''. Plutchik's wheel of emotions.]]

According to Scheff (2015), researchers use the word emotion as a vernacular word and assume the general public is clear about the meaning of emotion although there is no agreement over the term emotion itself. [[Wikipedia:John Dewey|John Dewey]], an American philosopher, psychologist, and educational reformer, made the proposition that emotion involves bodily preparations for internal actions that have been delayed (Scheff, 2015). To explore some theories surrounding emotion, see [[Wikipedia:James-Lange theory|James-Lange theory]] or [[Wikipedia:Richard Lazarus|Richard Lazarus]] as a start.

Emotions are essential to survival – they are a complex chain of connected events that begin with a stimulus and involve feelings, psychological changes, and impulses to action and goal-directed behaviour (Plutchik, 2001). According to [[Wikipedia:Robert Plutchik|Robert Plutchik]] (2001), emotions are not simply linear events but feedback processes and additionally, defines emotion as a homeostatic process where behaviour mediates progress towards equilibrium. Plutchik developed a psychoevolutionary theory of emotion and curated a wheel of emotions which is a three-dimensional circumplex model.

The eight spokes seen in figure 2 represents the eight primary emotion dimensions defined by Plutchik and include anger, anticipation, joy, trust, fear, surprise, sadness, and disgust. There are three characteristics to this structural model (Plutchik, 2005):
# there are intensity differences for each emotion – for example, admiration, trust, and acceptance represent different levels of intensity of the basic emotion of trust.
# the degree of similarity among emotions whereby the clusters of emotional terms representative to the basic emotions appear close to one another.
# the words used to describe emotions also express opposite feelings or actions – for example, joy and sadness are on opposite sides of the circumplex.

Thus, the three-dimensional circumplex model is made up of eight primary emotion dimensions and are arranged as four pairs of opposites. The degree of intensity is heightened in the center of the circle and disperses out with less intensity. The rings of circles represent the degrees of similarity among the emotions.

An emotion is an intuitive feeling and the practice of emotion differs from person to person (Scheff, 2015). Several attempts have been made in order identify basic emotions and it has been observed that about six types of emotions are experienced at any given time during the course of a day. These emotions are surprise, disgust, fear, anger, happiness, and sadness. However, Izard has stated that there are ten sets of basic emotions and they include happiness, anger, disgust, surprise, fear, guilt, shame, contempt, excitement and interest. The mixture or combinations of these emotions further results in other emotions (Izard, 2013).

Emotions differ in terms of their quality (fear, happiness and sadness) and their intensity (low or high). The circumstantial contexts and the intuitive factors have a great impact on the experience of emotions (Thompson, 2013). Such factors are personality, gender and psychopathology. There are several evidences that show that females experience almost every emotion but the feeling of anger is less intense in them than in males. The males are vulnerable to experience high frequency and intensity of anger than females. This kind of gender difference has led to the social roles that are attached to males (competitiveness) and females (caring and affiliation).

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'''Pop-Up Questions!'''&lt;br&gt;&lt;br&gt;
Choose the correct answer and click &quot;submit&quot;:
&lt;quiz display=simple&gt;
{How many emotions are in Robert Plutchik's three-dimensional circumplex model?
|type=&quot;()&quot;}
- 16
+ 24
- 32

{Which of the following is not an emotion?
|type=&quot;()&quot;}
- joy
+ stress
- fear
- anger
- surprise
&lt;/quiz&gt;
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==Expression of Emotions==
[[File:Manga emotions-EN.jpg|right|300px|thumb|''Figure 3''. Emotional expressions.]]
 
Emotions are internal expressions and are not directly observable. They are mainly inferred by verbal and non-verbal cues. These expressions represent a way of communication and help people convey their own emotional state and also to understand another’s emotional condition as well.

Verbal communication includes spoken words and other different vocal features such as loudness and pitch of the voice. While non-verbal communication includes proximal behaviour (physical distance at the time of interaction) and facial expression. However, facial expressions are the most usual way of emotional communication as it enables a person to convey the intensity of their emotional state. 

It plays a very important part of our daily lives. Evolutionary psychologist Charles Darwin has stated that, for basic emotions, the facial expressions are inborn and there are various pieces of evidence in support of his view on this.

==Roles of Hormones in Emotions==
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'''Watch this!'''
&lt;p align=&quot;center&quot;&gt;Check out this [https://www.youtube.com/watch?v=eWHH9je2zG4 YouTube video] to gain an insight or refresh your memory on what hormones are (CrashCourse, 2015) (YouTube video 10:24 minutes).&lt;/p&gt;
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===What Are Hormones?===
Human beings are incorporated with several varieties of hormones that are primarily produced by a specific group of cells called the endocrine glands. The word “hormone” is derived from a Greek word, “hormao”, meaning to ‘set in motion’. Hormones are the powerful chemical messengers that are released in small amounts by the endocrine glands and they are transported by the circulatory system.  They are responsible for the regulation of normal functions of the different organs and tissues that are present inside the human body. They travel through the blood and transport sensory messages to our brain.  They help maintain homeostasis by controlling the almost every function of the body. Hormones may affect both positive and negative emotions. The positive emotions include love, happiness, surprise etc (Tong &amp; Jia, 2017). Whereas, the negative emotions are composed of hatred, sadness, anger and disgust. Positive behaviour may lead to rebellious behaviour or elated behaviour. On the other hand, the negative emotions may lead to be irritability, aggression or may consist of some other negative attributes (Todaro et al., 2013).

===How Do Hormones Affect Emotion?===
There are some hormones that are especially responsible for the regulation of emotions and controlling them. They are oxytocin, testosterone, oestrogen and thyroid hormones. 

====Oxytocin====
Oxytocin is also known as love hormones. They are produced by the hypothalamus and are deposited by the pituitary gland. It is responsible for reproductive activities and emotional bonding. It influences the interpersonal bonding, psychosocial behaviour, and trust in relationships (Bernaerts et al., 2016). It has the ability to change the neurological “mirroring” of pain experienced by others. In addition to these, study has shown that oxytocin has led to more trusting behaviour in human beings. It is involved in managing stress responses as well.

====Testosterone====
Testosterone is a very important sex hormone that plays a vital function in puberty.  In the case of males, testosterone regulates the sex drive and helps in the management of fat distribution, bone and muscle mass, and strength. It also helps in the production of sperm and red blood cells. However, women also produce testosterone but in small quantities (Zilioli, Caldbick &amp; Watson, 2014). Testosterone is an androgen hormone (responsible for regulating the development and maintenance of male characteristics), which is closely related to aggression in teenage males. Higher amounts of testosterone hormones lead to emotions like sadness, rage, fear or anxiety, which affects the vulnerability of aggressive behaviour in adolescents. According to some scholars, a particular situation may cause fear to have either an activating or inhibiting effect on aggression. In addition, there are some emotions, which can have resistant or inhibitory affects on aggression including happiness and exhilaration. These hormones affect negative emotions in aggression and are more likely to be expressed through rebellious and irritable behaviour more than physical attacks. 

====Oestrogen====
Oestrogen are female hormones. These are sex hormones where low levels trigger sadness, which can further lead to depressive symptoms in women (Backes, 2015). The cause of this emotional variation increases other neurotransmitters such as serotonin, dopamine, and norepinephrine (Backes, 2015). The short-term mood changes affected through emotion are anger, sadness, and happiness (Backes, 2015). High levels of oestrogen have the ability to enhance or impair a female's ability to recognise facial expressions (Olsson, Kopsida, Sorjonen, &amp;Savic, 2016). Several studies have shown that oestrogen levels in men affect their emotional reactivity (Olsson, Kopsida, Sorjonen, &amp;Savic, 2016). Too much oestrogen may lead to breast tenderness, water retention, anxiety and abdominal weight (Toffoltto et al. 2014).

====Thyroid hormones====
An individual is prone to depression in cases of missing or drastically reduced thyroid hormones, also resulting in a lack of energy in an individual. These hormones stimulate the cell function in body cells and is transported by hormone receptors. It is responsible for the irritating nature of a person (Falgarone et al. 2013). When the stimulation of thyroid hormone receptors is normal, symptoms reduce and the individual feels stability again.

{{RoundBoxTop|theme=10}}&lt;b&gt; Test Yourself! &lt;/b&gt;
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{ Fill in the blanks:
|type=&quot;{}&quot;}
Low levels of { oestrogen } triggers sadness. { High } levels of oestrogen has the ability to { enhance } or { impair } a female's ability to recognise facial expressions.
{ Oxytocin } is also known as a love hormone. It has the ability to change the neurological { “mirroring” } of pain experienced by others.
{ Testosterone } is an androgen hormone and { higher } amounts can lead to emotions like sadness, rage, fear or anxiety.
Drastically reduced amount of { thyroid } hormones result in a lack of energy in an individual.

{Hormones are responsible for the regulation and control of emotions.
|type=&quot;[]&quot;}
+ True
- False
&lt;/quiz&gt;
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{{RoundBoxTop|theme=1}}&lt;b&gt; Case Study: Troubled Timmy &lt;/b&gt;
Timmy is experiencing sadness when he is home alone but when he is amongst his peers he feels anxious.

What hormone is affecting his emotions? How?

Predict what may happen to Timmy’s behaviour if his emotions are left undealt with.
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==What Are Neurotransmitters?==
[[File:Neurotransmitter release.png|left|225px|thumb|''Figure 4''. Release of neurotransmitters.]]
The brain structures and neural circuits are involved in the emotions that are regulated by a myriad of neurotransmitters.  They are the building blocks of emotions and moods of human beings and control every system of the human body (Hermans et al. 2014). There are several neurotransmitters that affect the human emotions. They are dopamine, noradrenaline and serotonin.

===Serotonin===
One of the most popularly studied neurotransmitter, the effects of serotonin on human emotions are generally involved in basic emotional arousal to secondary emotions. These hormones result in the feeling of guilt and shame (Terbeck, Savulescu, Chesterman, &amp; Cowen, 2016). It is produced by the amino acid called tryptophan in the midbrain in a total of two bio-chemical process or steps. Such bio-chemical steps require vitamin B6 and B12, iron, niacin, magnesium and folic acids as co-factors.

===Dopamine===
Dopamine is a neurotransmitter processed in the frontal lobes of the brain. It is necessary for learning and are primarily involved in drive, attention, focus, clear thinking and memory (Prossin et al. 2016). Lack of dopamine may lead to difficulties with memory. It is synthesized and regulated by the brain.

===Noradrenaline===
Noradrenaline belongs to the chemical class of catecholamines and mediates the &quot;flight or fight&quot; response when fearful stimuli has been elicited (Nicholson, Bryant &amp; Felmingham, 2014). This response is caused by the activation of the sympathetic nervous system that facilitates the physiological responses of stress and acute anxiety (Terbeck, Savulescu, Chesterman, &amp; Cowen, 2016). It is identified that noradrenaline is involved in stress responses, stress pathology, and consequences of stress exposure (Galvin, 1985). While stress may not be an emotion, it is a precursor for other emotions involved with stress (Lovallo, 2015). Additionally, it affects the basic primary emotional arousal such as fear and aggression within the limbic system. Noradrenaline has a mood-elevating and energizing action. It is also involved in long-term memory.

==Hormones and Motivation==
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'''Did you know?'''
&lt;p align=&quot;center&quot;&gt;Hormones play a very important role in verifying whether a person really feels motivated with something.&lt;/p&gt;
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The two important areas with inborn motivation are sex and hunger. Sex and hunger are essential for human beings in order to reproduce and stay healthy.

===Sex===
Sex drive is one of the most powerful drives in human beings as well as animals. Motivation is needed in order to engage in sexual activities and this factor strongly influences human behaviour (Wallen, 2013). Although sex is not a biological motive, its importance is less than other primary motives such as hunger and thirst. The reason behind it is:
# Sex is not mandatory for the survival of an individual.
# Homeostasis is not the aim of sexual activities. 
# The sex drive is not in-born and it develops with the growing age. 
In the case of animals, sex is dependent on physiological situations and in the case of humans, it takes place biologically but sometimes it becomes tough to categorize sex absolutely as a biological drive. 
Some psychologists have suggested that the potency of sexual urge or drive is dependable to chemical substances that are flowing in the blood stream, called sex hormones. There are several studies on both animals and human beings in relation to sex hormones and they have concluded that [[Wikipedia:gonads|gonads]] are responsible for sexual motivation in human beings. Other endocrine glands like pituitary glands and the adrenal glands are also responsible for sexual motivation. 

===Hunger===
Consuming food is important for the survival and existence of humans and animals. When a person is hungry, they dominate everything for food. The need for food or satiate hunger motivates the person to consume food. Psychologists have stated that there are several events taking place inside and outside of the body, which inhibits hunger (Rolls, 2016). Usually the stomach contraction signifies that the stomach is empty and needs food and there is a low concentration of protein, fats and glucose in the body. The liver also signifies that there is a lack of body fuel by transmitting nerve impulses in brain. Smell, taste and appearance of the food also results in an urge to eat. You may observe that none of the above alone will make you feel that you are hungry. All of these in combination give that feeling of hunger. Hence, it may be concluded that food consumption is regulated by the complex feeding satiety system that is located in the liver, hypothalamus and other parts of the body. Psychologists have also stated that several changes in metabolic functions in the body may also result in hunger. The two divisions of the hypothalamus involved in the feeling of hunger are the ventromedial hypothalamus and the lateral hypothalamus. The lateral hypothalamus is accounted as the excitatory part.

==Conclusion==
Emotions are essential to survival – they are a complex chain of connected events that begin with a stimulus and involve feelings, psychological changes, and impulses to action and goal-directed behaviour. Hormones affect emotions in order for us to convey our thoughts, feelings, and intended actions towards other people and also influences how we perceive not only our own emotions but of those around us. This chapter helps develop the understanding of hormones and emotions providing a brief insight of what hormones and emotions are, and also discusses the roles of hormones in different human emotions.

==See also==
* [[w:Emotion|Emotion]] (Wikipedia)
* [[w:Hormone|Hormone]] (Wikipedia)
* [[w:Motivation|Motivation]] (Wikipedia)
* [[Wikipedia:Robert Plutchik|Robert Plutchik]] (Wikipedia)
* [[Wikipedia:James-Lange theory|James-Lange theory]] (Wikipedia)
* [[Wikipedia:Richard Lazarus|Richard Lazarus]] (Wikipedia)
* [[Wikipedia:Abraham Maslow|Abraham Maslow]] (Wikipedia)
* [[Motivation and emotion/Book/2017/Hormones and motivation|Hormones and motivation]] (Wikiversity)
* [[Motivation and emotion/Book/2017/James-Lange theory of emotion|James-Lange theory of emotion]] (Wikiversity)
* [[Motivation and emotion/Book/2017/Neurotransmitters and emotion|Neurotransmitters and Emotion]] (Wikiversity)
* [[Motivation and emotion/Book/2017/Norepinephrine and emotion|Norepinephrine and Emotion]] (Wikiversity)

==References==
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Backes, M. (2015). ''Emotions and Hormones: Short term mood changes in relation to short term estradiol level changes''. Forskerspirer, 1-11.

Bernaerts, S., Berra, E., Wenderoth, N., &amp;Alaerts, K. (2016). Influence of oxytocin on emotion recognition from body language: A randomized placebo-controlled trial. ''Psychoneuroendocrinology'', 72, 182-189.

Falgarone, G., Heshmati, H. M., Cohen, R., &amp; Reach, G. (2013). Mechanisms in endocrinology: role of emotional stress in the pathophysiology of Graves' disease. ''European Journal of Endocrinology'', 168(1), R13-R18.

Gilam, G., &amp; Hendler, T. (2016). With love, from me to you: Embedding social interactions in affective neuroscience. ''Neuroscience and Biobehavioral Reviews'', 68, 590-601.

Hermans, E. J., Henckens, M. J., Joëls, M., &amp; Fernández, G. (2014). Dynamic adaptation of large-scale brain networks in response to acute stressors. ''Trends in neurosciences'', 37(6), 304-314.

Izard, C. E. (2013). ''Human emotions''. Springer Science &amp; Business Media.

Lovallo, W. R. (2015). ''Stress and health: Biological and psychological interactions''. Sage publications.

Nicholson, E. L., Bryant, R. A., &amp; Felmingham, K. L. (2014). Interaction of noradrenaline and cortisol predicts negative intrusive memories in posttraumatic stress disorder. ''Neurobiology of Learning and Memory'', 112, 204-211.

Olsson, A., Kopsida, E., Sorjonen, K., &amp;Savic, I. (2016). Testosterone and Estrogen Impact Social Evaluations and Vicarious Emotions: A Double-Blind Placebo-Controlled Study. ''Emotion'', 16(4), 515-523.

Plutchik, R. (2001). The Nature of Emotions. ''American Scientist'', 89, 344-350.

Plutchik, R. (2005). Book Review. ''Psychology &amp; Marketing'', 22(1), 97-101.

Prossin, A. R., Koch, A. E., Campbell, P. L., Barichello, T., Zalcman, S. S., &amp; Zubieta, J. K. (2016). Acute experimental changes in mood state regulate immune function in relation to central opioid neurotransmission: a model of human CNS-peripheral inflammatory interaction. ''Molecular psychiatry'', 21(2), 243-251.

Rolls, E. T. (2016). Motivation Explained: Ultimate and proximate accounts of hunger and appetite. ''Advances in Motivation Science'', 3, 187-249.

Scarantino, A. (2012). How to Define Emotions Scientifically. ''Emotion Review'', 358-368.

Scheff, T. (2015). What are emotions? A physical theory. ''Review of General Psychology'', 19(4), 458-464.

Susman, E. J., Inoff-Germain, G., Nottelmann, E. D., Loriaux, D. L., Cutler, Jr., G. B., &amp; Chrousos, G. P. (1987). Hormones, Emotional Dispositions, and Aggressive Attributes in Young Adolescents. ''Child Development'', 58(4), 1114-1134.

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Thompson, J. G. (2013). ''The psychobiology of emotions''. Springer Science &amp; Business Media.

Todaro, J. F., Shen, B. J., Niaura, R., Spiro, A., &amp; Ward, K. D. (2013). Effect of negative emotions on frequency of coronary heart disease (The Normative Aging Study). ''The American journal of cardiology'', 92(8), 901-906.

Toffoletto, S., Lanzenberger, R., Gingnell, M., Sundström-Poromaa, I., &amp; Comasco, E. (2014). Emotional and cognitive functional imaging of estrogen and progesterone effects in the female human brain: a systematic review. ''Psychoneuroendocrinology'', 50, 28-52.

Tong, E. M., &amp; Jia, L. (2017). Positive Emotion, Appraisal, and the Role of Appraisal Overlap in Positive Emotion Co-Occurrence. ''Emotion'', 17(1), 40-54.

Wallen, K. (2013). Women are not as unique as thought by some: Comment on “Hormonal predictors of sexual motivation in natural menstrual cycles,” by Roney and Simmons. ''Hormones and behavior'', 63(4), 634-635.

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}}

==External links==
* [https://www.quora.com/What-are-the-hormones-responsible-for-different-emotions-in-humans What are the hormones responsible for different emotions in humans] (quora.com)

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{{MECR3|1=https://www.youtube.com/watch?v=Xfoy5bB6luE&amp;t=38s}}
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==Overview==
[[File:Child-559415 1920.jpg|thumb|''Figure 1.'' Eating is a physiological need that we all must meet.|376x376px]]

Have you ever wondered why we feel hungry or full? Perhaps you have considered how the feeling of hunger and satiety transpire and what biological process the human body undergoes to feel these sensations? Maybe you have even contemplated how hunger can motivate us to eat?

These are the questions this chapter will strive to answer by exploring how ghrelin and leptin affect hunger and eating. It will explore how [[wikipedia:Biological_system|biological systems]] involving the [[wikipedia:Hormone|hormones]] ghrelin and leptin work in conjunction with [[wikipedia:Biological_neural_network|neural brain circuits]] and bodily [[wikipedia:Organ_(anatomy)|organs]] to direct the body's attentions and actions towards seeking out food. To explain how this occurs within the body, and how this [[wikipedia:Physiology|physiological]] [[wikipedia:Need|need]] is met, the Dual-Control theory, the Glucostatic theory, Lipostatic theory and the Set-Point theory of hunger regulation will be examined.

{{Robelbox|theme=7|title=Learning outcomes:}}After reading this chapter, the following learning outcomes will have been addressed:

*How hunger can be seen as a motivational state;
*How biological systems contribute to hunger;
*How ghrelin and leptin effect hunger, eating and body weight;
*Familiarisation with the main psychological theories associated with homeostatic feeding.
{{Robelbox/close}}

== Hunger ==
[[File:Maslow's Hierarchy of Needs.png|thumb|270x270px|''Figure 2.'' Maslow's hierarchy of needs, represented as a pyramid with basic physiological needs at the bottom.]]

Hunger in humans, as in other [[wikipedia:Organism|organisms]], is a physiological need involving [[wikipedia:Biological_system|biological systems]] such as [[wikipedia:Biological_neural_network|neural brain circuits]], [[wikipedia:Hormone|hormones]], and [[wikipedia:Organ_(anatomy)#Organ_systems|organ systems]] (Saper et al., 2002). Eating behaviour can be separated into [[wikipedia:Hedonism|hedonic feeding]] and [[wikipedia:Homeostatic_emotion|homeostatic feeding]]. This chapter acknowledges that eating can occur without hunger in response to emotional and social factors, and can extend beyond satiety (Saper et al., 2002). However, the focus of this chapter is on homeostatic feeding and how hormones in the body produce hunger and satiety.

According to [[wikipedia:Maslow's_hierarchy_of_needs|Maslow's hierarchy of needs]], needs can be categorised as growth needs and deficiency needs. In the case of physiological needs, such as hunger, they are categorised as deficiency needs. In deficiency needs, everything is fine physiologically until some sort of deficiency activates a need within an organism to interact with the environment to correct the deficit. Hence, when a physiological need is unmet for some time it generates a motivational state that dominates consciousness (Maslow, 1943).

== Case study ==
The case study below will be used throughout the chapter to exemplify how ghrelin and leptin work in conjunction with biological systems and neural brain circuits to motivate eating behaviour. It will also cover how psychological theories relate to eating and hunger.

{{robelbox|theme=2|title=Homer's lunch break}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
Follow Homer's story. It will provide an example to help you understand how ghrelin and leptin motivate hunger and eating.
&lt;/div&gt;
{{Robelbox/close}}

==Hunger as a motivational state==
When a person has been deprived of food for several hours, blood plasma levels of glucose drop (Saper et al., 2002). The deficit in blood glucose activates other biological systems which involve rising levels of the hunger-inducing hormone ghrelin&amp;nbsp;(Saper et al., 2002). Also involved are digestive organs and neural brain circuits within the body. Together the deficit and biological systems create the motivational state of hunger. Initially, a state of hunger can be ignored and overridden when attending to more important tasks, but eventually the need will become so great that it dominates consciousness (Maslow, 1943; Saper et al., 2002). Seeking out food and eating becomes the focus of a persons' thoughts and behaviours as this will rid the feeling of hunger. In this way, the body has successfully been able to bring itself back to a state of [[Homeostasis of Calcium and Phosphorus|homeostasis]] (Broberger, 2005), (Saper et al., 2002).

Eating restores blood glucose levels, corrects the deficit, alleviates the motivational state and returns the body to a state of homeostasis. Once the hunger has been [[wikipedia:Satiation|satiated]], with the help of leptin, the [[wikipedia:Salience_(neuroscience)|salience]] of hunger fades and the need is forgotten for a while. That is, until blood glucose levels drop, hunger hits and the cycle begins again (Maslow, 1943), (Saper et al., 2002).

Satiety is an important part of homeostatic feeding, it can be seen as a [[wikipedia:Negative_feedback#Biology_and_chemistry|negative feedback system for hunger]] and a motivational state to stop eating (Malik et al., 2008). One of the main hormones that contributes to satiety is leptin. During eating, the levels of ghrelin fall while the levels of leptin rise (Saper et al., 2002).        

{{Robelbox|theme=2|title=Homer's lunch break}}
It's nearing lunch time and Homer has been working in section 7G all morning. He has been feeling peckish most of this time. Suddenly, Homer feels so hungry that all he can think about is taking a break so he can eat lunch. His hunger is motivating his thoughts and actions towards seeking out and eating food.

Keep following for a more thorough discussion on how the hormones ghrelin and leptin relate to this motivation
{{Robelbox/close}}

== Hormones ==
Hormones play a major role in homeostatic feeding. The two main hormones associated with hunger and satiety  are ghrelin and leptin. Other [[wikipedia:Peptide_hormone|peptide hormones]] are involved with the process, these include [[wikipedia:Insulin|Insulin]], [[wikipedia:Neuropeptide_Y|neuropeptide Y]]&amp;nbsp;, [[wikipedia:Agouti-related_peptide|Agouti-related protein&amp;nbsp;(AgRP)]] and [[wikipedia:Cholecystokinin|cholecystokinin (CCK)]] (Broberger, 2005). 

=== Ghrelin ===
[[File:Ghrelin-3D-predicted.png|thumb|''Figure 3.'' 3D model of Ghrelin.|280x280px]]

Ghrelin, also known as &quot;the hunger hormone&quot;, was first discovered in 1999 and is a gastrointestinal [[wikipedia:Neuropeptide|neuropeptide]] produced and released by [[wikipedia:Epsilon_cell|epsilon cells]] in the [[wikipedia:Stomach#Structure|fundus]] of the stomach (Hellstron, 2009). Small amounts of ghrelin are also produced and released by the hypothalamus, pancreas and small intestine (Hellstron, 2009). It was discovered by Kojima et al., (1999) that ghrelin levels increase during food deprivation and peak [[wiktionary:preprandial|preprandially]]. It was also found that ghrelin decreased back to baseline levels within an hour [[wiktionary:postprandially#English|postprandially]] (Kojima et al., 1999).&amp;nbsp;This demonstrates that rising ghrelin levels function as an important signal to induce hunger (Kojima et al.,1999). In 2000, ghrelin was discovered to control systemic metabolism via the activation of [[wikipedia:Orexigenic|orexigenic]] [[wikipedia:Biological_neural_network|neural circuits]]&amp;nbsp;(Müller&amp;nbsp;et al., 2015). 

The main site of action for ghrelin on feeding regulation is the hypothalamus, where ghrelin [[wikipedia:Nuclear_receptor|receptors]] are found in the [[wikipedia:Arcuate_nucleus|arcuate nuclei (ARC)]] and the [[wikipedia:Ventromedial_nucleus_of_the_hypothalamus|ventromedial hypothalamus (VMH)]] (Müller et al., 2015). In addition, [[wikipedia:Agouti-related_peptide|Agouti-related protein&amp;nbsp;(AgRP)]] receptors in the VMH have also been found to exhibit ghrelin receptors (Müller et. al, 2015).

One of the factors found to have an effect on ghrelin levels is sleep deprivation. In a study conducted by Broussard et al., (2016), one night of sleep deprivation was found to have a significant effect on elevating ghrelin levels in men of average weight. The observed elevated levels also correlated with higher calorie intake, especially at night. The authors conclude that elevated ghrelin levels may be a mechanism by which sleep loss leads to increased food intake and the development of obesity (Broussard et al., 2016).     

Although ghrelin has been well established as &quot;the hunger hormone&quot; it has been found to have other functions. Hellstron (2009) stated that ghrelin has a motility effect in most parts of the gastrointestinal (GI) tract and also increases colonic emptying in mice. He also states that ghrelin exhibits an anti-inflammatory effect in the GI tract. In a study conducted by DeBoer (2011), it was found that ghrelin not only increased motility in the GI tract and had an anti-inflammatory effect, but it also increased colonic blood flow. Although more research in humans is needed, it has been suggested that ghrelin may be an effective treatment for inflammatory bowel diseases such as Crohn's disease and ulcerative colitis (DeBoer, 2011).

=== Leptin ===
[[File:Leptin.png|thumb|''Figure 4.'' 3D model of Leptin.|left|280x280px]]

Leptin was discovered in 1994 and is produced and secreted by the bodies&amp;nbsp;adipose tissues. However, small amounts are also produced in other tissues such as the [[wikipedia:Placenta|placenta]], stomach, mammary [[wikipedia:Epithelium|epithelium]] and the heart (Klok et al., 2007).

Leptin is the main hormone which induces satiation or a feeling of fullness after a meal, therefore, when levels are high, hunger is decreased (Klok et al., 2007). Due to the effect that leptin has on the body, it can be seen as a negative feedback system for eating behaviour (Ahima &amp; Flier, 2000). This feedback system occurs due to the gut-brain axis communicating with the brain once eating has been initiated. In response to this information, ghrelin levels begin to fall, as ghrelin levels fall, leptin levels rise (Berthoud et al., 2017), (Klok et al., 2007). 

Leptin creates the feeling of satiety by binding to neurons in key regulatory centres in the hypothalamus to inhibit food intake (Ahima &amp; Flier, 2000). The key regulatory centres in the hypothalamus that exhibit leptin receptors are expressed in the  [[wikipedia:Arcuate_nucleus|arcuate nuclei (ARC)]], and the [[wikipedia:Ventromedial_nucleus_of_the_hypothalamus|ventromedial hypothalamus (VMH)]] much like ghrelin. However, receptors can also be found in the [[wikipedia:Dorsomedial_hypothalamic_nucleus|dorsomedial hypothalamic nucleus (DMH)]] (Shufen, 2016). &amp;nbsp;

Leptin has a key role in energy homeostasis because it is able to alert the brain to the state of body adiposity (Ahima &amp; Flier, 2000). Leptin levels in circulation are increased in proportion to fat mass. The more adipose tissue the body has, the more leptin is released (Gale et al., 2004). It is this information which enables the brain to work out much body fat exists (Klok, et al., 2007). Through this feedback system leptin is a mediator in long-term regulation of energy homeostasis. It has the ability to reduce food intake and thereby induce weight loss when body fat is too high (Klok, et al., 2007).  

While leptin acts as the main satiety hormone in the body and plays a key role in energy homeostasis, it has also has other functions.  Klok et al., (2007) reports that leptin influences various biological mechanisms, including immune and inflammatory responses,  bone formation, wound healing, formation of blood cells ([[wikipedia:Haematopoiesis|haematopoiesis)]] and formation of blood vessels [[wikipedia:Angiogenesis|(angiogenesis)]].  

{{robelbox|theme=2|title=Homer's lunch break}}

Homer was so hungry he took his break early. The main hormone that influenced Homer's decision to do so was ghrelin. When ghrelin is high, hunger increases.

Homer is now eating lunch and beginning to feel full. One more bite and he's done. The main hormone that influenced Homer's decision to stop eating is leptin. This is because during eating, Homer's ghrelin decreased while his leptin increased. When leptin is high, hunger decreases.

Keep reading to find out how biological systems communicate with the brain to motivate eating behaviour.
{{Robelbox/close}} 

{{robelbox|theme=6|title=Test your knowledge}}Choose the correct answer and click &quot;Submit&quot;:
&lt;quiz display=simple&gt;
{Ghrelin is produced and released mainly by:
|type=&quot;()&quot;}
- The duodenum
+ The stomach
- The pyloric sphincter
- The jejunum
- The ascending colon

{Leptin is mainly produced by:
|type=&quot;()&quot;}
- The ARC
+ The body's adipose tissues
- The stomach
- The VMH
- The LH
&lt;/quiz&gt;
  {{Robelbox/close}}

== Biological systems associated with hunger and satiety ==
Biological systems are involved in creating the motivational state of hunger; these systems are listed below.

[[File:Hypothalamus small.gif|thumb|
''Figure 5:'' Location of hypothalamus within the brain (marked in red). 
|left]]

=== Brain structures  ===
The [[wikipedia:Hypothalamus|hypothalamus]] is involved in homeostatic feeding; it is a region in the brain which is linked to the [[wikipedia:Nervous_system|nervous system]] and the [[wikipedia:Endocrine_system|endocrine system]] through the [[wikipedia:Pituitary_gland|pituitary gland]] (Ahima &amp; Antwi, 2008)'''.''' &amp;nbsp;It is roughly the size of an almond and is located superior to the [[wikipedia:Brainstem|brain stem]]. The hypothalamus is responsible for many biological functions apart from Hunger such as, [[wikipedia:Blood_pressure|blood pressure]], [[wikipedia:Thermoregulation|body temperature]], [[wikipedia:Heart_rate|heart rate]], [[wikipedia:Thirst|thirst]] and [[wikipedia:Sexual_desire|sexual desire]]. Hence, the Hypothalamus is the main regulator of homeostasis (Ahima &amp; Antwi, 2008). 

In 1954, the Dual-Control theory of hunger, a homeostatic view of hunger and satiety, was put forward by Elliot Stellar. It postulated that the [[wikipedia:Ventromedial_nucleus_of_the_hypothalamus|Ventromedial hypothalamus]] (VMH) and the [[wikipedia:Lateral_hypothalamus|Lateral hypothalamus]] (LH) were responsible for homeostatic feeding (Broberger, 2005). According to this theory, the LH is the hunger centre and the VMH is the satiety centre. A series of experiments were conducted which involved [[wikipedia:Lesion|leisoning of brain structures]] in rats. Rats that had their LH lesioned exhibited severe weight loss through refusal to eat and drink. On the contrary, rats that had their VMH lesioned exhibited [[wikipedia:Polyphagia|hyperphagia]]. This resulted in excessive eating, which lead to weight gain and [[wikipedia:Obesity|obesity]] (Broberger, 2005).  

[[|thumb|
''Figure 6.'' Diagram of the gut-brain axis (biological system).
|270x270px]]

=== Gut brain axis ===
The [[wikipedia:Gut–brain_axis|gut-brain axis]] refers to the relationship between the [[wikipedia:Gastrointestinal_tract|gastrointestinal tract (GI)]] and the [[wikipedia:Central_nervous_system|central nervous system (CNS)]]. The gut-brain axis is a complex biochemical signalling system and involves not only the GI tract and the CNS but also the [[wikipedia:Enteric_nervous_system|enteric nervous system]] which includes both the [[wikipedia:Vagus_nerve|vagus nerve]] and the [[wikipedia:Gut_flora|gut microbiota]] (Konturek, 2004)'''.'''&amp;nbsp;The gut-brain axis involves the [[wikipedia:Neuroendocrinology|neuroendocrine system]], [[wikipedia:Neuroimmune_system|neuroimmune system]] and the [[wikipedia:Hypothalamic–pituitary–adrenal_axis|hypothalamic-pituitary-adrenal axis]] (Konturek, 2004). It also includes both the [[wikipedia:Sympathetic_nervous_system|sympathetic]] and [[wikipedia:Parasympathetic_nervous_system|parasympathetic]] components of the [[wikipedia:Autonomic_nervous_system|autonomic nervous system]] (Konturek, 2004)'''.''' As the gut and brain are directly connected through this axis, signalling is bi-directional and therefore an upset gut can send distress signals to the brain and vice-versa (Konturek, 2004).

The gut-brain axis aids in satiety as it possesses [[wikipedia:Mechanosensation|mechanosensors]] and [[wikipedia:Chemoreceptor|chemoreceptors]], which it uses to sense the volume and nutrient content of consumed food (Berthoud et al., 2017). As the GI tract is densely innervated by vagal sensory nerves which are mentioned above, the GI tract can directly communicate nutritional information, as well as stomach stretch information from the gut to brain (Berthoud et al., 2017). According to Berthoud et al., (2017), gut microbes acting locally in the GI tract are also able to convey information to the brain to alter feeding behaviour through the gut brain axis.

{{robelbox|theme=2|title=Homer's lunch break}}
In line with the Dual-Control theory, Homer's lateral hypothalamus received signals from his body to activate the feeling of hunger. This happened because:
*Mechanoreceptors in the gut-brain axis communicated to Homer's brain that his gut was empty, and;
*His hypothalamus registered a rise in ghrelin.
Together, this generated the motivation for Homer to seek out and eat food.
Once Homer started to eat his lunch:
*Chemoreceptors in the gut-brain axis communicated volume and nutrient content of consumed food to the ventromedial hypothalamus, as well as stomach stretch information, and;
*Ghrelin levels fell as leptin levels rose.
Together, these hormones and biological systems, involving neural pathways, created the feeling of satiety and motivated Homer's decision to stop eating.
{{Robelbox/close}}

== The role of ghrelin and leptin in obesity ==
Body weight and energy balance is regulated by a complex system. Two of the hormones that play a key role in the regulation of food intake and body weight are ghrelin and leptin. These hormones as already described, are produced and released by tissues and organs, and then signal through different pathways to the hypothalamus. In Obesity however, ghrelin and leptin systems and signalling pathways are disturbed.

In obese humans, circulating leptin levels are increased and circulating ghrelin levels are decreased (Broberger, 2005). In addition, Obese humans show limited effects to leptin treatment which, involves exogenous leptin administration (Shufen, 2015). This suggests that obese humans are leptin resistant.

Leptin resistance occurs in response to over exposure to sustained elevated leptin levels, due to over eating (Klock et al., 2007). This sustained exposure has a damaging effect on the hypothalamus that causes the hypothalamus to become less sensitive to leptin and therefore, leptin resistant (Klock et al., 2007). Because the hypothalamus is insensitive to leptin, a vicious cycle is created. The registering of satiety takes longer which therefore leads to more hunger, more over eating, more leptin production and more weight gain (Klock et al., 2007).

In addition to being leptin resistant, when obese humans do successfully lose weight, their levels of ghrelin become highly elevated, as if to compensate for the weight loss (Gale et al.,2004). It has been recommended that the development of a ghrelin antagonist or inhibitor, to control appetite, would be an important pharmaceutical development in the management of obesity to replace failed leptin therapy (Gale et al.,2004). Leptin resistance may also be treated with a low GI, high protein diet that includes natural fats (Shufen, 2016).

== Theories related to homeostatic feeding ==
There are a number of psychological theories  associated with homeostatic hunger. The dual-control theory (a biological system theory) was mentioned earlier. Below you will find theories that centre around varying levels of glucose, ghrelin and leptin. You will also find links to short youtube videos to further your understanding of these theories.

=== Glucostatic model ===
In the 1950s Mayer put forward the Glucostatic theory, which is a short term initiating model of hunger. This theory postulated that low levels of [[wikipedia:Blood_sugar_level|blood plasma glucose]] initiated hunger while high concentration levels of blood plasma glucose concentration terminated hunger. In other words, Mayer postulated that hunger and satiety were both controlled by varying levels of blood plasma concentrations of [[wikipedia:Glucose|Glucose]] (Mayer, 1955). Further, Mayer postulated that the rising levels of blood glucose concentrations during a meal were sensed by glucoreceptor neurons in the hypothalamus, which is what ultimately signalled meal termination (Mayer, 1955). The theory started losing popularity in the 1980s as researchers discovered that hunger and satiety involved a more complex process than what was proposed by Mayer (Chaput and Tremblay, 2009).&amp;nbsp;One positive critcism with Mayers’ theory is that hunger does coincide with low levels of blood glucose, as this initiates a rise in ghrelin. Another positive critcism is that meal termination does coincide with higher levels of blood glucose, as this coincides with a drop in ghrelin and a rise in leptin. Mayers’ theory was found to be partly incorrect decades later due to Mayer missing the hormonal components of eating behaviour (hormones which were yet to be discovered at the time of his theory). However, the glucostatic theory is still relevant today, in 2009 Chaput&amp;nbsp;and Tremblay found Mayers’ theory relevant in regards to their study on glucose instability, excess energy intake, high body mass and impaired glucose tolerance{{gr}}.

==== Lipostatic theory ====
[[citizendium:Lipostatic_hypothesis|The Lipostatic theory]] put forward by Kennedy postulated a short-term model of homeostatic hunger. The Lipostatic theory proposes that when stored fat drops below the bodies homeostatic balance adipose tissues secrete hormones into the bloodstream to increase food intake and promote weight gain (Gale et al., 2004). It also proposes when stored fat increases above the bodies homeostatic balance, adipose tissues release leptin into the bloodstream to promote weight loss and reduce food consumption (Gale et al., 2004).

{| cellpadding=&quot;10&quot; cellspacing=&quot;5&quot; style=&quot;float: center; width: 30%; background-color: inherit; margin-left: auto; margin-right: auto&quot;
| style=&quot;width: 10%; background-color:#FFCA9E; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;&quot; |{{center top}}{{center top}}[[File:Nuvola_apps_kaboodle.png|link=https://en.wikiversity.org/wiki/File:Nuvola_apps_kaboodle.png|center|100x100px]]Watch Life Science Helps' video, 2017 (Youtube) :
'''[//www.youtube.com/watch?v=vRRSAMdyeUk&amp;t=11s Lipostatic theory explained]'''
4:46 mins&amp;nbsp;{{center bottom}}{{center bottom}}
|}

==== Set-point theory ====
A long-term model of homeostatic hunger and energy homeostasis named [https://www.psychologytoday.com/blog/the-gravity-weight/201506/point-reference-weight-and-the-concept-set-point the set-point theory] was put forward by Gurin and Bennet. This theory proposes that the body has a genetically predetermined and preferred body weight. It further proposes that the body protects stored fat to remain at that predetermined weight by utilising the hormone leptin and body adiposity feedback (Berthoud et al., 2017).  

{| cellpadding=&quot;10&quot; cellspacing=&quot;5&quot; style=&quot;float: center; width: 30%; background-color: inherit; margin-left: auto; margin-right: auto&quot;
| style=&quot;width: 10%; background-color:#FFCA9E; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;&quot; |{{center top}}{{center top}}[[File:Nuvola_apps_kaboodle.png|link=https://en.wikiversity.org/wiki/File:Nuvola_apps_kaboodle.png|center|100x100px]]Watch Health Bridge Platinums video 2009 (youtube):
'''[https://www.youtube.com/watch?v=Aje-yi7XXts Set-point theory explained]'''
1:51 mins&amp;nbsp;{{center bottom}}{{center bottom}}
|}

{{robelbox|theme=2|title=Homer's lunch break}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
Homer may be suffering from some degree of leptin insensitivity. At 239 pounds he is considered obese. In addition, Homer's family make comments that he sometimes eats much more than other people before feeling satiated.

Even though it's quite possible that Homer may be suffering from a degree of leptin resistance, it's not all doom and gloom. Homer may want to speak to his healthcare professional to reduce and reverse his leptin insensitivity. This can be achieved through a low GI, high protein diet that includes natural fats. In doing so his body will be better able to maintain an energy balance and a stable and healthy body fat percentage.
&lt;/div&gt;
{{Robelbox/close}}

==Conclusion==
Hunger and eating are motivated by physiological deficits which are ameliorated by complex systems involving hormones. Biological systems such as the gut-brain axis and neural brain circuits can be thought of as conduits, through which the hormones ghrelin and leptin create the feeling of hunger and satiety. 

Ghrelin and leptin create the feeling of hunger and satiety due to their fluctuating levels. When ghrelin is high and leptin is low, a feeling of hunger transpires. Once eating has been initiated, ghrelin levels fall and leptin levels rise. Due to the rise in leptin a feeling of satiety occurs. This occurrence is in line with Mayer’s Glucostatic theory. Which, explains how short term hunger occurs and how it motivates eating

Neural circuits involved in hunger and satiety are located in the hypothalamus, which is in line with the Dual-Control theory. This theory postulates that the LH is the feeding centre and the VMH is the satiety centre.

Ghrelin and leptin also play a role in obesity. When leptin levels are chronically elevated due to over-eating, damage to the hypothalamus can occur. This damage can make the hypothalamus less sensitive to leptin. This is problematic because this damage leads to leptin resistance and causes obesity. &amp;nbsp;

When an obese person loses weight their ghrelin levels are increased as if to make up for the weight loss. This occurrence is in line with both the set point theory and the Lipostatic theory. The Lipostatic theory is a short-term model and the set-point theory is a long-term model. However, both postulate that the body will protect its fat stores and return them back to previous levels. It is in leptin deficiency that the problem with the Lipostatic and the set-point theory occur. As the hypothalamus isn’t registering leptin, due to leptin insensitivity, it believes that fat stores are critically low. Hence it fights to return the body back to an obese state.

Ghrelin and leptin contribute to eating and hunger through biological systems and neural circuits within the body and brain. It is the hunger and satiety created by these hormones, biological systems and neural circuits that create the motivation to eat and to stop eating.

==See also==
* [[Motivation and emotion/Book/2016/Eating disorders and motivation|Eating disorders and motivation]] (Book chapter, 2016)
* [[Motivation and emotion/Book/2010/Hunger motivation|Hunger motivation]] (Book chapter, 2010)
* [[Motivation and emotion/Book/2017/Hypothalamus and motivation|Hypothalamus and motivation]] (Book Chapter, 2017)

==References==
{{Hanging indent|1=
Ahima, R. S., &amp; Antwi, D. A. (2008). Brain regulation of appetite and satiety.'' Endocrinology and Metabolism Clinics of North America,&amp;nbsp;37''(4), 811–823. http://dx.doi.org/10.1016/j.ecl.2008.08.005

Ahima, R. S., &amp; Flier, J. S. (2000). Leptin.'' Annual Review of Physiology, 62''(1), 413-437.&amp;nbsp;http://dx.doi.org/10.1146/annurev.physiol.62.1.413

Berthoud, H., Munzberg, H., &amp; Morrison, C. D. (2017). Blaming the brain for obesity: Integration of hedonic and homeostatic mechanisms. '' Gastroenterology, 152''(7) 1728-1738. http://dx.doi.org/10.1053/j.gastro.2016.12.050

Broberger, C. (2005). Brain regulation of food intake and appetite: Molecules and networks. ''Journal of Internal Medicine, 258''(4), 301-327. http://dx.doi.org/10.1111/j.1365-2796.2005.01553.x

Broussard, J. L., Kilkus, J. M., Delebecque, F., Abraham, V., Day, A., Whitmore, H. R., &amp; Tasali, E. (2016). Elevated ghrelin predicts food intake during experimental sleep restriction. ''Obesity, 24''(1), 132-138. http://dx.doi.org/10.1002/oby.21321

Chaput, J., &amp; Tremblay, A. (2009). The glucostatic theory of appetite control and the risk of obesity and diabetes. ''International Journal of Obesity, 33''(1), 46-53. http://dx.doi.org/10.1038/ijo.2008.221

Deboer, M. D. (2011). Use of ghrelin as a treatment for inflammatory bowel disease: Mechanistic consideration. ''International Journal of Peptides,'' 2011. http://dx.doi.org/10.1155/2011/189242

Friedman, M. I., &amp; Stricker, E. M. (1976). The physiological psychology of hunger: A physiological perspective.&amp;nbsp;''Psychological Review, 83''(6), 409-43. http://dx.doi.org/10.1037/0033-295X.83.6.409

Gale, S. M., Castracane, V. D., &amp; Mantzoros, C. S. (2004). Energy homeostasis, obesity and eating disorders: Recent advances in endocrinology. ''The Journal of Nutrition, 134''(2), 295. http://dx.doi.org/10.14341/2071-8713-5181

Hellströn, P. M. (2009). Faces of ghrelin--research for the 21st century. Neurogastroenterology and Motility. ''The Official Journal of the European Gastrointestinal Motility Society, 21''(1), 2-5. http://dx.doi.org/10.1111/j.1365-2982.2008.01217.x

Klok, M. D., Jakobsdottir, S., &amp; Drent, M. L. (2007). The role of leptin and ghrelin in the regulation of food intake and body weight in humans: A review.&amp;nbsp;''Obesity Reviews, 8''(1), 21-34. http://dx.doi.org/10.1111/j.1467-789X.2006.00270.x

Kojima, M., Hosoda, H., Date, Y., Nakazato, M., Matsuo, H., and Kangawa, K. (1999). Ghrelin is a growth-hormone-releasing acylated peptide from stomach. ''Nature 4''(2), 656–660. http://dx.doi.org/10.1038/45230

Konturek, S. J., Konturek, J. W., Pawlik, T., &amp; Brzozowski, T. (2004). Brain-gut axis and its role in the control of food intake.&amp;nbsp;''Journal of Physiology and Pharmacology: An Official Journal of the Polish Physiological Society, 3''55(1 Pt 2), 137-154. http://dx.doi.org/10.1016/j.regpep.2008.02.003

Malik, S., McGlone, F., Bedrossian, D., &amp; Dagher, A. (2008). Ghrelin modulates brain activity in areas that control appetitive behavior.&amp;nbsp;''Cell Metabolism, 7''(5), 400-409. http://dx.doi.org/10.1016/j.cmet.2008.03.007

Mayer, J. (1955). Regulation of energy intake and the body weight: The glucostatic theory and the lipostatic hypothesis.&amp;nbsp;''Annals of the New York Academy of Sciences, 63''(1), 15-43. http://dx.doi.org/10.1111/j.1749-6632.1955.tb36543.x

Maslow, A. H. (1943). A theory of human motivation. ''Psychological Review, 50''(4), 370-396. http://dx.doi.org/10.1037/h005434

Müller, T. D., Nogueiras, R., Andermann, M. L., Andrews, Z. B., Anker, S. D., Argente, J. (2015). Ghrelin. Institute of Neuroscience and Physiology, ''Molecular Metabolism, 4''(6), 437-460. http://dx.doi.org/10.1016/j.molmet.2015.03.005

Saper, C. B., Chou, T. C., &amp; Elmquist, J. K. (2002). The need to feed: Homeostatic and hedonic control of eating.&amp;nbsp;''Neuron, 36''(2), 199-211. http://dx.doi.org/10.1016/S0896-6273(02)00969-8

Shufen, L. (2016). Leptin in normal physiology and leptin resistance. ''Science Bulletin 61''(19), 1480-1488. http://dx.doi.org/10.1007/s11434-015-0951-4
}}

==External links==
* [[citizendium:Lipostatic_hypothesis|Lipostatic theory (Citizendium)]]
* [https://www.youtube.com/watch?v=FWT_BLVOASI TED talk on gut-brain axis]
* [https://www.psychologytoday.com/blog/the-gravity-weight/201506/point-reference-weight-and-the-concept-set-point Set-point theory (Psychology today)]

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== Overview ==

The great outdoors has long been said that is refocusses the mind and cleanses the soul, restarting the body for the coming stresses of life.

{{expand}}

=== Description of outdoor education ===
Outdoor education has many different meanings, however generally it’s the teaching of a new skill in an outdoor environment{{fact}}. Outdoor education can also be understood as the &quot;use of adventure, risk and challenge to enhance participant learning and skill acquisition&quot; (Parkin &amp; Blades, 1998). This could be in relation to hiking a certain distance, completing a scavenger hunt activity utilising a variety of skills or simply trying a new activity that was considered daunting before, like horse riding (Becker et al., 2017). The main aim of these education sessions is to push perceived limits of a person and open them up to new possibilities. A descriptive definition was coined by Hayashi and Ewert (2006), stating outdoor education as &quot;an area within experiential education that involves purposefully taking individuals/groups into the outdoors for: recreation or education; teaching skills; problem solving; ensuring group/individual safety; judgement making; and facilitating the philosophical, ethical, and aesthetic growth of participants.&quot;.
  
[[File:NPRA southwest synclines ridges and hikers.jpg|left|thumb|376x376px|Figure 1. Example of individuals hiking a certain distance outdoors, an outdoor educational experience. ]]

An article by Becker and colleagues (2017) created this concept for positive outdoor education experiences. They explain that everyone operates within a psychological construct called the “green zone”, this zone is the ideal area in which to push people in their limits. If you push someone outside of this green zone then the likeliness of the session becoming counterproductive is increased, similarly if you do not push someone hard enough{{missing}}. The area within the Green Zone is the ideal setting in which people can challenge themselves in a manner in which they fell tested and yet comfortable with their new limits. This leads onto a different concept{{vague}}. Outdoor education looks to put someone out of the comfort zone in order to surpass their previously constructed limits, and breakdown fears of untried or daunting tasks. An article by Mutz and Müller (2016) provided a definition for Outdoor Education, this being that it must be set in an unfamiliar outdoor environment, must take part in small social groups that consist of experienced skilled instructors, and must consist of challenging activities. other sources have different variations of this definition, stating social group size does not always need to be small and the environment does not need to be in an unfamiliar location. This article does not address the intensity of the environmental stressor, but the common theme revolves around the need to be in an unfamiliar environment that disturbs the participant’s calm state of self.  

=== Description of achievement motivation ===
An apt definition of achievement motivation was coined by Nicholls (1984). Nicholls described achievement motivation as: &quot;Achievement behaviour is defined as behaviour directed at developing or demonstrating high rather than low ability. It is shown that ability can be conceived in two ways. First, ability can be judged high or low with reference to the individual's own past performance or knowledge. Second, ability can be judged as capacity relative to that of others.&quot;

The basic concept of Achievement Motivation is the perceived ability to achieve completion of a task (Weiner, 1985), whether that be a basic need like satiating hunger, or a more complex reason like taking part in a challenging activity in order to feel a deeper sense of fulfilment and accomplishment (Harackiewicz et al., 1997). It is one of our most basic drives to achieve something positive in life, it’s the base feeling of us challenging societal norms, or challenging the sciences (Elliot &amp; McGregor, 1999). There are multiple factors that influence our perception to complete a task. Influences like task difficulty, perceived ability, confidence, willingness to complete the task and the perceived return upon completing the task all contribute to our motivation to complete a task. The two major components of achievement motivation revolve around both intrinsic and extrinsic motivations, our perception of our ability is an internal process that helps us determine whether we want to strive to complete a task or if we are happy living within our predetermined means. Extrinsic motivations are our perceived possible rewards resulting from completing the task at hand. The quality in which we complete tasks is also determined by our motivation to complete the task, if we do not seeing a clear and engaging reward, there is a greater chance that we will not complete the task to the best of our ability. Several different theories can be implemented into{{awkward}} achievement motivation methodology as they all play a role in self-belief, or in extrinsic influences altering our perception of a task.

As everyone is different, and reacts to stimuli in different ways, it becomes increasingly harder to measure a person’s reaction to a particular stimuli. This poses a significant issue when measuring achievement motivation to an accurate standard. Testers cannot determine whether a person is genuinely passionate about completing a task, similarly as there are multiple factors affecting achievement motivation, it becomes even harder as scientists cannot properly skew results as per external influences.

=== How much do social factors influence impact achievement motivation? ===
[[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|398x398px|''Figure 1.'' Extrinsic motivation vs intrinsic motivation]]

Social factors are a significant factor into the initial motivation of someone to complete a task (Wigfield &amp; Eccles, 2000). The question of how much does this influence is then brought to the surface. As outdoor education is predominantly a group activity, and in some cases has been specifically classified as so (Mutz &amp; Muller, 2016), social influences must be considered. Another question is, in what way does social influence affect an individual's motivation to complete a task? A possible theory could be that the result of social influences is based upon the initial thought of the person about the task, whether positive or negative and is then exacerbated by social influences. Similarly, if the subject has not taken part in the activity previously, social influence could become more important as they base their opinion on the general mood of the group, or the previous experiences of others in the group. The resulting positive or negative feeling would then affect the manner in which the participant takes part in the activity. If someone expresses a negative opinion about an activity before starting, then that could result in others taking upon that feeling and therefore lessening their motivation to participate. 

== The practical problem to solve ==
The major issue to be addressed is the need to increase our motivational levels to a level that is conducive to a healthy environment. A fantastic way in which to increase our motivation levels is to take part in physical activity, more specifically taking part in outdoor education activities{{fact}}. Outdoor education provides a fantastic opportunity to build on someone’s motivation and really push the limits of what they think they can do and open new possibilities. This could revolve around activities such as [[Outdoor education|hiking]], [[wikipedia:Equestrianism|horse riding]], or [[orienteering]]. 

Multiple benefits have come out of being in the outdoors, and learning how to deal with different situations, so it is clearly worthwhile (Maller, Townsend, Pryor, Brown, &amp; St Leger, 2006).

With children becoming more and more focused on technology (McCurdy et al., 2010), it’s fair to say that the outdoors is becoming less and less important. Thus, leading to a lack in physical skill development. Outdoor education can combine a lot of skills together, it can provide an ideal circumstance to push someone to unknown limits. This situation is paramount in children and adolescents. It’s no secret that children and adolescents face significant social issues as they progress through their schooling life, resulting in lower sense of self, and a lack of motivation. This lack of motivation can seep into different areas such as schooling life through an unwillingness to try new things, or simply not wanting to try something for fear of social ostracism. Also, into other areas, where children are not willing to try new activities, because they are too afraid to fail. This feeling can become increasingly exacerbated through adult life and have possibly detrimental effects.

=== Does sedentary behaviour have a negative impact on our health? ===
This increasing sedentary life raises a question relating to our motivation levels: Does a sedentary life have a negative effect on our health? Initial observation would state “yes” we are more ok with sitting down and watching TV than getting out and doing exercise. This is seen in global obesity levels as the Australian institute of health and welfare reported a statistically significant increase in sedentary behaviour. Similarly, a study of American and Canadian adults reported an increase in television watching compared with previous years (Field et al., 2016). A study conducted by Gray and colleagues (2015) concluded that excessive sedentary behaviour had a positive correlation with unhealthy habits (excessive eating of unhealthy foods and a lack of physical exercise) and more favourable motivations to participate in sedentary behaviour (boredom, entertainment, family time). 

=== Can we fix it? ===
The question stands, can we fix this issue? The simple answer is “yes”. Physical activity is a simple activity that can be completed anywhere. A study by Maller and Colleagues (2006) stated that nature is a vastly under-utilised source, simply put outdoor education can have a profound impact on our physical health, therefore improving out motivations, and helping us have an all-round healthier lifestyle. 

The outdoors can help people redefine their limits and give them the confidence to try new activities. This is essentially done through pushing people outside of their comfort zone and testing their ability to think outside of their usual parameters.

== Effects of outdoor education ==
Outdoor education has been reported on demonstrating increasing trends in its benefits towards mental health (Neill &amp; Richards, 1998). As a result multiple meta-analysis' have been undertaken to review the results of multiple studies to determine the effectiveness of outdoor education and to ensure that the trends are properly monitored to ensure implications for practice are discussed. The result of these reviews demonstrate a small to moderate impact on commonly tested results, for example; self-concept, self-confidence and locus of control. Additional results have demonstrated that the yielded positive results were retained, and in some cases increased further. Granted this meta-analysis by Neill and Richards was conducted in 1998, additional measures and research may have been completed that tells a different story about the results of outdoor education, however it is good to know that these results exist in order to build a base for additional research. The most powerful results were yielded from outdoor education courses that were made up of certain criteria, these being: longer intervals of the course and involved adult aged participants. Research demonstrated that within the three meta-analysis that were reviewed roughly 65 percent of the participants were better off than those who did not participate. Whilst this figure is not conclusive of outdoor education being consistently beneficial, it does demonstrate a positive trend. 

The effects of outdoor education provide a solid base for benefits relating to motivation. Improvements in physical ability, peer relations, confidence, self-efficacy, wellbeing and independence all relate to increases in motivation (Bénabou &amp; Tirole, 2002). All of these factors have been found to be affected by outdoor education in a positive manner (Neill &amp; Richards, 1998). Specifically focusing on children, research has been conducted identifying the benefits of outdoor education, however there are mixed results, some authors have professed a positive result (Berryhill &amp; Prinz, 2003) while others do not identify any relevant improvements (Gustafsson et al., 2012).

== Major theories of achievement motivation ==
Achievement motivation is a highly complex idea that has many determinants defining its result. On a general basis achievement motivation is affected by personal belief, perceived result and social encouragement. Several theories were created to explain this phenomenon, including: Expectancy-value Theory, Bandura's Self-Efficacy Theory, Attribution Theory, Achievement Goal Theory, Self-Worth theory and Leisure Motivation Research (Rabideau, 2005). The major theories include Bandura’s Self Efficacy Theory, Self-Expectancy Theory coined by Wigfield and Eccles, and Self Worth Theory by Thompson and colleagues.

=== Bandura’s self efficacy model (1977, 1997) ===
This model has multiple dimensions in which it operates, they revolve around intrinsic motivations, and social motivations. The basic meaning of [https://en.wikipedia.org/wiki/Self-efficacy Bandura’s model] evaluates the person’s confidence in completing a goal. This model has a pre action goal, meaning the basis of the decision if focused on what will happen before and during the action rather than what will happen after. Bandura broke down the dimensions into four areas, these being: Performance accomplishments, vicarious learning, verbal encouragement of others and physiological reaction. These factors determined how much effort would be input into the activity. These all add up to the yes or no answer to the question “can I do this?” and if your perception of the task is one you believe is in your means to complete then the answer is yes, if not then your motivation to complete may come up lacking.

==== How is the model impacted by outdoor education? ====
As previously stated, outdoor education is set to challenge others and pull them outside of their usual living means, essentially to push preconceived boundaries of ability. By doing this, it will enable the person to know that their ability reaches much further than they thought possible, therefore their previously thought limitations are voided, and the person can then weigh up on a more truthful scale whether they can complete a task or not. This is essentially based on one’s confidence in their own ability to complete a challenge. 

This state of confidence can influence someone’s motivation to complete a challenge by giving them the insight into what is possible. Through confidence that was accelerated from outdoor education challenges, a person can perceive the task as not very daunting, therefore increasing their likelihood of participating in the class and determining how much effort and how long they will act upon the task. Simply put, being confident in your own ability can help influence what you think is possible, and how long you are willing to attempt this challenge.

This mode of thinking can help to give people more motivation to complete tasks that were previously daunting simply because they were too hard. Now due to changes in ability previous challenges are now seen as easy.

=== Expectancy value theory – Wigfield and Eccles (2000) ===
Like Bandura’s model, The Expectancy value theory places a heavy focus on preconceived ideas of performance and social cognitions as a major determinant in completing a task. The expectancy value model emphasises previous experience as a major contributing factor when determining motivation levels for an activity. The concepts of affective memories and self-schema were noted within this model, emphasising an in-depth knowledge of self and boundaries. Compared to Bandura’s model that did not place as much emphasis on the self, rather balanced it out with external influences as well. 

The in-depth sense of self has the potential to impact the motivation of someone in either a positive or negative manner. If a person has a strong belief in their ability to complete a task, in other words has positive self-schema then it is assumed that they will have a greater motivation to participate in new activities and test the unknown. However, oppositely if someone does not have a positive self-schema than the resulting motivation levels may be low.

==== How does the help motivation levels? ====
When relating this back to the practical problem at hand, trying to increase people’s motivation levels through outdoor education{{gr}}. It comes down to helping people find a positive self-schema about themselves and allowing that to give them the confidence in their ability to try new activities and push the boundaries of their perceived limitations. This is then a continuous occasion as people constantly redefine new limitations about their ability. This will then have a positive correlation to one’s motivation levels to try new things. 

=== Self-worth theory  ===
Self-worth theory (Thompson et al., 1995) focuses on previous experiences,{{gr}} if someone identifies failure as a likely outcome from previous encounters, then the chances of them not putting in a genuine effort is increased. This is due to preservation of self-esteem, allowing for a grey area of uncertainty to form in which they are not entirely sure if they can complete a task or not. This lack of effort allows a person to put the blame of failure on a lack of trying rather than on a lack of ability. Fear of Failure and success are not considered polar opposites in this theory, instead they interact in ways that lead people to underachievement due to fear of failure (De Castella, et al., 2013). 

This theory has a high emphasis on perceived ability. A study was conducted by De Castella and colleagues (2013) where students were asked to perform impossible math equations that were labelled as moderately difficult and very difficult. The results showed that effort was not changed when attempting the moderately difficult problems.

This theory is based around one’s perception of their self-worth, with a significant emphasis on ability to complete tasks. This takes on a more social emphasis as opposed to Bandura’s model, or Expectancy value theory. A person’s image they choose to demonstrate to the world is critical in this theory, as it directly relates to feelings of self-worth and ability. Without ability self-worth plummets. When comparing this to outdoor education, self-worth theory does not mix well with developing motivation. The likelihood of someone trying new activities and genuinely trying is low if using this theory, the baseline need for people to try new things is a suitable belief in themselves to achieve a suitable level of completion of the activity. Outdoor education has been shown to increase self-confidence, however it does require stepping out of a comfort zone. The issue clear arises of which one comes first, self-confidence or outdoor education intervention? This question will need to be addressed in detail.

==Conclusion==
{{expand}}

== See also ==
[[wikipedia:Outdoor_education|Outdoor Education information]]

== References ==
{{Hanging indent|1=
1.&amp;nbsp; Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. ''Psychological review'', ''84''(2), 191.

2. &amp;nbsp; Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., &amp; Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. ''International Journal of Environmental Research and Public Health'', ''14''(5), 485.

3. &amp;nbsp; Berryhill, J. C., &amp; Prinz, R. J. (2003). Environmental interventions to enhance student adjustment: implications for prevention. Preventive Science, 4(2), 65-87.

4. &amp;nbsp; Bénabou, R., &amp; Tirole, J. (2002). Self-confidence and personal motivation. ''The Quarterly Journal of Economics'', ''117''(3), 871-915.

5. &amp;nbsp; De Castella, K., Byrne, D., &amp; Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. ''Journal of Educational Psychology'', ''105''(3), 861.

6. &amp;nbsp; Elliot, A. J., &amp; McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. ''Journal of Personality and Social Psychology, 76,'' 628-644.

7. &amp;nbsp; Field, S. C., Lauzon, L. L., &amp; Meldrum, J. T. (2016). A phenomenology of outdoor education leader experiences. ''Journal of Experiential Education'', ''39''(1), 31-44.

8. &amp;nbsp; Gustafsson, P. E., Szczepanski, A., Nelson, N., &amp; Gustafsson, P. A. (2012). Effects of an outdoor education intervention on the mental health of schoolchildren. ''Journal of Adventure Education &amp; Outdoor Learning'', ''12''(1), 63-79.

9. &amp;nbsp; Gray, C., Gibbons, R., Larouche, R., Sandseter, E. B. H., Bienenstock, A., Brussoni, M., ... &amp; Power, M. (2015). What is the relationship between outdoor time and physical activity, sedentary behaviour, and physical fitness in children? A systematic review. ''International journal of environmental research and public health'', ''12''(6), 6455-6474.

10. Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., &amp; Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. ''Journal of Personality and Social psychology'', ''73''(6), 1284.

11. Hayashi, A., &amp; Ewert, A. (2006). Outdoor leaders' emotional intelligence and transformational leadership. ''Journal of Experiential Education'', ''28''(3), 222-242.

12. Maller, C., Townsend, M., Pryor, A., Brown, P., &amp; St Leger, L. (2006). Healthy nature healthy people:‘contact with nature’as an upstream health promotion intervention for populations. ''Health promotion international'', ''21''(1), 45-54.

13. McCurdy, L. E., Winterbottom, K. E., Mehta, S. S., &amp; Roberts, J. R. (2010). Using nature and outdoor activity to improve children's health. ''Current problems in pediatric and adolescent health care'', ''40''(5), 102-117.

14. Mutz, M., &amp; Müller, J. (2016). Mental health benefits of outdoor adventures: Results from two pilot studies. ''Journal of adolescence'', ''49'', 105-114.Mental health can be described as the absence of mental disorders, but also more broadly as the state of subjective wellbeing, more closely the resistance to stress and anxiety.

15. Neill, J. T., &amp; Richards, G. E. (1998). Does outdoor education really work? A summary of recent meta-analyses. ''Journal of Outdoor and Environmental Education'', ''3''(1), 2-9.

16. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. ''Psychological review'', ''91''(3), 328.

17. Parkin, D., &amp; Blades, G. (1998). Risk management and outdoor education: A practical approach to ensuring positive outcomes. Horizons, 66, 10-15. http://www.projectnatureed.com.au/web%20library/Risk%20Mgmt%20and%20OE.pdf

18. Rabideau, S. T. (2005). Effects of achievement motivation on behavior. ''Retrieved from''.

19. Thompson, T., Davidson, J. A., &amp; Barber, J. G. (1995). Self-worth protection in achievement motivation: Performance effects and attributional behavior. ''Journal of Educational Psychology, 87,'' 598-610.

20. Wigfield, A., &amp; Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. ''Contemporary educational psychology'', ''25''(1), 68-81. 20. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. ''Psychological review'', ''92''(4), 548.

}}

== External links ==
[http://www.personalityresearch.org/papers/rabideau.html Personality Research]

[https://www.ericdigests.org/pre-923/outdoor.htm Outdoor Education]

[https://www.youtube.com/watch?v=J5jwEyDaR-0 The Best Kindergarten You've Ever Seen - Outdoor Education]

[http://staffnet/Pages/default.aspx Achievement Motivation Information]

[http://staffnet/pages/default.aspx Albert Bandura information]

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==Overview==
{{Robelbox|theme={{{theme|1}}}|title=Case study}}

Timothy is a 30 year old man who lives by himself in an apartment in the city. Every fortnight he struggles to afford the expensive rent, and pay for his groceries; Timothy barely gets by and lives paycheck to paycheck. He works in an accounting firm and does the bare minimum he has to without getting fired. His boss reminds him often that if he worked harder, a promotion and a raise could be nearby. He says to his co-workers and family when they suggest working harder that there is 'no point' as it would make 'no difference', and that this is how his life is 'supposed to be'. It could be suggested that Timothy has a high external locus of control, low motivation, and possible learned helplessness. Understanding this relationship could help explain how to improve Timothy's motivation, which would increase how hard he works to get that raise. 

{{Robelbox/close}}

Locus of control (LOC) relates to how much an individual believes they are in control of their life, and how much the outcomes of events reflect their actions and decision making. There are three types of loci of control, these being internal, external, and bi-local (April, Dharani &amp; Peters, 2012).  

Motivation is what directs and influences behaviours of individuals, these could be intrinsic motivators such as enjoyment, or extrinsic motivators such as prizes and external benefits. There are four main theories of motivation that will be focused on these being the expectancy-value model, learned helplessness theory, goal-setting theory, and reactance theory (Reeve, 2018). These four theories each hold some focus onto expectancies which integrates closely with LOC. 

The importance of understanding LOC and the relationship with motivation is evident when analysing the research previously done. The research focuses on academics and schooling, the work-place, approaching situations, and incentives (Karabenick, 1972). Understanding this relationship will help teachers, therapists, managers, and individuals improve motivation which could overall improve daily living.  

In relation to the case study above, the individual is suffering from a high external locus of control. Understanding this, and changing the perspective could increase motivation. By doing this it could increase how much harder he works therefore receiving the raise which includes a larger income, this would increase daily living as he would be able to afford rent, groceries and even extra curricular activities. 

[[File:Circle-question.svg|thumb|''Figure 1. There are four main focus questions''|alt=|159x159px]]

;Focus questions

* What are the three main types of locus of control, and how do they differentiate?
* How do the four theories of motivation relate to the three types of LOC?
* How does research explain the relationship between motivation and LOC?
* What is the importance of understanding this relationship? (Figure 1.)

== Types of locus of control ==
The locus of control is often perceived as a personality trait, where one is either internal or external. It is interpreted as a scale to which one person views the outcomes of their life as a reflection of their own actions or not.  

=== Internal  ===
An [[w:Locus_of_control|internal locus of control]] is when an individual believes that their actions affect their life and what happens in it (Carnes &amp; Knotts, 2018). Somebody with an internal LOC will feel in control of their life, and attribute their successes or failures to themselves (Jansen, Giebels, van Rompay, Austrup &amp; Junger, 2016). Those with an internal LOC share some characteristics, they are often aware of their self efficacy (belief and confidence in their personal capabilities), hard working, believe in themselves, independent individuals, driven by their own goals, and responsible (Boysan &amp; Kiral, 2016).  

=== External ===
An [[w:Locus_of_control|external locus of control]] is when an individual believes that what happens in their life is not reflected by their own actions (Carnes &amp; Knotts, 2018). Somebody with an external LOC does not feel in control of their life, and often behave how they want disregarding possible outcomes. An individual with an external LOC would attribute their successes or failures to external factors, and would lack the feeling of changing their own behaviour to improve. External factors may involve the people around them, a higher power (i.e. God), destiny, luck, biases, unfairness etc (Jansen et al., 2016). Those with an external LOC share some characteristics such as irresponsible, dissatisfied, irrational, and lack the feeling of purpose (Boysan &amp; Kiral, 2016). 

=== Bi-local  ===
A bi-local locus of control is when an individual has external and internal beliefs about what (or who) is responsible for their path in life (April, Dharani &amp; Peters, 2012). Those with a bi-local LOC may feel in control of some aspects of their life but not in others. Individuals with a bi-local LOC may also attribute successes or failures to themselves or to others, this varies depending on the situation. It has been suggested that a bi-local LOC represents a balance of the two rather than going from one extreme to the other. It is believed that those with this sort of LOC cope more efficiently, and often achieve a maximum level of happiness (April, Dharani &amp; Peters, 2012).  

==Theories of motivation==
[[File:Person Of Interest - Panel (9353649472).jpg|thumb|270x270px|''Figure 2''. Everyone is motivated differently]]

[[Motivation]] is what drives people's actions everyday, it is why people get out of bed in the morning, why they go to work, and why they keep on going (Figure 2.) (Reeve, 2018). Four theories of motivation will be discussed below that explain motivation, these will be analysed, and related to the three types of LOC.

=== Expectancy-value model ===
The [[wikipedia:Expectancy-value theory|expectancy-value theory]] is the theory that expectancies and values can predict motivation (Figure 3.). As it states in the name there are two main aspects of this model, the first being expectancies, and the second being values. Expectancies relate to one's belief of their own competence and relates to the expected difficulty of the task. Together, these two factors contribute to the overall expectation of success for the task, which ultimately influences performance. Previous experience can also influence one's emotions, and beliefs towards a task, which influences the task value. The term value in this model means the perceived attractiveness of the task at hand (Trautwein et al., 2012). The task value relates to areas such as interest, utility, attainment and costs. The task value and it's four factors can result in either an approach or avoidance choice towards a task (Reeve, 2018). The largest limitation to this model is that it does not consider the individual's personal attributions such as personality, skills, knowledge and current emotions (Trautwein et al., 2012).       

[[File:Expectancy Value Model.png|thumb|454x454px|''Figure 3. Expectancy Value Model''|alt=|left]]

In relation to this model it would be believed that strong internal LOC individuals would perform highly on tasks as they hold high expectancies of themselves as they believe they determine their results. They would also hold strong task values, and often use a more approach style of choice towards tasks.    

Those with a strong external LOC would be the opposite of an internal individual (Jansen et al., 2016). It would be believed that they would not hold high expectancies of their own performance and often perform poorly. Their task values would also be low, and use avoidance choices more often.     

A bi-local LOC would involve a mixture of both these people. If a task appears to be of high importance it would be expected that the individual would have a large task value, and use approach choices. If a task does not appear to be 'worth it' a more avoidance choice would be taken. The expectancy component would vary depending on the task.     

=== Goal-setting theory ===
[[wikipedia:Goal_setting|Goal setting]] is developing a plan of action to reach an end result (the goal). This plan is useful in motivation, organisation, and knowing what to do next. Goal-setting theory states that goals should be difficult, specific, and congruent rather than simple and easy to enhance performance (Baird, Tempest &amp; Warland, 2010). The task needs to be challenging so that the individual does not become bored, the goal also must be congruent with the individuals overall needs, and must be specific so that it is clear as to what must be done. This theory states that having these types of goals also influence the individuals motivation and goal commitment. A limitation to goal-setting theory is that it does not mention the possibility of having more than one goal at a time, and how several goals may conflict with one another (Latham, Brcic &amp; Steinhauer, 2016).  

Those with an external LOC may find goal setting too draining, especially when they believe that the outcome will not affect themselves. It is also likely that those with an external LOC will generate easy and simple goals rather than difficult, specific and congruent goals.

It is more likely that goal setting would be more influential on those with an internal LOC. These individuals are already known to be more driven by their goals, but creating this specific type of goal would increase their motivation and performance drastically (Boysan &amp; Kiral, 2016). 

Applying goal setting theory to individuals with a bi-local LOC would vary in likelihood of success. The goal and it's outcomes would influence the individual greatly, if the person was affected greatly it would be assumed the theory would work well, if the person cared very little the theory may not be as useful. 

=== Learned helplessness theory ===

The [[wikipedia:Learned_helplessness|learned helplessness theory]] believes that outcome expectancies are the fundamental factor for learning a sense of helplessness. When someone believes that an outcome (positive or negative) is possible regardless of their behaviour then a learned helplessness may develop. Learned helplessness  is gradually learned when things keep going not as planned (Mikulincer &amp; Marshand, 1991). There are three main factors to this theory; contingency, cognition, and behaviour. It would be believed that if a behaviour appears to not be contingent, an individual believes they are not in control, and do not behave to prevent the outcomes, a learned helplessness would occur. A limitation to this theory is that it primarily focuses on outcome expectancies instead of considering other aspects such as personality, mood, and emotions (Mikulincer &amp; Marshand, 1991). 

This theory ties in well with LOC, someone with a strong external locus of control would be very susceptible to learned helplessness as their cognition would view outcomes as uncontrollable, and they would not actively avoid these outcomes. 

Someone with a internal LOC would be very unlikely to attain a learned helplessness view of life. These people attribute successes and failures primarily to themselves and as such would behave actively to avoid any negative outcomes (Jansen et al., 2016). 

In regards to a bi-local LOC, a mixed approach would also be expected. For these individuals the situation and the results would vary depending on the importance. It would be possible for them to learn a sense of helplessness, but the internal aspect would make this still unlikely. 

=== Reactance theory ===
[[wikipedia:Reactance_(psychology)|Reactance]] theory states that people react when they hold an expectation that they are supposed to control what happens to them. When one's control of their own freedom feels threatened they often react to this loss of control negatively, such as becoming aggravated or aggressive (Mirick, 2016). This theory is similar to the learned helplessness theory as they both involve how people respond to uncontrollable events. Wortman and Brehm (1975) integrated the two models, at the beginning of an uncontrollable event individuals would fight against it, and behave in ways that show they are still in control. Usually this first stage works, the individual will regain control and their life would move forward. In some cases this does not happen and the individual is repeatedly shown that they have little to no control, when this occurs the individual may react and get angry. After a while, the individual realises that reacting in an aggressive manner does not help them regain control and a learned helplessness mindset is obtained. A limitation to reactance theory is similar to some of the other theories discussed, being it does not consider all aspects such as emotions, and personality (Reeve, 2018).   

It would be assumed that those with an internal LOC react strongly when something does not go as expected, this is because they feel they are in control and their beliefs become incongruent with the situation. The reactance theory is more applicable in this scenario, but it is still unlikely a learned helplessness approach would be taken unless the uncontrollable events were extremely severe. An individual with an external LOC may be affected very little by this theory as they explain the results of events in their lives externally and would lack a sense of control needed to be able to react. Rather than reacting, the individual may just start adapting a learned helplessness approach (Carnes &amp; Knotts, 2018).

Somebody with a bi-local LOC could react depending on the severity of the situation, how important it is to them, and their original beliefs of their control for a specific event (April, Dharani &amp; Peters, 2012). The integrated model of reactance and learned helplessness would be most applicable to these individuals. This is because they would begin to fight the uncontrollable as part of their internal LOC, and then once realised they are not in control they could react and possibly get aggressive. Overtime the reaction would diminish and they could either adapt a learned helplessness approach which represents their external LOC, or move forward and take control again shifting to the internal LOC.   

== Quiz ==
&lt;quiz display=simple&gt;
{Timothy got 45% on his math exam, he said to himself 'I will study more next time'. Timothy most likely has a ____ LOC?
|type=&quot;()&quot;}
- External.
+ Internal.
- Bi-local.
- bad at maths.

{Which theory or model uses values to predict motivation?
|type=&quot;()&quot;}
- Reactance Theory.
- Goal Setting Theory.
- Learned Helplessness Theory.
+ Expectancy Value Model.

{Applying Learned Helplessness Theory to somebody with an internal LOC would mean:
|type=&quot;()&quot;}
- Learned Helplessness would occur.
- Learned Helplessness would be brief.
+ Learned Helplessness would most likely not occur.
- They would learn to ask for help.
&lt;/quiz&gt;

==Relationship between motivation and locus of control==
Many studies have focused on the relationship between motivation and locus of control. Four studies will be focused on that examine the relationship in school settings, situation approaching, in the face of failure, and within the workplace. Other aspects are considered such as self efficacy, intrinsic motivation, achievement motivation, and management styles. 

=== In schools ===
A study by Mourges, Hein, Tan, Diffley, and Grigorenko (2016) administered surveys of self efficacy, LOC, and intrinsic motivation to 8,586 people who applied to a prestigious high school in Texas (Figure 5.). Those who were enrolled (818 students) were compared to those who were not enrolled. The main finding in this study was that the students enrolled were found to have scored higher on cognitive tests (i.e. GPA) and also scored high on the non-cognitive factors suggesting a correlation between the two (Mourges, et al. 2016). It suggests that those with higher GPAs are more intrinsically motivated, have stronger internal LOCs and hold higher self-efficacy beliefs. Relating this to everyday could explain why some students perform better in schools than others: being able to teach and encourage students about increasing self efficacy, relating events in their lives to themselves (LOC), and how to enjoy learning (intrinsic motivation) could increase school performance. It is possible that the results of this study from the enrolled students suggest that those with a strong internal LOC may also be highly intrinsically motivated and that these two are correlated with each other. The limitations that were suggested for this study were about the sensitivity of the scales used to measure the scores, and how accurately the surveys represented the non cognitive factors (Mourges, et al. 2016).  

=== Approaching situations ===
Rovenpor and Isbell (2018) focused their study on control beliefs (LOC) and how they lead people to approach situations (motivation). It was found that control beliefs encourage engagement in positive situations because they enhance awareness of opportunities. It was also found that control beliefs encourage approaching negative situations by increasing one's confidence. These findings suggest that having larger control beliefs (internal LOC) makes an individual more likely to take part in positive or negative situations because of the possible benefits of the outcomes (i.e increase confidence) (Rovenpor &amp; Isbell, 2018). This study is important in regards to understanding motivation and LOC because it helps explain why some people are motivated to enter situations even when they are negative. Applying these findings to everyday could influence one's decision on partaking in a given situation, and could influence one's level of motivation. The main limitation suggested to this study would be the measuring scales and how applicable they are to what they are trying to measure such as the control beliefs (Rovenpor &amp; Isbell, 2018). 

=== Facing failure ===
Stuart Karabenick (1972) studied the effect of success and failure on achievement motives and locus of control. Sixty-one males from a university in Michigan undertook self reports relating to control beliefs and these were scaled between high and low internal beliefs. These participants also took part in difficult tasks such as solving anagrams and alphanumeric substitutions (substituting numbers for letters). The control belief scores were compared to the participant's achievement motivation for completing the tasks even when faced with failure. It was found that those with higher internal control beliefs remained motivated when failing several tasks (Karabenick, 1972). This suggests that having a strong internal locus of control contributes to maintaining strong achievement motives. This study is also important when relating to LOC and motivation. This is because it helps explain the motivation differences between external and internal LOC. These findings can be applied in real world situations, more specifically in the workplace and school settings. Understanding which employees or students have stronger external control beliefs could assist the employer or teacher motivate them differently to increase their achievement motivation (i.e extrinsically motivate them). A limitation associated with this study is the lack of applicability suggested for the real world, and lack of implications provided. 

=== The workplace ===
Paul Spector (1982) believed that the LOC is an important variable in regards to explaining human's behaviour within organisations. The meta-analysis by Spector suggested that locus of control may moderate the relationship between motivation and incentives. It was concluded that incentive based work systems works best with internal LOC individuals and not with external LOCs. It was also found that internal LOC individuals are motivated best when managers use a participative approach, and for external LOC the more directive approaches of management are preferred. This meta-analysis further supports the belief that external and internal LOC's individuals are motivated differently and behave differently. Because somebody with an internal LOC relates rewards and losses to themselves, it would make sense that they prefer to actively participate and work towards their own incentives. The opposite would be applied for an external LOC meaning they need to be directly told what to do, and are not as motivated by incentives (Spector, 1982). This study was done primarily for the workplace but the findings could be applied outside of an organisation and into other areas such as schools and therapy. The major limitation for this meta-analysis was that the statistics were not provided meaning it could not be assessed whether the findings were significant or not.  

==Conclusion==
Throughout this chapter it has been evident that a relationship exists between motivation and locus of control, and that the types of LOCs are motivated differently. 

Focus Question One: The three main types of locus of control are internal, external, and bi-local. These all differentiate in relation to how the individual would explain and relate situations and events that happen to them. Internal LOCs would relate events to themselves and believe they are in control, an external LOC individual would relate events externally to other people or to higher powers and believe they have little control, and a bi-local LOC involve a mix between the two depending on the situation or task (April, Dharani &amp; Peters, 2012).

Focus Question Two: The expectancy value model relates strongest to internal LOC individuals as they would have stronger task values and higher expectancies unlike somebody with an external LOC. The goal-setting theory would relate strongest to somebody with an internal LOC, creating a difficult, specific and congruent goal would assist internal LOCs in increasing motivation to complete their goals. The learned helplessness theory is most applicable to an external LOC, as they already view situations as uncontrollable they are more susceptible to adapting this approach of thinking. Reactance theory best applies to an internal LOC as they would react when something does not go to plan as they believe they are in control. The integrated model of reactance and learned helplessness best applies to a bi-local LOC as this individual would experience a mixture of both reaction styles.

Focus Question Three: The first study suggests a relationship between intrinsic motivation and a strong internal LOC, and a relationship between scoring high on intellectual tests and having strong intrinsic motivation, self efficacy, and internal control beliefs (Mourges, et al. 2016). The second study suggests that having a strong internal LOC motivates individuals to approach negative or positive situations because of the potential benefits such as increased confidence (Rovenpor &amp; Isbell, 2018). The third study found that having strong internal control beliefs motivates an individual to continue on a difficult task even when failure occurs, suggesting that an internal LOC relates to having strong achievement motivation (Karabenick, 1972). The last study found that incentive based work is most beneficial for internal LOCs alongside participative management styles, whilst a directive management approach style works best for external LOC individuals (Spector, 1982). 

Focus Question Four: Understanding this relationship between the locus of control and motivation is important because it can be related and applied to many real world situations. As stated before it can be applied in workplaces, schools, and any situation (positive, or negative). It helps explain why some people persist on tasks even when failure occurs, and why some students may do better in school (Mourges, et al. 2016). Once the locus of control is understood, it can be applied to individuals who struggle with being motivated, and with the help of teachers, managers and even therapists it could improve the quality of daily living for the individual. 

Motivation is important in nearly every aspect of daily living, applying and understanding the LOC to motivation could help many individuals who struggle with being motivated. Using theories and previous studies supports the idea that motivation can be improved and that the locus of control is involved and needs to be considered in the process of motivation improvement. 

==See also==

*[[Motivation and emotion/Book/2019/Expectancy-value theory of achievement motivation|Expectancy-value theory of achievement motivation]] (Book chapter, 2019)
*[[Motivation and emotion/Book/2013/Goal setting|Goal setting]] (Book chapter, 2013)
*[[Motivation and emotion/Book/2011/Learned helplessness|Learned helplessness]] (Book chapter, 2011)
*[[wikipedia:Locus of control|Locus of control]] (Wikipedia)
*[[Motivation and emotion/Book/2018/Motivation to learn|Motivation to learn]] (Book chapter, 2018)

==References==

{{Hanging indent|1= 

April, K., Dharani, B., &amp; Peters, K. (2012). Impact of Locus of Control Expectancy on Level of Well-Being. ''Review Of European Studies, 4''(2), 124-135. [https://www.researchgate.net/publication/268186377_Impact_of_Locus_of_Control_Expectancy_on_Level_of_Well-Being https://doi.org/10.5539/res.v4n2p124]

Baird, T., Tempest, S., &amp; Warland, A. (2010). Service Users' Perceptions and Experiences of Goal Setting Theory and Practice in an Inpatient Neurorehabilitation Unit. ''British Journal Of Occupational Therapy, 73''(8), 373-378. [https://www.researchgate.net/publication/233631284_Service_Users'_Perceptions_and_Experiences_of_Goal_Setting_Theory_and_Practice_in_an_Inpatient_Neurorehabilitation_Unit https://doi.org/10.4276/030802210x12813483277189]

Boysan, M., &amp; Kiral, E. (2016). Associations between procrastination, personality, perfectionism, self-esteem and locus of control. ''British Journal Of Guidance &amp; Counselling, 45''(3), 284-296. [https://www.researchgate.net/publication/305469308_Associations_between_procrastination_personality_perfectionism_self-esteem_and_locus_of_control https://doi.org/10.1080/03069885.2016.1213374]

Carnes, A., &amp; Knotts, K. (2018). Control and Expectancy: Locus of Control as a Predictor of Psychological Entitlement. ''Employee Responsibilities And Rights Journal, 30''(2), 81-97. [https://psycnet.apa.org/record/2018-21599-001 https://doi.org/10.1007/s10672-017-9312-6]

Jansen, A., Giebels, E., van Rompay, T., Austrup, S., &amp; Junger, M. (2016). Order and control in the environment: Exploring the effects on undesired behaviour and the importance of locus of control. ''Legal And Criminological Psychology, 22''(2), 213-227. [https://research.utwente.nl/en/publications/order-and-control-in-the-environment-exploring-the-effects-on-und https://doi.org/10.1111/lcrp.12095]

Karabenick, S. (1972). Valence of success and failure as a function of achievement motives and locus of control. ''Journal Of Personality And Social Psychology, 21''(1), 101-110. [https://psycnet.apa.org/record/1972-08906-001 https://doi.org/10.1037/h0031950]

Latham, G., Brcic, J., &amp; Steinhauer, A. (2016). Toward an Integration of Goal Setting Theory and the Automaticity Model. ''Applied Psychology, 66''(1), 25-48. [https://onlinelibrary.wiley.com/doi/full/10.1111/apps.12087 https://doi.org/10.1111/apps.12087]

Magidson, J., Roberts, B., Collado-Rodriguez, A., &amp; Lejuez, C. (2014). Theory-driven intervention for changing personality: Expectancy value theory, behavioral activation, and conscientiousness. ''Developmental Psychology, 50''(5), 1442-1450. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3646072/ https://doi.org/10.1037/a0030583]

Mikulincer, M., &amp; Marshand, O. (1991). An Excuse Perspective of the Learned Helplessness Paradigm: The Self-Protective Role of Causal Attribution. ''Journal Of Social And Clinical Psychology, 10''(2), 134-151. [https://psycnet.apa.org/record/1991-33192-001 https://doi.org/10.1521/jscp.1991.10.2.134]

Mirick, R. (2016). Reactance theory: A model for instructor communication in the classroom. ''Scholarship Of Teaching And Learning In Psychology, 2''(3), 219-229. [https://psycnet.apa.org/record/2016-36840-001 https//doi.org/10.1037/stl0000063]

Mourgues, C., Hein, S., Tan, M., Diffley III, R., &amp; Grigorenko, E. (2016). The Role of Noncognitive Factors in Predicting Academic Trajectories of High School Students in a Selective Private School. ''European Journal Of Psychological Assessment, 32(''1), 84-94. [https://psycnet.apa.org/record/2016-20899-009 https://doi.org/10.1027/1015-5759/a000332]

Reeve, J. (2018). ''Understanding Motivation and Emotion'' (7th ed., p. 240-251). New Jersey: John Wiley &amp; Sons.

Rovenpor, D., &amp; Isbell, L. (2018). Do emotional control beliefs lead people to approach positive or negative situations? Two competing effects of control beliefs on emotional situation selection. ''Emotion, 18''(3), 313-331. [https://www.ncbi.nlm.nih.gov/pubmed/28872335 https://doi.org/10.1037/emo0000353]

Spector, P. (1982). Behavior in organizations as a function of employee's locus of control. ''Psychological Bulletin, 91''(3), 482-497. [https://www.researchgate.net/publication/216443715_Behavior_in_Organizations_as_a_Function_of_Employee_Locus_of_Control https://doi.org/10.1037//0033-2909.91.3.482]

Trautwein, U., Marsh, H., Nagengast, B., Lüdtke, O., Nagy, G., &amp; Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study. ''Journal Of Educational Psychology, 104''(3), 763-777. [https://psycnet.apa.org/record/2012-06744-001 https://doi.org/10.1037/a0027470]
}}

==External links==

*[https://www.youtube.com/watch?v=Ni_ldnmAIuk Can you change your perception in four minutes?] (YouTube Video)
*[https://www.sciencedirect.com/topics/medicine-and-dentistry/locus-of-control Locus of control] (ScienceDirect)

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== Overview ==
Chances are everyone reading this has gone through some form of academic [[wikipedia:School|schooling]]. These days, in the western world, it would be rare that you haven’t strived for achievement in some form of educational setting. While there are a limitless number and combination of courses one might take in their life, there is another infinite combination of experiences a person may bring to the academic [[wikipedia:Experience|experience]]. This creates a rather unique individual profile. A person’s experiences set them up and motivates them to aim for achievement in different ways. Consider the following situation in the case study box 1. Here, Catalina describes having somewhat controlling parents who implicitly expect her to make the best of her private school education by doing well in classes while participating in two separate after school activities. As a result of this, Catalina may have a different approach to achievement motivation than say you, how may have chosen to take a class as part of a university degree that you enrolled yourself in. 

{{Robelbox|theme={{{theme|11}}}|title=Case study 1}}&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
My name is Catalina and I am 17 years old. I am in my final year of high school at the prestigious Canberra Grammar School. I hope to graduate at the end of this semester with a tertiary admission rank of 90.7. I aim to get into medical school one day. Both of my parents are physicians and have secretly wished their only daughter would follow in the family footsteps. While I enjoy school and feel I do well, my estimated score is not all I or my parents would have hoped. They believe I can do better and are making me enrol in tutoring, so my score doesn’t drop before the exams but, as I am currently playing soccer three days a week and doing horse riding on the weekends I am finding it difficult to keep focused on my school work. I have to say I enjoy riding my horse Teddy more and if I had it my way, I would probably do an accredited package and look for a job working with horses after I graduate. But for now I hope I can keep working hard and make my parents proud of all I am able to achieve. 
  &lt;/div&gt; 

|}

The following chapter will discuss the question of [[wikipedia:Motivation|motivation]], specifically achievement motivation with an emphasis on the main research in the field; the Expectancy-value [[wikipedia:Theory|theory]]. To do this we will first briefly cover the core study of motivation before following on to achievement motivation. In the next section we will outline the Expectancy-value theory and discuss its components. Finally, in the second half of the chapter we will turn to the applications of the expectancy-value theory, taking a moment to discuss it in terms of the field of education, within a workplace environment, as well as a personal approach to the theory. As you read through the chapter use the following focus questions box to guide your understanding of the key [[wikipedia:Concept|concepts]]. 

{{Robelbox|theme={{{theme|9}}}|title=Focus questions}}
*What are the two different types of motivation? Can you provide a simple definition for each?
*What is achievement motivation and what are the main components?
*What is a psychological theory? 
*What are the key elements involved in Expectancy-Value Theory?
*Briefly explain how the Dynamic-of-Action model compares to Expectancy-Value Theory.
*List the two main areas where the Expectancy-Value theory can be applied.

|}

== Motivation  ==
[[File:Breakfast of Champions.jpg|thumb|221x221px|''Figure 1.'' Bowl of cereal]]

The idea of motivation is something that is part of every waking minute of our lives. It is responsible for everything we decide to do from sleeping, eating, drinking, mating, socialising, the list goes on and on. Often, exactly what motivates us to engage in a certain activity is out of our [[wikipedia:Awareness|awareness]] but the effect is still profound. Consider the following scenario, see figure 1. You are in bed streaming a television show on your laptop late at night and suddenly feel the urge to get a bowl of cereal. Why? Were you really hungry? Were you thirsty and craving milk? Were you bored with your show and wanted something to do? Or was it more implicit than that? Were your hunger hormones out of balance? Was your body lacking some specific nutrient that a bowl of cereal would satisfy? The subtle possibilities are endless. We don’t always know ''why'' we do certain things, but we do know ''what'' causes us to do these things and that is where the study of motivation comes in.

=== Motivational forces ===
The word motivation comes from the [[wikipedia:Latin|Latin]] verb ‘movere’ meaning to move. While there are many nuanced definitions surrounding motivation, Banerjee (2015) cites the definition as a set of processes that arouse, direct, and maintain human [[wikipedia:Behavior|behaviour]] towards a goal. Said another way, motivation is powering people to achieve high levels of performance and overcome barriers in order to change (Tohidi &amp; Jabbari 2012; Zhang, 2015). The key component behind the term motivation are motives. Eren, 2004 (p.494), quoted a motive as the “sum of the efforts to induce one or more people progressively towards activation, in a certain direction” (cited in Turabik &amp; Baskan, 2015, p.1056). Motives are not constant; it is a dynamic [[wikipedia:Process|process]] that is forever changing and developing as different situations arise (Hubackova &amp; Semradova, 2014). There are three possible directions a motive/motivation can take (compiled from Zlate, &amp; Cucui, 2015 and Blaskova, Blasko, Figurska, &amp; Sokol, 2015): 

· &amp;nbsp; &amp;nbsp; ‘Motivation to’ – the process of striving towards something and an opening up to new experience. Also called ‘positive motivation’ for its beneficial effects.

· &amp;nbsp; &amp;nbsp; ‘Motivation from’ – the passive process of avoiding something; a closing down of possible experience. Also referred to as ‘negative emotion’ and represents the most primitive form of emotion.

· &amp;nbsp; &amp;nbsp; ‘Motivation against’ - the active process of opposing something which also leads to a closing down of new experience. Another form of ‘negative motivation’ .

=== Types of motivation  ===
[[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|441x441px|''Figure 3.'' Extrinsic vs Intrinsic motivation]]
Within the broader scope of motivation three distinct types emerge, though, the first two are further multidimensional that what is discussed here (Erten, 2014). These are that of extrinsic motivation, intrinsic motivation, see figure 2, and amotivation. These [[wikipedia:Force|forces]] act in opposition to direct behaviour in different ways, leading to different outcomes for the individual.

==== Extrinsic ====
Extrinsic motivation involves engaging in a behaviour because of external [[wikipedia:Regulation|regulation]] (Karlen, Suter, Hirt, &amp; Merki, 2019). Extrinsic motivators come from outside the individual and can be anything from money, praise, good grades, punishment, coercion, threat etc. (Tohidi &amp; Jabbari, 2012). It is the motivation to either obtain [[wikipedia:Reward_system|rewards]] or avoid [[wikipedia:Punishment|punishments]] (Erten, 2014).

==== Intrinsic ====
Intrinsic motivation, also called [[wikipedia:Hedonism|hedonic]] motivation (Mehta, Morris, Swinnerton, &amp; Homer, 2019), refers to motivation that is guided by enjoyment of, and [[wikipedia:Interest|interest]] in, a task. Unlike extrinsic motivation, it exists within the individual (Tohidi &amp; Jabbari, 2012). It is the inner [[wikipedia:Joy|joy]] and satisfaction derived from participating in an activity, as well as, learning new things and gaining more [[wikipedia:Knowledge|knowledge]] (Erten, 2014).

==== Amotivation ====
Amotivation is a fairly intuitive term and can be said to occur when the former two motivation types are absent, or a fundamental indifference or [[wikipedia:Apathy|apathy]] exists within the person (Erten, 2014). Amotivation is the least of the [[wikipedia:Self-determination_theory|self-determined]] motives (Cowden, Mascret, &amp; Duckett, 2018). It is extremely rare for an individual to be completely amotivational and may suggest compromised [[wikipedia:Cognition|cognitive]] functioning. Consider the following scenario in case study box 2 as it relates or amotivatioŋ.{{Robelbox|theme={{{theme|11}}}|title=Case Study 2}}&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
Darrel has been in a strange headspace lately. He feels detached from the world around him. He experiences little emotion, positive or negative. He finds it difficult to find the will to get out of bed, fix himself something to eat or take a shower. He has started noticing his attention and memory are impaired. He has previous experience with depression and notes this feels different. Darrel has also been using illicit substances, especially cannabis, regularly for the past 6 months since moving out of home.
  &lt;/div&gt;

|}
=== Achievement motivation ===
One example of a sub-category of motivation that is driven by both extrinsic and intrinsic motivators is the motivation to achieve. Achievement motivation refers to the specific instance of motivation where individuals are [[wikipedia:Drive_theory|driven]] to attain success or meet a standard of excellence (Soyer, Sarı, &amp; Talaghir, 2014). This is usually in the form of academic pursuits. Academic achievement refers to the extent to which an individual has obtained their short or long-term educational goals. People strive for this in different ways and use both external and internal motivational forces to propel them towards a desired outcome (Bakhtiarvand, Ahmadian, Delrooz, &amp; Farahani, 2011). Students with a positive academic motivation have the desire to learn and believes studying is important (Ghaleb, Ghaith, &amp; Akour, 2015). Lacking academic motivation can lead a student to be disengaged in knowledge related activities and [[wikipedia:Pessimism|pessimistic]] to the whole learning process. 

Within achievement motivation there are different need systems at play. Succeeding at a goal or achieving highly at a task can add to an individual’s psychological need or competence. More importantly, the ''need'' for [[wikipedia:Need_for_achievement|achievement]] is listed a one of the three implicit motives individuals face. [[wikipedia:Attitude_(psychology)|Attitudes]] and behaviours around achievement are fed to people throughout their lives, subsequently making them more or less motivated to want to achieve at different tasks, mainly academically, but also in relationships or career endeavours.

As well as needs, different [[wikipedia:Goal|goal]] types are being employed within achievement motivation. Scholars commonly refer to [[wikipedia:Internalization|internalised]] performance standards as achievement goals (Cowden, et al., 2018). Goal orientation has two types: mastery and performance. People with mastery goals focus on the task and prefer situations where they can learn new skills and expand knowledge. Performance goals on the other hand shifts the focus upon the person. These students prefer situations where they can demonstrate their ability and compare it to that of their peers (Ghaleb et al., 2015). Research in the area further differentiate performance goals into approach and avoidance types with approach referring to one’s aim to demonstrate a high level of competence compared to others, and, avoidance referring to one’s aim to avoid appearing incompetent compared with peers (Karlen et al., 2019; see table 1). For a more detailed look at Achievement motivation click [http://www.personalityresearch.org/papers/rabideau.html here.]
{| class=&quot;wikitable&quot;
|+Table 1. Goal types
!
!Mastery goals
!Performance goals
|-
| '''Approach oriented''' 
|Driven to master tasks
|Driven to demonstrate ability compared to others
|-
|'''Avoidance oriented''' 
|Driven to avoid failing at tasks
|Driven to avoid demonstrating inability compared to others
|}&lt;br /&gt;{{Robelbox|theme={{{theme|14}}}|title=Check your Knowledge 1}}&lt;quiz display=simple&gt;
{What language does the word ‘motivation’ derive from?
|type=&quot;()&quot;}
- English
+ Latin
- Greek
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{The term amotivation can be described as a fundamental what within a person?
|type=&quot;()&quot;}
- Motive
- Excitation 
+ Indifference 
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{A ___ goal represents intrinsic value and a ___ goal represents extrinsic value
|type=&quot;()&quot;}
+ Mastery; Performance 
- Performance; Mastery
- None of the above
&lt;/quiz&gt;
|}

== Expectancy-value ==
[[File:Fountain pen writing (literacy).jpg|thumb|221x221px|''Figure 4.'' Exam situation]]

What we expect of certain things and the [[wikipedia:Value_theory|value]] we place on those things has an influential effect on how we move forward throughout daily living and life as a whole, especially in the context of achievement. Consider the following scenario, see figure 3. You are about to walk into your university class’ mid semester exam, and you are feeling nervous. Why do you feel this way? You have studied as much as your schedule would allow you to. The exam is only worth 15% of your overall grade. You don’t have to pass the exam to be able to pass the class. You know you don’t test well and are holding out for the major written piece to make your marks back. Even given all this rational information you still have the desire to perform well. Why? Through the study of motivation, researchers now have a theory that works towards explaining this [[wikipedia:Phenomenon|phenomenon]] using the ideas of expectations and values.  

=== A motivational theory ===
Theories in the field of motivation research aim to describe what drives individuals to work towards specific goals or outcomes. Theories that help break down and [[wikipedia:Explanation|explain]] the components of different motivational processes can be used to benefit almost all aspects of human life, especially in the areas of [[wikipedia:Education|education]] and [[wikipedia:Business|business]]. In addition, an understanding of the core processes can be used to develop personal [[wikipedia:Strategy|strategies]] to modify behaviour in the present to influence later life outcomes (Barclay, 2018; Yusuf, 2011). It is important to note that theories are only a framework and should be used as a starting point for additional research studies. It is very rare that a single theory is accepted by the entire scientific community as a means of explaining a phenomenon. One example of a widely respected motivational theory is that of EVT. More information on the range of theories in motivation can be found [http://www.yourarticlelibrary.com/motivation/motivation-theories-top-8-theories-of-motivation-explained/35377 here.]

=== Expectancy Theory  ===
[[File:Expectancy theory.jpg|thumb|407x407px|''Figure 5.'' Expectancy theory model]]

In the 1960s the idea of expectancies was coming to light as a reason why people choose to behave in certain ways. Originally pioneered by professor [[wikipedia:Victor_Vroom|Vroom]], this theory of [[wikipedia:Expectancy_theory|expectancy]] provided an account {{missing} to under what circumstances a person would decide whether or not to “exert self-control and pursue a particular goal” (Tohidi &amp; Jabbari, 2012, p.821). The theory proposed that an individual’s motivation to behave in a particular way arises out of what they expect the outcome of that specific behaviour will be. There are three components: valence, expectancy, and instrumentality. Valence refers to the degree to which a reward is desired by an individual. The expectancy term signifies how much the individual estimates they will achieve the reward as a result of effortful work. And finally, instrumentality in the theory describes that the rewards an individual receives increase incrementally on ‘levels’ with each new reward obtained through hard work the levels increase (e.g. monetary value – level 1, upgraded living situation level 2, Turabik &amp; Baskan, 2015).

Vroom’s expectancy theory formula (Turabik &amp; Baskan, 2015, p. 1060; see Figure 4): 

&lt;big&gt;Motivation = expectancy x valence&lt;/big&gt;

=== Expectancy-value theory ===
Expectancy-value theory is one of the most significant views on the nature of achievement motivation. Beginning with [[wikipedia:John_William_Atkinson|Atkinson’s]] (1957) seminal work several theorists, including that of Vroom, have expanded on its ideas and a compressive, all-encompassing model was developed by Ellces et al. in 1983 (Wigfield, 1994). According to Gråstén (2016), expectancy-value theory addresses whether or not people, specifically children, desire to participate in an activity and how much effort they are prepared to put into that activity. As such the theory consists of two parts, expectancy [[wikipedia:Belief|beliefs]] and [[wikipedia:Subjectivity|subjective]] task values (Gråstén, 2016). An expectation is the strong belief that something will occur, and Atkinson originally defined this element as an individual’s anticipation that their performance will be followed with either success of [[wikipedia:Failure|failure]] (Wigfield, 1994). Similarly but distinctively, values are internally held attitudes about preferred outcomes that act as a standard of behaviour (Mehta et al. 2019).

Just as cognitive ability is thought to predict educational achievement psychological [[wikipedia:Construct_(psychology)|constructs]] and individual differences in motivation have been shown to account for most of the [[wikipedia:Human_variability|variability]] in outcomes (Meyer, Fleckenstein, &amp; Köller, 2019). Motivation influences performance, [[wikipedia:Persistence_(psychology)|persistence]], and choice on different tasks (Wigfield &amp; Eccles, 2000). According to Wigfield &amp; Eccles (2000), an individual’s measurements on these three constructs can be explained by their personal beliefs and values about a given task. People’s expectancies and values are most directly determined by other achievement related beliefs, including explicit goals, [[wikipedia:Schema_(psychology)|self-schemata]] about ability and task specific beliefs (Wigfield, 1994). When facing a possible achievement task people take all of their past experience in with them and this influences how they engage with the activity.

Eccles 1983 model put simply (Wigfield, 1994; see figure 5):&amp;nbsp; &amp;nbsp;

&lt;big&gt;Expectancy and value thoughts = performance, persistence and choice behaviours&lt;/big&gt; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; 
[[File:Expectancy Value Model.png|center|thumb|953x953px|''Figure 6.'' Expectancy-value theory model]]&lt;br /&gt;{{Robelbox|theme={{{theme|14}}}|title=Check your knowledge 2}}&lt;quiz display=simple&gt;
{According to this text what word best describes a theory?
|type=&quot;()&quot;}
- A fact
- An idea
+ A framework
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{As part of Vroom’s expectancy model; Motivation = Valence x ____?
|type=&quot;()&quot;}
+ Expectancy
- Value
- Choice
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{In what year did Atkinson’s seminal work in the field come out?
|type=&quot;()&quot;}
- 1857
- 1907
+ 1957
&lt;/quiz&gt;
|}

== Applications ==
{{expand}}

=== Education ===
{{expand}}

=== Workplace ===
{{expand}}

=== Personal ===
{{expand}}

{{Robelbox|theme={{{theme|14}}}|title=Check your Knowledge 3}}&lt;quiz display=simple&gt;
{Type the question here...
|type=&quot;()&quot;}
+ The correct answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{Type the question here...
|type=&quot;()&quot;}
+ The correct answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{Type the question here...
|type=&quot;()&quot;}
+ The correct answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
&lt;/quiz&gt;

|}
==Conclusion==
People encounter the motivation to achieve constantly. Whether it is academically or not, individuals strive to satisfy the psychological need for competence. In addition to this, people carry a whole host of implicit motives around with them which serves as agents of behaviour. Because of individual differences a person may have either a mastery or performance goal orientation and they may affect where they approach or avoid certain academic related tasks. The expectancy and expectancy-value theories of motivation do a great job and tying all these ideas together in a simplified model aimed at identifying the [[wikipedia:Antecedent_(behavioral_psychology)|antecedents]] of a motivating force. This understanding can have widespread implications for the real-world scenarios, especially in the areas of education with students in schools, business and employee performance, and within the individual to grasp a better understanding of what really motivates them to achieve.  {{Robelbox|theme={{{theme|9}}}|title=Summary}}*The idea of motivation is something that is part of every waking minute of our lives and is responsible for everything we decide to do. The word motivation comes from the Latin verb ‘movere’ meaning to move. It is a set of processes that arouse, direct and maintain human behaviour towards a goal. The key component behind the term motivation are motives. Motives are not constant; it is a dynamic process that is forever changing and developing as different situations arise. You can have ‘motivation to’, ‘motivation from’, or ‘motivation against’ motives. There are three distinct types of motivation: extrinsic, intrinsic, and amotivation. Extrinsic represents external regulators to motivation, where intrinsic represents internally regulated motives. Amotivation refers to a complete lack of any motivational forces. Achievement motivation occurs when individuals are driven to attain success or meet a standard of excellence. Achievement motivation encompasses the psychological need for competence and is listed as one of the main implicit motives people experience. In the study of achievement motives, two goal types are notes: Mastery (approach or avoidance orientation) and performance (approach or avoidance orientation).

*What we expect of certain things and the value we place on those things has an influential effect on how we move forward through life. Theories in the field of motivation research aim to describe what drives individuals to work towards specific goals or outcomes. Theories are only a framework. Vroom was one of the first psychologists to study expectancies and its influence on motivational processes. The expectancy theory provided an account to under what circumstances a person would decide whether or not to behaviour in certain way. The three components are: valence, expectancy, and instrumentality. Eccles et al. expanded on Vroom and developed a model of expectancy value theory. Expectancy value theory addresses whether or not children desire to participate in an activity and how much effort they are prepared to put into that activity. It takes expectancy beliefs and subject task value as a way of predicting motivation.

*Application section incomplete
|}
==See also==

*[[Motivation and emotion/Book/2014/Achievement goal orientation and academic motivation|Achievement goal orientation and academic motivation]] (Book chapter, 2014)
*[[wikipedia:Amotivational_syndrome|Amotivational syndrome]] (Wikipedia)
*[[Motivation and emotion/Book/2011/Avoidance motivation|Avoidance motivation]] (Book chapter, 2011)
*[[wikipedia:Expectancy_theory|Expectancy theory]] (Wikipedia)
*[[wikipedia:Expectancy-value_theory|Expectancy–value theory]] (Wikipedia)
*[[wikipedia:Motivation|Motivation]] (Wikipedia)
*[[wikipedia:Need_for_achievement|Need for achievement]] (Wikipedia)
*[[Motivation and emotion/Book/2019/Outdoor education and achievement motivation|Outdoor education and achievement motivation]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2015/Personality and achievement motivation|Personality and achievement motivation]] (Book chapter, 2015)
*[[Motivation and emotion/Book/2019/Post-traumatic stress effects on achievement motivation in adolescents|Post-traumatic stress effects on achievement motivation in adolescents]] (Book chapter, 2019)
*[[Motivation and emotion/Book/2015/Stress and achievement motivation|Stress and achievement motivation]] (Book chapter, 2015)
*[[wikipedia:Theory|Theory]] (Wikipedia)

== References ==

{{Hanging indent|1=

Bakhtiarvand, F., Ahmadian, S., Delrooz, K., &amp; Farahani, H. A. (2011). The moderating effect of achievement motivation on relationship of learning approaches and academic achievement. Procedia-Social and Behavioral Sciences, 28, 486-488. https://doi.org/10.1016/j.sbspro.2011.11.093

Banerjee, A. (2015). Integrating human motivation in service productivity. Procedia Manufacturing, 3, 3591-3598. https://doi.org/10.1016/j.promfg.2015.07.726

Barclay, K. J. (2018). The birth order paradox: Sibling differences in educational attainment. Research in Social Stratification and Mobility, 54, 56-65. https://doi.org/10.1016/j.rssm.2018.02.001

Blaskova, M., Blasko, R., Figurska, I., &amp; Sokol, A. (2015). Motivation and development of the university teachers’ motivational competence. Procedia-Social and Behavioral Sciences, 182, 116-126. https://doi.org/10.1016/j.sbspro.2014.01.257

Cowden, R. G., Mascret, N., &amp; Duckett, T. R. (2018). A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness. Journal of Sport and Health Science. https://doi.org/10.1016/j.jshs.2018.10.001

Erten, İ. H. (2014). Interaction between academic motivation and student teachers’ academic achievement. Procedia-Social and Behavioral Sciences, 152, 173-178. https://doi.org/10.1016/j.sbspro.2014.09.176

Ghaleb, A. B., Ghaith, S., &amp; Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predicators of academic motivation. Procedia-Social and Behavioral Sciences, 191, 2068-2073. https://doi.org/10.1016/j.sbspro.2015.04.345

Gråstén, A. (2016). Children's expectancy beliefs and subjective task values through two years of school-based program and associated links to physical education enjoyment and physical activity. Journal of Sport and Health Science, 5(4), 500-508. https://doi.org/10.1016/j.jshs.2015.12.005

Hubackova, S., &amp; Semradova, I. (2014). Research study on motivation in adult education. Procedia-social and behavioral sciences, 159, 396-400. https://doi.org/10.1016/j.sbspro.2014.12.395

Karlen, Y., Suter, F., Hirt, C., &amp; Merki, K. M. (2019). The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context a long-term challenging task. Learning and Individual Differences, 74, 101757.
https://doi.org/10.1016/j.lindif.2019.101757

Mehta, A., Morris, N., Swinnerton, B., &amp; Homer, M. (2019). The Influence of Values on E-learning Adoption. Computers &amp; Education, 141. https://doi.org/10.1016/j.compedu.2019.103617

Meyer, J., Fleckenstein, J., &amp; Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58–74. https://doi.org/10.1016/j.cedpsych.2019.01.006

Soyer, F., Sarı, İ., &amp; Talaghir, L. G. (2014). The relationship between perceived coaching behaviour and achievement motivation: a research in football players. Procedia-Social and Behavioral Sciences, 152, 421-425. https://doi.org/10.1016/j.sbspro.2014.09.224

Tohidi, H., &amp; Jabbari, M. M. (2012). The effects of motivation in education. Procedia-Social and Behavioral Sciences, 31, 820-824. https://doi.org/10.1016/j.sbspro.2011.12.148

Turabik, T., &amp; Baskan, G. A. (2015). The importance of motivation theories in terms of education systems. Procedia-Social and Behavioral Sciences, 186, 1055-1063. https://doi.org/10.1016/j.sbspro.2015.04.006

Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational psychology review, 6(1), 49-78. https://doi.org/10.1007/BF02209024

Wigfield, A., &amp; Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015

Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia-Social and Behavioral Sciences, 15, 2623-2626. https://doi.org/10.1016/j.sbspro.2011.04.158

Zhang, Z. J., Zhang, C. L., Zhang, X. G., Liu, X. M., Zhang, H., Wang, J., &amp; Liu, S. (2015). Relationship between self-efficacy beliefs and achievement motivation in student nurses. Chinese Nursing Research, 2(2-3), 67-70. https://doi.org/10.1016/j.cnre.2015.06.001

Zlate, S., &amp; Cucui, G. (2015). Motivation and performance in higher education. Procedia-Social and Behavioral Sciences, 180, 468-476. https://doi.org/10.1016/j.sbspro.2015.02.146
}}

==External links==

* [https://www.sciencedirect.com/topics/psychology/expectancy-value-theory Expectancy-value theory] (sciencedirect.com)
* [https://expertprogrammanagement.com/2018/10/expectancy-theory/ Expectancy-value theory with a workplace focus] (expertprogrammanagement.com)
*[https://www.excelatlife.com/articles/intrinsic_motivation.htm Motivationː intrinsic vs. extrinsic] (excelatlife.com)
*[https://www.teacherstoolbox.co.uk/T_Expectancy-value.html The Expectancy-value Theory of Motivation] (teacherstoolbox.co.uk̠)
*[https://www.ted.com/talks/dan_pink_on_motivation The puzzle of motivation] (ted.com)
*[https://www.toolshero.com/psychology/theories-of-motivation/vrooms-expectancy-theory/ Vroom's expectancy theory] (toolshero.com)

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__TOC__

== Overview ==
Chances are everyone reading this has gone through some form of academic [[wikipedia:School|schooling]]. These days, in the western world, it would be rare that you haven’t strived for achievement in some form of educational setting. While there are a limitless number and combination of courses one might take in their life, there is another infinite combination of experiences a person may bring to the academic [[wikipedia:Experience|experience]]. This creates a rather unique individual profile. A person’s experiences set them up and motivates them to aim for achievement in different ways. Consider the following situation in the case study box 1. Here, Catalina describes having somewhat controlling parents who implicitly expect her to make the best of her private school education by doing well in classes while participating in two separate after school activities. As a result of this, Catalina may have a different approach to achievement motivation than say you, how may have chosen to take a class as part of a university degree that you enrolled yourself in. 

{{Robelbox|theme={{{theme|11}}}|title=Case study 1}}&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
My name is Catalina and I am 17 years old. I am in my final year of high school at the prestigious Canberra Grammar School. I hope to graduate at the end of this semester with a tertiary admission rank of 90.7. I aim to get into medical school one day. Both of my parents are physicians and have secretly wished their only daughter would follow in the family footsteps. While I enjoy school and feel I do well, my estimated score is not all I or my parents would have hoped. They believe I can do better and are making me enrol in tutoring, so my score doesn’t drop before the exams but, as I am currently playing soccer three days a week and doing horse riding on the weekends I am finding it difficult to keep focused on my school work. I have to say I enjoy riding my horse Teddy more and if I had it my way, I would probably do an accredited package and look for a job working with horses after I graduate. But for now I hope I can keep working hard and make my parents proud of all I am able to achieve. 
  &lt;/div&gt; 

|}

The following chapter will discuss the question of [[wikipedia:Motivation|motivation]], specifically achievement motivation with an emphasis on the main research in the field; the Expectancy-value [[wikipedia:Theory|theory]]. To do this we will first briefly cover the core study of motivation before following on to achievement motivation. In the next section we will outline the Expectancy-value theory and discuss its components. Finally, in the second half of the chapter we will turn to the applications of the expectancy-value theory, taking a moment to discuss it in terms of the field of education, within a workplace environment, as well as a personal approach to the theory. As you read through the chapter use the following focus questions box to guide your understanding of the key [[wikipedia:Concept|concepts]]. 

{{Robelbox|theme={{{theme|9}}}|title=Focus questions}}
*What are the two different types of motivation? Can you provide a simple definition for each?
*What is achievement motivation and what are the main components?
*What is a psychological theory? 
*What are the key elements involved in Expectancy-Value Theory?
*Briefly explain how the Dynamic-of-Action model compares to Expectancy-Value Theory.
*List the two main areas where the Expectancy-Value theory can be applied.

|}

== Motivation  ==
[[File:Breakfast of Champions.jpg|thumb|221x221px|''Figure 1.'' Bowl of cereal]]

The idea of motivation is something that is part of every waking minute of our lives. It is responsible for everything we decide to do from sleeping, eating, drinking, mating, socialising, the list goes on and on. Often, exactly what motivates us to engage in a certain activity is out of our [[wikipedia:Awareness|awareness]] but the effect is still profound. Consider the following scenario, see figure 1. You are in bed streaming a television show on your laptop late at night and suddenly feel the urge to get a bowl of cereal. Why? Were you really hungry? Were you thirsty and craving milk? Were you bored with your show and wanted something to do? Or was it more implicit than that? Were your hunger hormones out of balance? Was your body lacking some specific nutrient that a bowl of cereal would satisfy? The subtle possibilities are endless. We don’t always know ''why'' we do certain things, but we do know ''what'' causes us to do these things and that is where the study of motivation comes in.

=== Motivational forces ===
The word motivation comes from the [[wikipedia:Latin|Latin]] verb ‘movere’ meaning to move. While there are many nuanced definitions surrounding motivation, Banerjee (2015) cites the definition as a set of processes that arouse, direct, and maintain human [[wikipedia:Behavior|behaviour]] towards a goal. Said another way, motivation is powering people to achieve high levels of performance and overcome barriers in order to change (Tohidi &amp; Jabbari 2012; Zhang, 2015). The key component behind the term motivation are motives. Eren, 2004 (p.494), quoted a motive as the “sum of the efforts to induce one or more people progressively towards activation, in a certain direction” (cited in Turabik &amp; Baskan, 2015, p.1056). Motives are not constant; it is a dynamic [[wikipedia:Process|process]] that is forever changing and developing as different situations arise (Hubackova &amp; Semradova, 2014). There are three possible directions a motive/motivation can take (compiled from Zlate, &amp; Cucui, 2015 and Blaskova, Blasko, Figurska, &amp; Sokol, 2015): 

· &amp;nbsp; &amp;nbsp; ‘Motivation to’ – the process of striving towards something and an opening up to new experience. Also called ‘positive motivation’ for its beneficial effects.

· &amp;nbsp; &amp;nbsp; ‘Motivation from’ – the passive process of avoiding something; a closing down of possible experience. Also referred to as ‘negative emotion’ and represents the most primitive form of emotion.

· &amp;nbsp; &amp;nbsp; ‘Motivation against’ - the active process of opposing something which also leads to a closing down of new experience. Another form of ‘negative motivation’ .

=== Types of motivation  ===
[[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|441x441px|''Figure 3.'' Extrinsic vs Intrinsic motivation]]
Within the broader scope of motivation three distinct types emerge, though, the first two are further multidimensional that what is discussed here (Erten, 2014). These are that of extrinsic motivation, intrinsic motivation, see figure 2, and amotivation. These [[wikipedia:Force|forces]] act in opposition to direct behaviour in different ways, leading to different outcomes for the individual.

==== Extrinsic ====
Extrinsic motivation involves engaging in a behaviour because of external [[wikipedia:Regulation|regulation]] (Karlen, Suter, Hirt, &amp; Merki, 2019). Extrinsic motivators come from outside the individual and can be anything from money, praise, good grades, punishment, coercion, threat etc. (Tohidi &amp; Jabbari, 2012). It is the motivation to either obtain [[wikipedia:Reward_system|rewards]] or avoid [[wikipedia:Punishment|punishments]] (Erten, 2014).

==== Intrinsic ====
Intrinsic motivation, also called [[wikipedia:Hedonism|hedonic]] motivation (Mehta, Morris, Swinnerton, &amp; Homer, 2019), refers to motivation that is guided by enjoyment of, and [[wikipedia:Interest|interest]] in, a task. Unlike extrinsic motivation, it exists within the individual (Tohidi &amp; Jabbari, 2012). It is the inner [[wikipedia:Joy|joy]] and satisfaction derived from participating in an activity, as well as, learning new things and gaining more [[wikipedia:Knowledge|knowledge]] (Erten, 2014).

==== Amotivation ====
Amotivation is a fairly intuitive term and can be said to occur when the former two motivation types are absent, or a fundamental indifference or [[wikipedia:Apathy|apathy]] exists within the person (Erten, 2014). Amotivation is the least of the [[wikipedia:Self-determination_theory|self-determined]] motives (Cowden, Mascret, &amp; Duckett, 2018). It is extremely rare for an individual to be completely amotivational and may suggest compromised [[wikipedia:Cognition|cognitive]] functioning. Consider the following scenario in case study box 2 as it relates or amotivatioŋ.{{Robelbox|theme={{{theme|11}}}|title=Case Study 2}}&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
Darrel has been in a strange headspace lately. He feels detached from the world around him. He experiences little emotion, positive or negative. He finds it difficult to find the will to get out of bed, fix himself something to eat or take a shower. He has started noticing his attention and memory are impaired. He has previous experience with depression and notes this feels different. Darrel has also been using illicit substances, especially cannabis, regularly for the past 6 months since moving out of home.
  &lt;/div&gt;

|}
=== Achievement motivation ===
One example of a sub-category of motivation that is driven by both extrinsic and intrinsic motivators is the motivation to achieve. Achievement motivation refers to the specific instance of motivation where individuals are [[wikipedia:Drive_theory|driven]] to attain success or meet a standard of excellence (Soyer, Sarı, &amp; Talaghir, 2014). This is usually in the form of academic pursuits. Academic achievement refers to the extent to which an individual has obtained their short or long-term educational goals. People strive for this in different ways and use both external and internal motivational forces to propel them towards a desired outcome (Bakhtiarvand, Ahmadian, Delrooz, &amp; Farahani, 2011). Students with a positive academic motivation have the desire to learn and believes studying is important (Ghaleb, Ghaith, &amp; Akour, 2015). Lacking academic motivation can lead a student to be disengaged in knowledge related activities and [[wikipedia:Pessimism|pessimistic]] to the whole learning process. 

Within achievement motivation there are different need systems at play. Succeeding at a goal or achieving highly at a task can add to an individual’s psychological need or competence. More importantly, the ''need'' for [[wikipedia:Need_for_achievement|achievement]] is listed a one of the three implicit motives individuals face. [[wikipedia:Attitude_(psychology)|Attitudes]] and behaviours around achievement are fed to people throughout their lives, subsequently making them more or less motivated to want to achieve at different tasks, mainly academically, but also in relationships or career endeavours.

As well as needs, different [[wikipedia:Goal|goal]] types are being employed within achievement motivation. Scholars commonly refer to [[wikipedia:Internalization|internalised]] performance standards as achievement goals (Cowden, et al., 2018). Goal orientation has two types: mastery and performance. People with mastery goals focus on the task and prefer situations where they can learn new skills and expand knowledge. Performance goals on the other hand shifts the focus upon the person. These students prefer situations where they can demonstrate their ability and compare it to that of their peers (Ghaleb et al., 2015). Research in the area further differentiate performance goals into approach and avoidance types with approach referring to one’s aim to demonstrate a high level of competence compared to others, and, avoidance referring to one’s aim to avoid appearing incompetent compared with peers (Karlen et al., 2019; see table 1). For a more detailed look at Achievement motivation click [http://www.personalityresearch.org/papers/rabideau.html here.]
{| class=&quot;wikitable&quot;
|+Table 1. Goal types
!
!Mastery goals
!Performance goals
|-
| '''Approach oriented''' 
|Driven to master tasks
|Driven to demonstrate ability compared to others
|-
|'''Avoidance oriented''' 
|Driven to avoid failing at tasks
|Driven to avoid demonstrating inability compared to others
|}&lt;br /&gt;{{Robelbox|theme={{{theme|14}}}|title=Check your Knowledge 1}}&lt;quiz display=simple&gt;
{What language does the word ‘motivation’ derive from?
|type=&quot;()&quot;}
- English
+ Latin
- Greek
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{The term amotivation can be described as a fundamental what within a person?
|type=&quot;()&quot;}
- Motive
- Excitation 
+ Indifference 
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{A ___ goal represents intrinsic value and a ___ goal represents extrinsic value
|type=&quot;()&quot;}
+ Mastery; Performance 
- Performance; Mastery
- None of the above
&lt;/quiz&gt;
|}

== Expectancy-value ==
[[File:Fountain pen writing (literacy).jpg|thumb|221x221px|''Figure 4.'' Exam situation]]

What we expect of certain things and the [[wikipedia:Value_theory|value]] we place on those things has an influential effect on how we move forward throughout daily living and life as a whole, especially in the context of achievement. Consider the following scenario, see figure 3. You are about to walk into your university class’ mid semester exam, and you are feeling nervous. Why do you feel this way? You have studied as much as your schedule would allow you to. The exam is only worth 15% of your overall grade. You don’t have to pass the exam to be able to pass the class. You know you don’t test well and are holding out for the major written piece to make your marks back. Even given all this rational information you still have the desire to perform well. Why? Through the study of motivation, researchers now have a theory that works towards explaining this [[wikipedia:Phenomenon|phenomenon]] using the ideas of expectations and values.  

=== A motivational theory ===
Theories in the field of motivation research aim to describe what drives individuals to work towards specific goals or outcomes. Theories that help break down and [[wikipedia:Explanation|explain]] the components of different motivational processes can be used to benefit almost all aspects of human life, especially in the areas of [[wikipedia:Education|education]] and [[wikipedia:Business|business]]. In addition, an understanding of the core processes can be used to develop personal [[wikipedia:Strategy|strategies]] to modify behaviour in the present to influence later life outcomes (Barclay, 2018; Yusuf, 2011). It is important to note that theories are only a framework and should be used as a starting point for additional research studies. It is very rare that a single theory is accepted by the entire scientific community as a means of explaining a phenomenon. One example of a widely respected motivational theory is that of EVT. More information on the range of theories in motivation can be found [http://www.yourarticlelibrary.com/motivation/motivation-theories-top-8-theories-of-motivation-explained/35377 here.]

=== Expectancy Theory  ===
[[File:Expectancy theory.jpg|thumb|407x407px|''Figure 5.'' Expectancy theory model]]

In the 1960s the idea of expectancies was coming to light as a reason why people choose to behave in certain ways. Originally pioneered by professor [[wikipedia:Victor_Vroom|Vroom]], this theory of [[wikipedia:Expectancy_theory|expectancy]] provided an account {{missing} to under what circumstances a person would decide whether or not to “exert self-control and pursue a particular goal” (Tohidi &amp; Jabbari, 2012, p.821). The theory proposed that an individual’s motivation to behave in a particular way arises out of what they expect the outcome of that specific behaviour will be. There are three components: valence, expectancy, and instrumentality. Valence refers to the degree to which a reward is desired by an individual. The expectancy term signifies how much the individual estimates they will achieve the reward as a result of effortful work. And finally, instrumentality in the theory describes that the rewards an individual receives increase incrementally on ‘levels’ with each new reward obtained through hard work the levels increase (e.g. monetary value – level 1, upgraded living situation level 2, Turabik &amp; Baskan, 2015).

Vroom’s expectancy theory formula (Turabik &amp; Baskan, 2015, p. 1060; see Figure 4): 

&lt;big&gt;Motivation = expectancy x valence&lt;/big&gt;

=== Expectancy-value theory ===
Expectancy-value theory is one of the most significant views on the nature of achievement motivation. Beginning with [[wikipedia:John_William_Atkinson|Atkinson’s]] (1957) seminal work several theorists, including that of Vroom, have expanded on its ideas and a compressive, all-encompassing model was developed by Ellces et al. in 1983 (Wigfield, 1994). According to Gråstén (2016), expectancy-value theory addresses whether or not people, specifically children, desire to participate in an activity and how much effort they are prepared to put into that activity. As such the theory consists of two parts, expectancy [[wikipedia:Belief|beliefs]] and [[wikipedia:Subjectivity|subjective]] task values (Gråstén, 2016). An expectation is the strong belief that something will occur, and Atkinson originally defined this element as an individual’s anticipation that their performance will be followed with either success of [[wikipedia:Failure|failure]] (Wigfield, 1994). Similarly but distinctively, values are internally held attitudes about preferred outcomes that act as a standard of behaviour (Mehta et al. 2019).

Just as cognitive ability is thought to predict educational achievement psychological [[wikipedia:Construct_(psychology)|constructs]] and individual differences in motivation have been shown to account for most of the [[wikipedia:Human_variability|variability]] in outcomes (Meyer, Fleckenstein, &amp; Köller, 2019). Motivation influences performance, [[wikipedia:Persistence_(psychology)|persistence]], and choice on different tasks (Wigfield &amp; Eccles, 2000). According to Wigfield &amp; Eccles (2000), an individual’s measurements on these three constructs can be explained by their personal beliefs and values about a given task. People’s expectancies and values are most directly determined by other achievement related beliefs, including explicit goals, [[wikipedia:Schema_(psychology)|self-schemata]] about ability and task specific beliefs (Wigfield, 1994). When facing a possible achievement task people take all of their past experience in with them and this influences how they engage with the activity.

Eccles 1983 model put simply (Wigfield, 1994; see figure 5):&amp;nbsp; &amp;nbsp;

&lt;big&gt;Expectancy and value thoughts = performance, persistence and choice behaviours&lt;/big&gt; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; 
[[File:Expectancy Value Model.png|center|thumb|953x953px|''Figure 6.'' Expectancy-value theory model]]&lt;br /&gt;{{Robelbox|theme={{{theme|14}}}|title=Check your knowledge 2}}&lt;quiz display=simple&gt;
{According to this text what word best describes a theory?
|type=&quot;()&quot;}
- A fact
- An idea
+ A framework
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{As part of Vroom’s expectancy model; Motivation = Valence x ____?
|type=&quot;()&quot;}
+ Expectancy
- Value
- Choice
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{In what year did Atkinson’s seminal work in the field come out?
|type=&quot;()&quot;}
- 1857
- 1907
+ 1957
&lt;/quiz&gt;
|}

== Applications ==
{{expand}}

=== Education ===
{{expand}}

=== Workplace ===
{{expand}}

=== Personal ===
{{expand}}

{{Robelbox|theme={{{theme|14}}}|title=Check your Knowledge 3}}&lt;quiz display=simple&gt;
{Type the question here...
|type=&quot;()&quot;}
+ The correct answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{Type the question here...
|type=&quot;()&quot;}
+ The correct answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
&lt;/quiz&gt;
&lt;quiz display=simple&gt;
{Type the question here...
|type=&quot;()&quot;}
+ The correct answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
- Wrong or misleading answer.
&lt;/quiz&gt;

|}
==Conclusion==
People encounter the motivation to achieve constantly. Whether it is academically or not, individuals strive to satisfy the psychological need for competence. In addition to this, people carry a whole host of implicit motives around with them which serves as agents of behaviour. Because of individual differences a person may have either a mastery or performance goal orientation and they may affect where they approach or avoid certain academic related tasks. The expectancy and expectancy-value theories of motivation do a great job and tying all these ideas together in a simplified model aimed at identifying the [[wikipedia:Antecedent_(behavioral_psychology)|antecedents]] of a motivating force. This understanding can have widespread implications for the real-world scenarios, especially in the areas of education with students in schools, business and employee performance, and within the individual to grasp a better understanding of what really motivates them to achieve.  {{Robelbox|theme={{{theme|9}}}|title=Summary}}*The idea of motivation is something that is part of every waking minute of our lives and is responsible for everything we decide to do. The word motivation comes from the Latin verb ‘movere’ meaning to move. It is a set of processes that arouse, direct and maintain human behaviour towards a goal. The key component behind the term motivation are motives. Motives are not constant; it is a dynamic process that is forever changing and developing as different situations arise. You can have ‘motivation to’, ‘motivation from’, or ‘motivation against’ motives. There are three distinct types of motivation: extrinsic, intrinsic, and amotivation. Extrinsic represents external regulators to motivation, where intrinsic represents internally regulated motives. Amotivation refers to a complete lack of any motivational forces. Achievement motivation occurs when individuals are driven to attain success or meet a standard of excellence. Achievement motivation encompasses the psychological need for competence and is listed as one of the main implicit motives people experience. In the study of achievement motives, two goal types are notes: Mastery (approach or avoidance orientation) and performance (approach or avoidance orientation).

*What we expect of certain things and the value we place on those things has an influential effect on how we move forward through life. Theories in the field of motivation research aim to describe what drives individuals to work towards specific goals or outcomes. Theories are only a framework. Vroom was one of the first psychologists to study expectancies and its influence on motivational processes. The expectancy theory provided an account to under what circumstances a person would decide whether or not to behaviour in certain way. The three components are: valence, expectancy, and instrumentality. Eccles et al. expanded on Vroom and developed a model of expectancy value theory. Expectancy value theory addresses whether or not children desire to participate in an activity and how much effort they are prepared to put into that activity. It takes expectancy beliefs and subject task value as a way of predicting motivation.

*Application section incomplete
|}
==See also==

*[[Motivation and emotion/Book/2014/Achievement goal orientation and academic motivation|Achievement goal orientation and academic motivation]] (Book chapter, 2014)
*[[wikipedia:Amotivational_syndrome|Amotivational syndrome]] (Wikipedia)
*[[Motivation and emotion/Book/2011/Avoidance motivation|Avoidance motivation]] (Book chapter, 2011)
*[[wikipedia:Expectancy_theory|Expectancy theory]] (Wikipedia)
*[[wikipedia:Expectancy-value_theory|Expectancy–value theory]] (Wikipedia)
*[[wikipedia:Motivation|Motivation]] (Wikipedia)
*[[wikipedia:Need_for_achievement|Need for achievement]] (Wikipedia)
*[[Motivation and emotion/Book/2019/Outdoor education and achievement motivation|Outdoor education and achievement motivation]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2015/Personality and achievement motivation|Personality and achievement motivation]] (Book chapter, 2015)
*[[Motivation and emotion/Book/2019/Post-traumatic stress effects on achievement motivation in adolescents|Post-traumatic stress effects on achievement motivation in adolescents]] (Book chapter, 2019)
*[[Motivation and emotion/Book/2015/Stress and achievement motivation|Stress and achievement motivation]] (Book chapter, 2015)
*[[wikipedia:Theory|Theory]] (Wikipedia)

== References ==

{{Hanging indent|1=

Bakhtiarvand, F., Ahmadian, S., Delrooz, K., &amp; Farahani, H. A. (2011). The moderating effect of achievement motivation on relationship of learning approaches and academic achievement. Procedia-Social and Behavioral Sciences, 28, 486-488. https://doi.org/10.1016/j.sbspro.2011.11.093

Banerjee, A. (2015). Integrating human motivation in service productivity. Procedia Manufacturing, 3, 3591-3598. https://doi.org/10.1016/j.promfg.2015.07.726

Barclay, K. J. (2018). The birth order paradox: Sibling differences in educational attainment. Research in Social Stratification and Mobility, 54, 56-65. https://doi.org/10.1016/j.rssm.2018.02.001

Blaskova, M., Blasko, R., Figurska, I., &amp; Sokol, A. (2015). Motivation and development of the university teachers’ motivational competence. Procedia-Social and Behavioral Sciences, 182, 116-126. https://doi.org/10.1016/j.sbspro.2014.01.257

Cowden, R. G., Mascret, N., &amp; Duckett, T. R. (2018). A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness. Journal of Sport and Health Science. https://doi.org/10.1016/j.jshs.2018.10.001

Erten, İ. H. (2014). Interaction between academic motivation and student teachers’ academic achievement. Procedia-Social and Behavioral Sciences, 152, 173-178. https://doi.org/10.1016/j.sbspro.2014.09.176

Ghaleb, A. B., Ghaith, S., &amp; Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predicators of academic motivation. Procedia-Social and Behavioral Sciences, 191, 2068-2073. https://doi.org/10.1016/j.sbspro.2015.04.345

Gråstén, A. (2016). Children's expectancy beliefs and subjective task values through two years of school-based program and associated links to physical education enjoyment and physical activity. Journal of Sport and Health Science, 5(4), 500-508. https://doi.org/10.1016/j.jshs.2015.12.005

Hubackova, S., &amp; Semradova, I. (2014). Research study on motivation in adult education. Procedia-social and behavioral sciences, 159, 396-400. https://doi.org/10.1016/j.sbspro.2014.12.395

Karlen, Y., Suter, F., Hirt, C., &amp; Merki, K. M. (2019). The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context a long-term challenging task. Learning and Individual Differences, 74, 101757.
https://doi.org/10.1016/j.lindif.2019.101757

Mehta, A., Morris, N., Swinnerton, B., &amp; Homer, M. (2019). The Influence of Values on E-learning Adoption. Computers &amp; Education, 141. https://doi.org/10.1016/j.compedu.2019.103617

Meyer, J., Fleckenstein, J., &amp; Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58–74. https://doi.org/10.1016/j.cedpsych.2019.01.006

Soyer, F., Sarı, İ., &amp; Talaghir, L. G. (2014). The relationship between perceived coaching behaviour and achievement motivation: a research in football players. Procedia-Social and Behavioral Sciences, 152, 421-425. https://doi.org/10.1016/j.sbspro.2014.09.224

Tohidi, H., &amp; Jabbari, M. M. (2012). The effects of motivation in education. Procedia-Social and Behavioral Sciences, 31, 820-824. https://doi.org/10.1016/j.sbspro.2011.12.148

Turabik, T., &amp; Baskan, G. A. (2015). The importance of motivation theories in terms of education systems. Procedia-Social and Behavioral Sciences, 186, 1055-1063. https://doi.org/10.1016/j.sbspro.2015.04.006

Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational psychology review, 6(1), 49-78. https://doi.org/10.1007/BF02209024

Wigfield, A., &amp; Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015

Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia-Social and Behavioral Sciences, 15, 2623-2626. https://doi.org/10.1016/j.sbspro.2011.04.158

Zhang, Z. J., Zhang, C. L., Zhang, X. G., Liu, X. M., Zhang, H., Wang, J., &amp; Liu, S. (2015). Relationship between self-efficacy beliefs and achievement motivation in student nurses. Chinese Nursing Research, 2(2-3), 67-70. https://doi.org/10.1016/j.cnre.2015.06.001

Zlate, S., &amp; Cucui, G. (2015). Motivation and performance in higher education. Procedia-Social and Behavioral Sciences, 180, 468-476. https://doi.org/10.1016/j.sbspro.2015.02.146
}}

==External links==

* [https://www.sciencedirect.com/topics/psychology/expectancy-value-theory Expectancy-value theory] (sciencedirect.com)
* [https://expertprogrammanagement.com/2018/10/expectancy-theory/ Expectancy-value theory with a workplace focus] (expertprogrammanagement.com)
*[https://www.excelatlife.com/articles/intrinsic_motivation.htm Motivationː intrinsic vs. extrinsic] (excelatlife.com)
*[https://www.teacherstoolbox.co.uk/T_Expectancy-value.html The Expectancy-value Theory of Motivation] (teacherstoolbox.co.uk̠)
*[https://www.ted.com/talks/dan_pink_on_motivation The puzzle of motivation] (ted.com)
*[https://www.toolshero.com/psychology/theories-of-motivation/vrooms-expectancy-theory/ Vroom's expectancy theory] (toolshero.com)

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__TOC__

==Overview==
One of the fundamental questions in the field of psychology, and particularly in the study of [[wikipedia:motivation|motivation]], is why do we do what we do? In fact, you could even ask why humans do anything at all beyond what is necessary to survive. In an effort to answer questions such as these and to understand how motivation can be influenced by a variety of factors, it is important to first define what motivation is. According to Baumeister (2016), motivation can simply be defined as wanting or a condition of desiring some change in oneself or the surrounding environment. A more formal definition is that a motive is an internal experience that gives behaviour energy, direction and persistence (Reeve, 2018). Furthermore, it is recognised that motivation is dynamic and can be influenced by a number of both internal and external factors.

[[wikipedia: priming (psychology)|Priming]] is one external factor proposed to influence motivation and is often defined as a phenomenon in which exposure to a stimulus influences an individual's response to a subsequent stimulus despite a lack of conscious awareness. Over time, people have become increasingly interested, and to some extent concerned, regarding the effect of priming on behaviour and motivation. An example of this is in the recent film ''[[wikipedia:focus (2015 film)|Focus]]'' in which a conman, Nicky, makes a bet against a gentleman involving choosing the number of a football player from one of the teams in the stadium. In order to win, Nicky's partner must choose the same number as the gentleman despite not knowing Nicky's plan. Ultimately, they choose the same number and it is revealed that Nicky had been priming the gentleman to subconsciously recognise and choose that number by having it represented around him throughout the day. Subliminal priming occurs in a similar way to that described above, however the stimuli to which the individual is exposed is below the threshold of consciousness or perception (Elgendi et al., 2018).  

{{RoundBoxTop|theme=2}}
'''Focus questions:'''
* How does subliminal priming affect motivation?
* What is subliminal priming and how does it work?
* Which factors influence subliminal priming?
* What are possible applications of subliminal priming?
{{RoundBoxBottom}}

== Sources of motivation ==
In regards to motivation, there are three main sources or types of internal motives that need to be considered in an effort to understand how motivation can be influenced and how it in turn can influence behaviour. An understanding of these is particularly important when considering the effect of subliminal priming on motivation as many studies are focused on these internal motives as opposed to the broader concept of motivation. Each of these sources of motivation will be discussed briefly below.

=== Needs ===
[[File:Maslow's hierarchy of needs.png|thumb|257x257px|''Figure 1''. Maslow's hierarchy of needs.]]

The term needs refers to conditions within an individual that are essential for not just maintenance of life, but also for growth and general well-being (Reeve, 2018). Needs can be classified as either physiological needs, such as thirst and hunger, or psychological needs which include the need for autonomy, competence and relatedness. For more information, see [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Figure 1) or [[wikipedia:ERG_theory|Alderfer's ERG theory]]. The drive to satisfy these biological needs and to grow is highly influential on human behaviour.

=== Cognitions ===
Cognitive sources of motivation refer to an individuals{{gr}} way of thinking, including their beliefs, thoughts, expectations, goals, attributions and appraisals (Bargh, 2016). An example of how cognition influences motivation is whether people go for a run in the morning. Someone who believes that running is good for their health and has goals to improve their fitness is likely more motivated to run than someone who thinks it does not help and is more effort than it is worth.  

=== Emotions ===
Emotions are defined as complex reactions to situations in our lives that are generated automatically and involve feelings, arousal, purpose and expression (Reeve, 2018). They are considered the final major mechanism of motivation due to the adaptive role that they serve for individuals. To demonstrate the role of emotion in altering motivation, imagine someone who is scared of spiders. The fear produced as a result of seeing a spider drives the person to act in a certain way, such as moving away from the spider. Without the generation of this emotion, there would be little to no motivation to engage in the behaviour. 

==Effect of subliminal priming on motivation==

{{RoundBoxTop|theme=4}}
;Vicary's famous experiment 
In the area of subliminal priming there is a well-known story about an experiment conducted at a movie theatre. In this experiment, Vicary tested subliminal messaging on individuals while they were watching a movie by displaying two messages, 'eat popcorn' and 'drink coca-cola', faster than the human eye can see (Karremans et al., 2006). Findings from the experiment demonstrated significant changes in motivation to buy popcorn and coca-cola, evidenced by dramatic increases in sales. This shocked many people, leading to both a ban on the use of subliminal messages within advertisement and a sharp increase in research on priming. It was later revealed that the experiment as a whole was a hoax, yet it raised important questions which others began to explore.
{{RoundBoxBottom}}

Vicary's experiment was fundamental to the concept of subliminal priming and made people question whether this type of priming works and, if so, what the effect would be on an individual's motivational state. Earlier studies typically focused on marketing, with the aim of changing motivation regarding an individual's consumption. Karremans and colleagues (2006) conducted a Lipton Ice study in which they attempted to subliminally prime individuals with that brand name to determine if doing so influenced later brand choices. Results from their study suggested that the priming process positively affected the participant's choice for the primed brand as well as their intention to drink it. The change in their intention and their decision making highlights that the process of priming altered their motivational state, such that there was an increase in motivation and this was directed towards choosing Lipton Ice over an alternate brand. These effects of subliminal priming on motivation were supported by a similar study conducted by Strahan and colleagues (2002). In this experiment, both thirst and sadness were studied, with results indicating that priming enhanced persuasiveness of an ad and thus also influenced motivation. For example, when sadness was subliminally primed and those individuals were expected to interact with others, an ad for mood-restoring music was considered more persuasive. This indicates that the priming combined with knowledge of future interactions motivated the participants to make attempts to repair their mood. 

Whilst many of the initial studies on subliminal priming were focused on marketing and consumption, people soon questioned whether these same effects on motivation applied to different areas such as achievement. Chalfoun and Frasson (2008) considered whether subliminal priming could be utilised in the context of a 3D virtual tutoring system to enhance learning. The experiment consisted of visually teaching the construction of an odd magic square, with one group acting as a control and the other group being subliminally primed with the answer. Findings illustrated a significant difference in learning between the two groups, with those being subliminally primed demonstrating heightened learning. These positive impacts on learning and the stronger physiological reactions elicited implies a change in the participants' motivation. A related study by Takarada and Nozaki (2018) also emphasised the effect of subliminal priming on motivation, with results demonstrating that motivational goal-priming produces faster and stronger force exertion. The increased persistence of energy and behaviour witnessed indicates that priming was effective in increasing motivation. 

The effect of subliminal priming on an individual's motivational state has also been considered in more social contexts. Bargh and colleagues (1996) were interested in looking at the automaticity of social behaviours as previous studies had demonstrated that the recent use of a construct or stereotype exerts an unintended influence on interpretation of behaviour. This alteration in interpretation of behaviour causes changes in subsequent cognition and emotion, therefore influencing motivation. In one of the experiments conducted in this study, participants were primed subliminally with the African American stereotype which led to them reacting with more hostility to a vexatious request. The participants' motivation to act in this way derives from the process of subliminal priming and the effect that it had on cognitive and emotional processes as mentioned above. Massar and Buunk (2010) also considered the effect of subliminal priming, focusing more heavily on emotion in social interactions. Specifically, their study aimed to determine the effect of a rival's facial attractiveness on jealousy in females. The participants were subliminally exposed to either an attractive or an unattractive woman before being asked to read a jealousy-evoking scenario which introduced a rival with no description of her appearance. Results indicated that participants unconsciously linked the subliminally presented female to the rival in the story and that those exposed to the attractive woman reported significantly more jealousy (Massar &amp; Buunk, 2010). Those who experienced more jealousy also reported an increase in feelings of worry, anger and sadness. As emotion is one of the three main sources of motivation, the effect of subliminal priming on an individuals{{gr}} motivational state is highlighted through this study. The effect of priming on motivation is further emphasised by changes in persistence, energy and direction of behaviour that would likely occur due to the rise of those emotions.

==How subliminal priming works ==
In terms of explaining how subliminal priming exerts effects on an individual, there are a number of different theories. A study by Bornstein and colleagues (1987) emphasised the role of the [[wikipedia: mere exposure effect|mere exposure effect]] in explaining subliminal priming. The mere exposure effect refers to the idea that even just being exposed to a stimulus makes us like it more, even if we are not consciously aware of the exposure (Zajonc, 2001). By subliminally priming someone with a stimulus, they become more familiar with it and thus have a greater preference for it. In turn, this preference for the primed stimulus alters emotions and cognitions regarding it, therefore influencing motivation. An example of this is a study completed by Moreland and Beach (1992) in which they arranged for four women to attend a college class a certain number of times during the semester. At the end of the semester, the students were shown pictures of these women and were asked to rate them. Students evaluated the woman they had seen most frequently significantly more positively than the woman they hadn't seen at all, despite having no interaction with either.   

[[File:Priming Web Diagram.svg|alt=Web diagram of a cognitive associative network|thumb|349x349px|''Figure 2''. Example of an associative network involving semantic and morpheme primes.]]

A second theory used to explain subliminal priming is the [[wikipedia:Spreading activation|spreading activation theory]]. This theory is cognitive in nature and centres around the concepts of associative networks and schemas. Our brain organises information into networks or schemas to assist cognitive processing and creates links between associated bits of information as shown in Figure 2. When one item stored in our memory is activated, other related areas are also activated to provide us with more information from within that network (Masson, 1995). This is the basis for the spreading activation theory. When applying this theory to subliminal priming, we can begin to understand how it may influence an individual. A recently activated concept spreads activation to closely related concepts making them temporarily more accessible. As they are more easily accessed, they are then more likely to influence cognition and affect and, consequently, motivation. 

{{Robelbox|theme={{{theme|3}}}|title=Example|width=62%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
If an individual was subliminally primed with the word yellow and then asked to choose a fruit, they are more likely to choose a banana than another fruit, such as a grape, due to the association between bananas and the colour yellow.
&lt;/div&gt;
{{Robelbox/close}}

Another theory that can be used in explaining subliminal priming is the [[wikipedia:Drive theory|drive theory of motivation]]. According to Hull, drive refers to the state of arousal caused by physiological needs not being satisfied (Reeve, 2018). Ultimately, the aim is to motivate the organism to behave in such a way to satisfy the need. According to this theory, we are motivated to satisfy these internal needs and therefore, subliminal priming that is related to that need alters motivation. In considering the above research, this theory does not seem to apply to all areas but it can still contribute to our understanding of priming.

One other main theory to consider is [[wikipedia:Evolutionary psychology|evolutionary theory]], particularly when faces or emotions are being used as the prime. Humans are social beings and as such, it is part of our nature to pay attention to other individuals as this is considered important for survival. The heightened attention paid to social cues and emotions means that they can have a strong impact even when presented subliminally (Reeve, 2018). For example, if someone is shown an image of a neutral stimuli that is continuously paired subliminally with an image of a face expressing fear, this is likely to alter thoughts, emotions and behaviour around that stimuli even if the effect is small. By considering the nature of humans and relating this to the process of subliminal priming, the effect on motivation is easier to understand. 

==Factors affecting subliminal priming ==
There are a number of factors that influence the process of subliminal priming, each of which will be discussed briefly below.

=== Situational factors ===
In considering the effect of subliminal priming on motivation, it is important to also explore which factors influence the effectiveness of subliminal priming on an individual. Experimental studies examining consumer behaviour found support for the effect of subliminal priming, however this was conditional (Bermeitinger et al., 2009; Karremans et al., 2006; Strahan et al., 2002). Each of these studies highlighted that effects on consumption were only apparent when an individual was already in a deprived state. Effectively, if there was a physiological need present, such as thirst or hunger, subliminal priming could be used to influence motivation and thus change subsequent behaviours. Despite what appeared to be general acceptance that priming effects on consumption are dependent on basic needs, further studies questioned whether this was valid. A study by Veltkamp and colleagues (2011) examined whether subliminal priming could motivate need-related behaviours despite no pre-existing deprivation being present. Results indicated that subliminal priming can motivate consumers as though there was already a deficit, suggesting that deprivation is not required for priming effects to occur. In addition, priming effects have been demonstrated in other studies, such as those mentioned above, that are not related to physiological needs. Overall, it is important to consider the role of physiological needs and environmental incentives as they are fundamental to understanding motivation and, in certain circumstances, may influence effects of subliminal priming.   

=== Dispositional factors ===
A number of studies have emphasised that subliminal priming effects are stronger when the primes used correspond to a currently active or particularly important goal of the individual (Bargh, 2016). This relates to the role of physiological needs in that both propose that priming has a greater influence on motivation when the individual is already somewhat motivated in the specified direction. Ultimately, if the behaviour or cognitions being primed are seen as valuable or beneficial to the individual, the process of subliminal priming is likely to be more influential on that individual's motivational state. A second personal factor that influences subliminal priming is the individual's personality. Bustin and colleagues (2015) conducted a study with findings demonstrating that those categorised as high in sensation seeking are more influenced by subliminal priming, suggesting effects differ based on personal traits and attributes. In other words, people differ in their sensitivity to subliminal priming as their personality traits mean the primes are relevant and thus more likely to capture their attention, even unconsciously.

=== Prime characteristics ===
Both situational and dispositional factors seem to play a role in the effectiveness of subliminal priming, however it is critical to also consider characteristics of the prime itself. The effect of subliminal priming may be contaminated if the stimulus is consciously perceived by the individual (Elgendi et al., 2018). For example, if the prime is exposed to the individual long enough for them to become aware of it, the unconscious processing does not occur, therefore influencing the priming process. Elgendi and colleagues (2018) also highlighted that presentation of emotional compared to neutral stimuli produces differences in subsequent priming, particularly with affective priming. Subliminal priming tends to be more effective when emotional stimuli are used due to the greater attention directed towards them as they play a significant adaptive function in humans.

{{Robelbox|theme=2|width=100%|title=Quiz|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
Choose the correct answer and click &quot;Submit&quot;:
&lt;quiz display=simple&gt;
{Which of the following does not influence subliminal priming?}

|type=&quot;()&quot;}

- Contamination
+ Gender
- Sensation seeking
- Type of stimuli

&lt;/quiz&gt;
&lt;/div&gt;
{{Robelbox-close}}

==Motivational applications of subliminal priming ==
Based on the current literature on subliminal priming, there are a few practical applications that could be beneficial. Using subliminal priming in educational settings or the workplace could allow for greater persistence of behaviour and facilitate learning, both of which would be highly beneficial. This same idea can be applied to sporting contexts, in which subliminally priming an individual may increase energy and persistence of behaviour due to enhanced motivation, resulting in better performance.  A third application for subliminal priming is evident when considering [[wikipedia: nudge theory|nudge theory]]. Nudge theory proposes positive reinforcement and indirect suggestion as ideal ways of influencing decision making and behaviour of both individuals and groups. In other words, it creates 'choice architecture' to encourage but not force people to make better decisions and behave differently. An example of this would be having fruit readily available in your home and not buying unhealthy snacks or making them harder to access. This does not force you to eat fruit over unhealthy snacks but it does have an influence on what you choose to do. Subliminal priming is another means through which nudge theory can be used in a range of situations. In considering these applications, it is critical to question whether it would be ethical and moral to implement them.

==Conclusion==
There is general consensus in the psychological literature that the effect of subliminal priming is to increase motivation as evidenced primarily by subsequent energy, persistence or direction of behaviour. Furthermore, subliminal influence does appear to be effective in a variety of situations, however there are a number of factors that come into play, including situational, dispositional and prime factors. Whilst there is the possibility for practical applications of subliminal priming, further research is needed to gain a deeper understanding of the process and consequences of priming an individual. In addition, there should be more studies into different areas and variables as there are inconsistencies in results, reducing the validity and reliability of priming. 

==See also==
* [[Motivation and emotion/Book/2013/Nudge motivation|Nudge motivation]] (Book chapter, 2013)
* [[wikipedia:Response_priming|Response priming]] (Wikipedia)
* [[Motivation and emotion/Textbook/Motivation/Unconscious motivation|Unconscious motivation]] (Book chapter, 2011)

==References:==
{{Hanging indent|1=

Bargh, J. A. (2016). Awareness of the prime versus awareness of its influence: implications for the real-world scope of unconscious higher mental processes. ''Current Opinion in Psychology'', ''12'', 49-52. https://doi.org/10.1016/j.copsyc.2016.05.006

Bargh, J. A., Chen, M., &amp; Burrows, L. (1996). Automaticity of social behavior: direct effects of trait construct and stereotype activation on action. ''Journal of Personality and Social Psychology'', ''71''(2), 230-244. https://doi.org/10.1037/0022-3514.71.2.230

Baumeister, R. F. (2016). Toward a general theory of motivation: problems, challenges, opportunities, and the big picture. ''Motivation and Emotion'', ''40''(1), 1-10. https://doi.org/10.1007/s11031-015-9521-y

Bermeitinger, C., Goelz, R., Johr, N., Neumann, M., Ecker, U. K. H., &amp; Doerr, R. (2009). The hidden persuaders break into the tired brain. ''Journal of Experimental Social Psychology'', ''45''(2), 320−326. https://doi.org/10.1016/j.jesp.2008.10.001

Bornstein, R. F., Leone, D. R., &amp; Galley, D. J. (1987). The generalizability of subliminal mere exposure effects: influence of stimuli perceived without awareness on social behavior. ''Journal of Personality and Social Psychology'', ''53''(6), 1070–1079. https://doi.org/10.1037/0022-3514.53.6.1070

Bustin, G. M., Jones, D. N., Hansenne, M., &amp; Quoidbach, J. (2015). Who does Red Bull give wings to? sensation seeking moderates sensitivity to subliminal advertisement. ''Frontiers in Psychology'', ''6'', 825. https://doi.org/10.3389/fpsyg.2015.00825

Chalfoun, P., &amp; Frasson, C. (2008). Subliminal priming enhances learning in a distant virtual 3D intelligent tutoring system. ''IEEE Multidisciplinary Engineering Education Magazine'', ''3''(4), 125-130.

Elgendi, M., Kumar, P., Barbic, S., Howard, N., Abbott, D., &amp; Cichocki, A. (2018). Subliminal priming—state of the art and future perspectives. ''Behavioral Sciences'', ''8''(6), 54. https://doi.org/10.3390/bs8060054

Karremans, J. C., Stroebe, W., &amp; Claus, J. (2006). Beyond Vicary's fantasies: the impact of subliminal priming and brand choice. ''Journal of Experimental Social Psychology'', ''42''(6), 792−798. https://doi.org/10.1016/j.jesp.2005.12.002

Massar, K., &amp; Buunk, A. P. (2010). Judging a book by its cover: jealousy after subliminal priming with attractive and unattractive faces. ''Personality and Individual Differences'', ''49''(6), 634-638. https://doi.org/10.1016/j.paid.2010.05.037

Masson, M. E. J. (1995). A distributed memory model of semantic priming. ''Journal of Experimental Psychology: Learning, Memory, and Cognition'', ''21''(1), 3–23. https://doi.org/10.1037/0278-7393.21.1.3

Moreland, R. L., &amp; Beach, S. R. (1992). Exposure effects in the classroom: the development of affinity among students. ''Journal of Experimental Social Psychology'', ''28''(3), 255-276. https://doi.org/10.1016/0022-1031(92)90055-O

Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley.

Strahan, E. J., Spencer, S. J., &amp; Zanna, M. P. (2002). Subliminal priming and persuasion: striking while the iron is hot. ''Journal of Experimental Social Psychology'', ''38''(6), 556-568. https://doi.org/10.1016/S0022-1031(02)00502-4

Takarada, Y., &amp; Nozaki, D. (2018). Motivational goal-priming with or without awareness produces faster and stronger force exertion. ''Scientific Reports'', ''8''(1), 1-12. https://doi.org/10.1038/s41598-018-28410-0

Veltkamp, M., Custers, R., &amp; Aarts, H. (2011). Motivating consumer behavior by subliminal conditioning in the absence of basic needs: striking even while the iron is cold. ''Journal of Consumer Psychology'', ''21''(1), 49-56. https://doi.org/10.1016/j.jcps.2010.09.011

Zajonc, R. B. (2001). Mere exposure: a gateway to the subliminal. ''Current Directions in Psychological Science'', ''10''(6), 224-228. https://doi.org/10.1111/1467-8721.00154
}}

==External links==
* [https://www.youtube.com/watch?v=BuCMSuLGyJ4 Focus - Number 55] (YouTube)
* [https://www.verywellmind.com/priming-and-the-psychology-of-memory-4173092 Priming and the Psychology of Memory] (verywellmind.com)
* [https://www.youtube.com/watch?v=w0wmVrU93Mw&amp;t=44s Subliminal Priming Crash Course] (YouTube)

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__TOC__

==Overview==
One of the fundamental questions in the field of psychology, and particularly in the study of [[wikipedia:motivation|motivation]], is why do we do what we do? In fact, you could even ask why humans do anything at all beyond what is necessary to survive. In an effort to answer questions such as these and to understand how motivation can be influenced by a variety of factors, it is important to first define what motivation is. According to Baumeister (2016), motivation can simply be defined as wanting or a condition of desiring some change in oneself or the surrounding environment. A more formal definition is that a motive is an internal experience that gives behaviour energy, direction and persistence (Reeve, 2018). Furthermore, it is recognised that motivation is dynamic and can be influenced by a number of both internal and external factors.

[[wikipedia: priming (psychology)|Priming]] is one external factor proposed to influence motivation and is often defined as a phenomenon in which exposure to a stimulus influences an individual's response to a subsequent stimulus despite a lack of conscious awareness. Over time, people have become increasingly interested, and to some extent concerned, regarding the effect of priming on behaviour and motivation. An example of this is in the recent film ''[[wikipedia:focus (2015 film)|Focus]]'' in which a conman, Nicky, makes a bet against a gentleman involving choosing the number of a football player from one of the teams in the stadium. In order to win, Nicky's partner must choose the same number as the gentleman despite not knowing Nicky's plan. Ultimately, they choose the same number and it is revealed that Nicky had been priming the gentleman to subconsciously recognise and choose that number by having it represented around him throughout the day. Subliminal priming occurs in a similar way to that described above, however the stimuli to which the individual is exposed is below the threshold of consciousness or perception (Elgendi et al., 2018).  

{{RoundBoxTop|theme=2}}
'''Focus questions:'''
* How does subliminal priming affect motivation?
* What is subliminal priming and how does it work?
* Which factors influence subliminal priming?
* What are possible applications of subliminal priming?
{{RoundBoxBottom}}

== Sources of motivation ==
In regards to motivation, there are three main sources or types of internal motives that need to be considered in an effort to understand how motivation can be influenced and how it in turn can influence behaviour. An understanding of these is particularly important when considering the effect of subliminal priming on motivation as many studies are focused on these internal motives as opposed to the broader concept of motivation. Each of these sources of motivation will be discussed briefly below.

=== Needs ===
[[File:Maslow's hierarchy of needs.png|thumb|257x257px|''Figure 1''. Maslow's hierarchy of needs.]]

The term needs refers to conditions within an individual that are essential for not just maintenance of life, but also for growth and general well-being (Reeve, 2018). Needs can be classified as either physiological needs, such as thirst and hunger, or psychological needs which include the need for autonomy, competence and relatedness. For more information, see [[Motivation and emotion/Book/2011/Maslow's hierarchy of needs|Maslow's hierarchy of needs]] (Figure 1) or [[wikipedia:ERG_theory|Alderfer's ERG theory]]. The drive to satisfy these biological needs and to grow is highly influential on human behaviour.

=== Cognitions ===
Cognitive sources of motivation refer to an individuals{{gr}} way of thinking, including their beliefs, thoughts, expectations, goals, attributions and appraisals (Bargh, 2016). An example of how cognition influences motivation is whether people go for a run in the morning. Someone who believes that running is good for their health and has goals to improve their fitness is likely more motivated to run than someone who thinks it does not help and is more effort than it is worth.  

=== Emotions ===
Emotions are defined as complex reactions to situations in our lives that are generated automatically and involve feelings, arousal, purpose and expression (Reeve, 2018). They are considered the final major mechanism of motivation due to the adaptive role that they serve for individuals. To demonstrate the role of emotion in altering motivation, imagine someone who is scared of spiders. The fear produced as a result of seeing a spider drives the person to act in a certain way, such as moving away from the spider. Without the generation of this emotion, there would be little to no motivation to engage in the behaviour. 

==Effect of subliminal priming on motivation==

{{RoundBoxTop|theme=4}}
;Vicary's famous experiment 
In the area of subliminal priming there is a well-known story about an experiment conducted at a movie theatre. In this experiment, Vicary tested subliminal messaging on individuals while they were watching a movie by displaying two messages, 'eat popcorn' and 'drink coca-cola', faster than the human eye can see (Karremans et al., 2006). Findings from the experiment demonstrated significant changes in motivation to buy popcorn and coca-cola, evidenced by dramatic increases in sales. This shocked many people, leading to both a ban on the use of subliminal messages within advertisement and a sharp increase in research on priming. It was later revealed that the experiment as a whole was a hoax, yet it raised important questions which others began to explore.
{{RoundBoxBottom}}

Vicary's experiment was fundamental to the concept of subliminal priming and made people question whether this type of priming works and, if so, what the effect would be on an individual's motivational state. Earlier studies typically focused on marketing, with the aim of changing motivation regarding an individual's consumption. Karremans and colleagues (2006) conducted a Lipton Ice study in which they attempted to subliminally prime individuals with that brand name to determine if doing so influenced later brand choices. Results from their study suggested that the priming process positively affected the participant's choice for the primed brand as well as their intention to drink it. The change in their intention and their decision making highlights that the process of priming altered their motivational state, such that there was an increase in motivation and this was directed towards choosing Lipton Ice over an alternate brand. These effects of subliminal priming on motivation were supported by a similar study conducted by Strahan and colleagues (2002). In this experiment, both thirst and sadness were studied, with results indicating that priming enhanced persuasiveness of an ad and thus also influenced motivation. For example, when sadness was subliminally primed and those individuals were expected to interact with others, an ad for mood-restoring music was considered more persuasive. This indicates that the priming combined with knowledge of future interactions motivated the participants to make attempts to repair their mood. 

Whilst many of the initial studies on subliminal priming were focused on marketing and consumption, people soon questioned whether these same effects on motivation applied to different areas such as achievement. Chalfoun and Frasson (2008) considered whether subliminal priming could be utilised in the context of a 3D virtual tutoring system to enhance learning. The experiment consisted of visually teaching the construction of an odd magic square, with one group acting as a control and the other group being subliminally primed with the answer. Findings illustrated a significant difference in learning between the two groups, with those being subliminally primed demonstrating heightened learning. These positive impacts on learning and the stronger physiological reactions elicited implies a change in the participants' motivation. A related study by Takarada and Nozaki (2018) also emphasised the effect of subliminal priming on motivation, with results demonstrating that motivational goal-priming produces faster and stronger force exertion. The increased persistence of energy and behaviour witnessed indicates that priming was effective in increasing motivation. 

The effect of subliminal priming on an individual's motivational state has also been considered in more social contexts. Bargh and colleagues (1996) were interested in looking at the automaticity of social behaviours as previous studies had demonstrated that the recent use of a construct or stereotype exerts an unintended influence on interpretation of behaviour. This alteration in interpretation of behaviour causes changes in subsequent cognition and emotion, therefore influencing motivation. In one of the experiments conducted in this study, participants were primed subliminally with the African American stereotype which led to them reacting with more hostility to a vexatious request. The participants' motivation to act in this way derives from the process of subliminal priming and the effect that it had on cognitive and emotional processes as mentioned above. Massar and Buunk (2010) also considered the effect of subliminal priming, focusing more heavily on emotion in social interactions. Specifically, their study aimed to determine the effect of a rival's facial attractiveness on jealousy in females. The participants were subliminally exposed to either an attractive or an unattractive woman before being asked to read a jealousy-evoking scenario which introduced a rival with no description of her appearance. Results indicated that participants unconsciously linked the subliminally presented female to the rival in the story and that those exposed to the attractive woman reported significantly more jealousy (Massar &amp; Buunk, 2010). Those who experienced more jealousy also reported an increase in feelings of worry, anger and sadness. As emotion is one of the three main sources of motivation, the effect of subliminal priming on an individuals{{gr}} motivational state is highlighted through this study. The effect of priming on motivation is further emphasised by changes in persistence, energy and direction of behaviour that would likely occur due to the rise of those emotions.

==How subliminal priming works ==
In terms of explaining how subliminal priming exerts effects on an individual, there are a number of different theories. A study by Bornstein and colleagues (1987) emphasised the role of the [[wikipedia: mere exposure effect|mere exposure effect]] in explaining subliminal priming. The mere exposure effect refers to the idea that even just being exposed to a stimulus makes us like it more, even if we are not consciously aware of the exposure (Zajonc, 2001). By subliminally priming someone with a stimulus, they become more familiar with it and thus have a greater preference for it. In turn, this preference for the primed stimulus alters emotions and cognitions regarding it, therefore influencing motivation. An example of this is a study completed by Moreland and Beach (1992) in which they arranged for four women to attend a college class a certain number of times during the semester. At the end of the semester, the students were shown pictures of these women and were asked to rate them. Students evaluated the woman they had seen most frequently significantly more positively than the woman they hadn't seen at all, despite having no interaction with either.   

[[File:Priming Web Diagram.svg|alt=Web diagram of a cognitive associative network|thumb|349x349px|''Figure 2''. Example of an associative network involving semantic and morpheme primes.]]

A second theory used to explain subliminal priming is the [[wikipedia:Spreading activation|spreading activation theory]]. This theory is cognitive in nature and centres around the concepts of associative networks and schemas. Our brain organises information into networks or schemas to assist cognitive processing and creates links between associated bits of information as shown in Figure 2. When one item stored in our memory is activated, other related areas are also activated to provide us with more information from within that network (Masson, 1995). This is the basis for the spreading activation theory. When applying this theory to subliminal priming, we can begin to understand how it may influence an individual. A recently activated concept spreads activation to closely related concepts making them temporarily more accessible. As they are more easily accessed, they are then more likely to influence cognition and affect and, consequently, motivation. 

{{Robelbox|theme={{{theme|3}}}|title=Example|width=62%}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
If an individual was subliminally primed with the word yellow and then asked to choose a fruit, they are more likely to choose a banana than another fruit, such as a grape, due to the association between bananas and the colour yellow.
&lt;/div&gt;
{{Robelbox/close}}

Another theory that can be used in explaining subliminal priming is the [[wikipedia:Drive theory|drive theory of motivation]]. According to Hull, drive refers to the state of arousal caused by physiological needs not being satisfied (Reeve, 2018). Ultimately, the aim is to motivate the organism to behave in such a way to satisfy the need. According to this theory, we are motivated to satisfy these internal needs and therefore, subliminal priming that is related to that need alters motivation. In considering the above research, this theory does not seem to apply to all areas but it can still contribute to our understanding of priming.

One other main theory to consider is [[wikipedia:Evolutionary psychology|evolutionary theory]], particularly when faces or emotions are being used as the prime. Humans are social beings and as such, it is part of our nature to pay attention to other individuals as this is considered important for survival. The heightened attention paid to social cues and emotions means that they can have a strong impact even when presented subliminally (Reeve, 2018). For example, if someone is shown an image of a neutral stimuli that is continuously paired subliminally with an image of a face expressing fear, this is likely to alter thoughts, emotions and behaviour around that stimuli even if the effect is small. By considering the nature of humans and relating this to the process of subliminal priming, the effect on motivation is easier to understand. 

==Factors affecting subliminal priming ==
There are a number of factors that influence the process of subliminal priming, each of which will be discussed briefly below.

=== Situational factors ===
In considering the effect of subliminal priming on motivation, it is important to also explore which factors influence the effectiveness of subliminal priming on an individual. Experimental studies examining consumer behaviour found support for the effect of subliminal priming, however this was conditional (Bermeitinger et al., 2009; Karremans et al., 2006; Strahan et al., 2002). Each of these studies highlighted that effects on consumption were only apparent when an individual was already in a deprived state. Effectively, if there was a physiological need present, such as thirst or hunger, subliminal priming could be used to influence motivation and thus change subsequent behaviours. Despite what appeared to be general acceptance that priming effects on consumption are dependent on basic needs, further studies questioned whether this was valid. A study by Veltkamp and colleagues (2011) examined whether subliminal priming could motivate need-related behaviours despite no pre-existing deprivation being present. Results indicated that subliminal priming can motivate consumers as though there was already a deficit, suggesting that deprivation is not required for priming effects to occur. In addition, priming effects have been demonstrated in other studies, such as those mentioned above, that are not related to physiological needs. Overall, it is important to consider the role of physiological needs and environmental incentives as they are fundamental to understanding motivation and, in certain circumstances, may influence effects of subliminal priming.   

=== Dispositional factors ===
A number of studies have emphasised that subliminal priming effects are stronger when the primes used correspond to a currently active or particularly important goal of the individual (Bargh, 2016). This relates to the role of physiological needs in that both propose that priming has a greater influence on motivation when the individual is already somewhat motivated in the specified direction. Ultimately, if the behaviour or cognitions being primed are seen as valuable or beneficial to the individual, the process of subliminal priming is likely to be more influential on that individual's motivational state. A second personal factor that influences subliminal priming is the individual's personality. Bustin and colleagues (2015) conducted a study with findings demonstrating that those categorised as high in sensation seeking are more influenced by subliminal priming, suggesting effects differ based on personal traits and attributes. In other words, people differ in their sensitivity to subliminal priming as their personality traits mean the primes are relevant and thus more likely to capture their attention, even unconsciously.

=== Prime characteristics ===
Both situational and dispositional factors seem to play a role in the effectiveness of subliminal priming, however it is critical to also consider characteristics of the prime itself. The effect of subliminal priming may be contaminated if the stimulus is consciously perceived by the individual (Elgendi et al., 2018). For example, if the prime is exposed to the individual long enough for them to become aware of it, the unconscious processing does not occur, therefore influencing the priming process. Elgendi and colleagues (2018) also highlighted that presentation of emotional compared to neutral stimuli produces differences in subsequent priming, particularly with affective priming. Subliminal priming tends to be more effective when emotional stimuli are used due to the greater attention directed towards them as they play a significant adaptive function in humans.

{{Robelbox|theme=2|width=100%|title=Quiz|iconwidth=48px|icon=Nuvola_apps_korganizer.svg}}
&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
Choose the correct answer and click &quot;Submit&quot;:
&lt;quiz display=simple&gt;
{Which of the following does not influence subliminal priming?}

|type=&quot;()&quot;}

- Contamination
+ Gender
- Sensation seeking
- Type of stimuli

&lt;/quiz&gt;
&lt;/div&gt;
{{Robelbox-close}}

==Motivational applications of subliminal priming ==
Based on the current literature on subliminal priming, there are a few practical applications that could be beneficial. Using subliminal priming in educational settings or the workplace could allow for greater persistence of behaviour and facilitate learning, both of which would be highly beneficial. This same idea can be applied to sporting contexts, in which subliminally priming an individual may increase energy and persistence of behaviour due to enhanced motivation, resulting in better performance.  A third application for subliminal priming is evident when considering [[wikipedia: nudge theory|nudge theory]]. Nudge theory proposes positive reinforcement and indirect suggestion as ideal ways of influencing decision making and behaviour of both individuals and groups. In other words, it creates 'choice architecture' to encourage but not force people to make better decisions and behave differently. An example of this would be having fruit readily available in your home and not buying unhealthy snacks or making them harder to access. This does not force you to eat fruit over unhealthy snacks but it does have an influence on what you choose to do. Subliminal priming is another means through which nudge theory can be used in a range of situations. In considering these applications, it is critical to question whether it would be ethical and moral to implement them.

==Conclusion==
There is general consensus in the psychological literature that the effect of subliminal priming is to increase motivation as evidenced primarily by subsequent energy, persistence or direction of behaviour. Furthermore, subliminal influence does appear to be effective in a variety of situations, however there are a number of factors that come into play, including situational, dispositional and prime factors. Whilst there is the possibility for practical applications of subliminal priming, further research is needed to gain a deeper understanding of the process and consequences of priming an individual. In addition, there should be more studies into different areas and variables as there are inconsistencies in results, reducing the validity and reliability of priming. 

==See also==
* [[Motivation and emotion/Book/2013/Nudge motivation|Nudge motivation]] (Book chapter, 2013)
* [[wikipedia:Response_priming|Response priming]] (Wikipedia)
* [[Motivation and emotion/Textbook/Motivation/Unconscious motivation|Unconscious motivation]] (Book chapter, 2011)

==References:==
{{Hanging indent|1=

Bargh, J. A. (2016). Awareness of the prime versus awareness of its influence: implications for the real-world scope of unconscious higher mental processes. ''Current Opinion in Psychology'', ''12'', 49-52. https://doi.org/10.1016/j.copsyc.2016.05.006

Bargh, J. A., Chen, M., &amp; Burrows, L. (1996). Automaticity of social behavior: direct effects of trait construct and stereotype activation on action. ''Journal of Personality and Social Psychology'', ''71''(2), 230-244. https://doi.org/10.1037/0022-3514.71.2.230

Baumeister, R. F. (2016). Toward a general theory of motivation: problems, challenges, opportunities, and the big picture. ''Motivation and Emotion'', ''40''(1), 1-10. https://doi.org/10.1007/s11031-015-9521-y

Bermeitinger, C., Goelz, R., Johr, N., Neumann, M., Ecker, U. K. H., &amp; Doerr, R. (2009). The hidden persuaders break into the tired brain. ''Journal of Experimental Social Psychology'', ''45''(2), 320−326. https://doi.org/10.1016/j.jesp.2008.10.001

Bornstein, R. F., Leone, D. R., &amp; Galley, D. J. (1987). The generalizability of subliminal mere exposure effects: influence of stimuli perceived without awareness on social behavior. ''Journal of Personality and Social Psychology'', ''53''(6), 1070–1079. https://doi.org/10.1037/0022-3514.53.6.1070

Bustin, G. M., Jones, D. N., Hansenne, M., &amp; Quoidbach, J. (2015). Who does Red Bull give wings to? sensation seeking moderates sensitivity to subliminal advertisement. ''Frontiers in Psychology'', ''6'', 825. https://doi.org/10.3389/fpsyg.2015.00825

Chalfoun, P., &amp; Frasson, C. (2008). Subliminal priming enhances learning in a distant virtual 3D intelligent tutoring system. ''IEEE Multidisciplinary Engineering Education Magazine'', ''3''(4), 125-130.

Elgendi, M., Kumar, P., Barbic, S., Howard, N., Abbott, D., &amp; Cichocki, A. (2018). Subliminal priming—state of the art and future perspectives. ''Behavioral Sciences'', ''8''(6), 54. https://doi.org/10.3390/bs8060054

Karremans, J. C., Stroebe, W., &amp; Claus, J. (2006). Beyond Vicary's fantasies: the impact of subliminal priming and brand choice. ''Journal of Experimental Social Psychology'', ''42''(6), 792−798. https://doi.org/10.1016/j.jesp.2005.12.002

Massar, K., &amp; Buunk, A. P. (2010). Judging a book by its cover: jealousy after subliminal priming with attractive and unattractive faces. ''Personality and Individual Differences'', ''49''(6), 634-638. https://doi.org/10.1016/j.paid.2010.05.037

Masson, M. E. J. (1995). A distributed memory model of semantic priming. ''Journal of Experimental Psychology: Learning, Memory, and Cognition'', ''21''(1), 3–23. https://doi.org/10.1037/0278-7393.21.1.3

Moreland, R. L., &amp; Beach, S. R. (1992). Exposure effects in the classroom: the development of affinity among students. ''Journal of Experimental Social Psychology'', ''28''(3), 255-276. https://doi.org/10.1016/0022-1031(92)90055-O

Reeve, J. (2018). ''Understanding motivation and emotion'' (7th ed.). Hoboken, NJ: Wiley.

Strahan, E. J., Spencer, S. J., &amp; Zanna, M. P. (2002). Subliminal priming and persuasion: striking while the iron is hot. ''Journal of Experimental Social Psychology'', ''38''(6), 556-568. https://doi.org/10.1016/S0022-1031(02)00502-4

Takarada, Y., &amp; Nozaki, D. (2018). Motivational goal-priming with or without awareness produces faster and stronger force exertion. ''Scientific Reports'', ''8''(1), 1-12. https://doi.org/10.1038/s41598-018-28410-0

Veltkamp, M., Custers, R., &amp; Aarts, H. (2011). Motivating consumer behavior by subliminal conditioning in the absence of basic needs: striking even while the iron is cold. ''Journal of Consumer Psychology'', ''21''(1), 49-56. https://doi.org/10.1016/j.jcps.2010.09.011

Zajonc, R. B. (2001). Mere exposure: a gateway to the subliminal. ''Current Directions in Psychological Science'', ''10''(6), 224-228. https://doi.org/10.1111/1467-8721.00154
}}

==External links==
* [https://www.youtube.com/watch?v=BuCMSuLGyJ4 Focus - Number 55] (YouTube)
* [https://www.verywellmind.com/priming-and-the-psychology-of-memory-4173092 Priming and the Psychology of Memory] (verywellmind.com)
* [https://www.youtube.com/watch?v=w0wmVrU93Mw&amp;t=44s Subliminal Priming Crash Course] (YouTube)

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      <text bytes="30807" sha1="q99udath2e5833qhzj6jaxt1tkm7t0l" xml:space="preserve">{{title|Achievement goal theory:&lt;br&gt;What is achievement goal theory and how can it be applied?}}
{{MECR3|1=https://www.youtube.com/watch?v=N_8TSqqe6B8}}
__TOC__

==Overview==
Achievement goal theory is applicable to all settings involving goal directed behaviour which includes a large amount of day to day life and development from a young age. This chapter covers what Achievement Goal Theory is and entails but also how it can be applied in real life settings.   

Studies suggest that certain goal orientations can be nurtured by not only the individual’s pre-dispositions but also the environment they are in, thus allowing teachers and coaches some control of the motivational approaches of their students. This chapter breaks down the two main goal orientations (performance and mastery), discusses the precursors of these goal orientations, as well as, practical applications of this theory in real world settings such as dance (see Figure 1).

{{RoundBoxTop|theme=2}}
'''Focus questions:'''
* What is achievement goal theory?
* What are the differences between performance and mastery goal orientations?
* What are the features that interact with achievement goal theory?
* How is achievement goal theory applied in the real world?
{{RoundBoxBottom}}

==What is Achievement Goal Theory? ==
[[File:20150956099d2025502.jpg|thumb|''Figure 2.'' Photograph of Carol Dweck (Bay Area Arts, 2015)]]

Achievement Goal Theory can be described as the types of goal orientations that motivate and direct achievement-based behaviours. Highly critical to the study of motivation, this theory involves the initiation, direction, magnitude and perseverance of those goal directed behaviours (Maehr &amp; Zusho, 2009). Nicholls (1984) proposed that goal orientations are developed thought various socialisation processes.   

The theory was born in the mid to late 1970s as result of a combination of collaborative and independent efforts of psychologists, including Carol Ames, Carol Dweck (see Figure 2), Marty Maehr, and John Nicholls (Elliot &amp; Dweck, 2005).

Achievement Goal Theory is one of a collective group of competence-based motivation theories developed by psychologists to explain achievement goals. Achievement goals can be categorised as a network of feelings and beliefs around competence and extrinsic feedback. The achievement goals are allied with one of two schemas, referred to as orientations. The orientations then, in theory, dictate how an individual engages with achievement situations (Elliot &amp; Dweck, 2005; see Figure 3 for a visual representation).

&lt;blockquote&gt;[[File:Achievement goal theory flowchart 2.png|center|thumb|550x550px|''Figure 3.'' A visual representation of the broad occurrences of Achievement Goal Theory. ]]&lt;/blockquote&gt;

== Goal Orientations ==
Carol Dweck’s theory of Achievement Goal Theory can be separated into two schemas of goal motivation, '''Mastery''' and '''Performance''' oriented goals. The thoery can be used to explain why children show such diverse responses to failure. “A person’s achievement goal was said to represent his or her purpose for engaging in behaviour in an achievement situation.” (Elliot and Dweck, 2005). The goal orientation adopted is then believed to determine the approach to the achievement situation, including cognition, affect, and behaviour. It is important to note, goal orientations are not a fixed orientation across all situations instead, they are amendable (Elliot &amp; Dweck, 2005), a person can be high in both performance and mastery orientations, low in both orientations, and of course, high in one and low in the other (Morris &amp; Summers, 2004). Furthermore, goal orientations may vary depending on the achievement situation. Failure presents an interesting addition to the theory, as the goal orientation held by the individual alongside other variables such as perceived competence can affect the individuals understanding of, and response to, failure.  

=== Performance Goal Orientation ===
Performance oriented goals, also commonly referred to as ego-oriented goals, are based around the achievement itself, those who obtain this goal orientation focus on outperforming others. Picture someone you know who is preoccupied by winning, letting the metaphoric first place trophy drive them to achieve their goal. Elliot and Dweck (2019) highlight that performance goals lead to a helpless style response to failure, this being due to its perceived meaning. When an individual’s motivation is to outperform others, they are then comparing their ability and performance externally. Failing to uphold these standards could be considered a complete failure as their performance was well below others and a fixed ending. Thus, failure is perceived as their lack of normative ability and failing their goal in its entirety. Despite this, when performance goal orientation is paired with confidence in one’s ability, the response to failure can be a positive one, as it is not perceived as a direct threat to their level of ability, but perhaps deepening the competitive incentive to outperform others. Performance goal orientation has been correlated with diminished well-being and even depression{{fact}}. See Figure 4 for a visual representation of likely traits assumed by an individual with a performance goal orientation.

[[File:Visual representation of likely traits of performance goal orientation .png|center|thumb|500x500px|''Figure 4.'' Visual representation of likely traits of performance goal orientation.]]         

=== Mastery Goal Orientation ===

A common phrase in the classroom is compete against yourself; Mastery Goal Orientation follows this principle. Mastery goal orientation, also referred to as task goal orientation, is a motivational orientation held in achievement-based situations revolving around the task with an intrinsic focus. The goal can be described as improving competence, as the individual works towards development of skills or knowledge in the subject. That internal focus on oneself is often portrayed as wanting to better the required skillset in comparison to one's prior ability. Mastery goal orientation could be described simply as '''learning for the love of it.''' Mastery goal orientation lends itself to allowing for never ending improvement in said skills and knowledge, with positive response to failure. An individual with a mastery goal orientation is also more likely to experience positive well-being and health (Janke &amp; Dickhauser, 2019). &amp;nbsp;See Figure 5 as for a visual representation of likely traits assumed by individuals with mastery goal orientation.

[[File:Traits mastery orientation.png|center|thumb|500x500px|''Figure 5.'' Visual representation of likely traits of mastery goal orientation.]]    

=== Quiz ===
Try answering these quiz questions to test your knowledge:
{{RoundBoxTop|theme=2}}'''Case Study 1.'''
Jane is a young ballet dancer in primary school, {{gr}} she loves going to her dance classes a few afternoons a week and on her days off she likes to put music on and dance around the house. Her mother often catches her doing plies and tendu's{{gr}} at the kitchen counter most mornings as she makes her breakfast.

Jane barely notices the other dancers when she is in class and gets lost in her own world as she challenges her own technical skills with a goal of getting a little bit better each class. She often finds a sense of flow when she is dancing and notices that time moves quickly. Jane hasn't thought much about what kind of ballet dancer she will be as an adult as she is too busy being in the moment as she betters her technical skill set.

{{RoundBoxBottom}}&lt;quiz display=&quot;simple&quot;&gt;
{What goal orientation does Jane present with?
|type=&quot;()&quot;}
- ego and task
+ mastery and task
- ego and performance

&lt;/quiz&gt;{{RoundBoxTop|theme=2}}'''Case Study 2.'''

Sara is a young ballet dancer in primary school, {{gr}} she often has to miss school for extra dance rehearsals and must wear thongs to school as to air out her bleeding and blistered feet. She is not allowed to partake in physical education classes as she might build the incorrect physique and ruin her chances of becoming a professional ballet dancer when she is older. Sara travels the country twice a year for ballet auditions and is often turned away due to being considered too overweight to join interstate elite programs, {{gr}} she weighs up to 10 kilos bellow the healthy weight range for her height and age.

Sara doesn't mind skipping meals and trains seven days a week in order to be better than all of the other girls in her ballet class. She is innately aware that her ballet friends are also her competitors, so she makes mental notes of their progress. She has regular panic attacks about being a failure when other dancers beat her in competitions or are awarded the teachers praise inside the studio.

{{RoundBoxBottom}}&lt;quiz display=&quot;simple&quot;&gt;
{What goal orientation does Sara present with?
|type=&quot;()&quot;}
- ego and task
- mastery and task
+ ego and performance

&lt;/quiz&gt;&lt;quiz display=&quot;simple&quot;&gt;
{The two goal orientations outlined in achievement goal theory are:
|type=&quot;()&quot;}
- failure and mastery
- confidence and performance
+ mastery and performance

&lt;/quiz&gt;&lt;quiz display=&quot;simple&quot;&gt;
{Mastery Goal Orientation could be described as &quot;learning for the love of it&quot;:
|type=&quot;()&quot;}
+ true
- false

&lt;/quiz&gt;&lt;quiz display=&quot;simple&quot;&gt;
{When an individual with Performance Goal Orientation is faced with failure they tend to respond with helplessness.
|type=&quot;()&quot;}
- true
+ false

&lt;/quiz&gt;

=== Approach Vs Avoidance ===
The concept of avoidance and approach, in relation to Achievement Goal Theory, was not explicitly part of the theory in early conceptions. Although partially present in Dweck’s variations of goal motivation theories, Dweck’s mention of approach and avoidance was in describing those with performance goal orientations, {{gr}} this being seen in either avoiding negative judgements of ability or seeking positive judgements of ability. Nicholls, however, provides no mention of avoidance, seeing both goal orientations as approach motivations (Elliot &amp; Dweck, 2005). 

Despite differing levels of consensus amongst researchers, many agree performance goal orientation should be further divided into approach and avoidance. Performance approach goal orientation being present in those who strive to demonstrate competence by outperforming others, and performance avoidance goal orientation being present in those who strive to prevent demonstrating a lack of competence in regard to others (Janke &amp; Dickhauser, 2019){{gr}}. Of course, as one individual can present both goal orientations, an individual can also present with both performance approach goal orientation and performance avoidance goal orientation simultaneously.

== Associated Features ==
{{expand}}

=== Antecedents ===
So far, we have looked at Performance and Mastery Goals and briefly touched on how those may be predicted, {{gr}} let’s explore this further. Predicting the goal orientation of an individual is relies on three factors: situational, developmental and individual differences (Morris &amp; Summers, 2004). Due to the nature of the theory, there is heavy importance placed on an individual’s concept of success. The exact level of success in relation to the situation is not of importance, however, whether one see's{{gr}} success as beating others or as improving their own skillsets will affect which goal orientation they may present when approaching achievement situations. One's environment interacts with the goal orientation they may present (Morris &amp; Summers, 2004). Humans are largely social creatures; we have an innate ability to mimic others and to be influenced by our environment. It is due to this that our goal orientation can be nurtured by our environment by both what is modelled and what is encouraged around us. Studies have found empirical evidence to support this correlation, where adolescents who had parents who endorsed intrinsic life motivators were more likely to present with mastery goal orientations, whereas, those whose parents did not endorse intrinsic life motivators were more likely to present with a performance goal orientation{{fact}}. According to Nicholls, the developmental maturation of an individual plays a large role in the goal orientation they present with (Morris &amp; Summers, 2004). Children by nature approach achievement situations with a mastery approach, however, Nicholls' highlights that, as they mature, they obtain the understanding required to present with a performance approach. The required understanding includes concepts of effort and ability, task difficulty and competence (Morris &amp; Summers, 2004). However, Elliot and Church (1997) highlight only two preceding factors of achievement goal theory in their framework (Janke &amp; Dickhauser 2019). These two factors are simply the need to achieve and the need to avoid failure which are both heavily personality focused, {{gr}} this framework neglects the influence of cultural and social factors. 

=== Ability ===
Ability plays a multifaceted role in Achievement Goal theory, from the perception of ones competence to failure responses. 

==== Perceived Competence ====
&lt;blockquote&gt;'''Quick Definitions:''' Competence

&quot;the ability to do something successfully or efficiently.&quot; (Oxford Languages and Google - English | Oxford Languages) &lt;/blockquote&gt;

The perceived competence an individual has of themselves moderates both positive and negative outcomes as per its interaction with goal orientations. In the case of individuals who have performance goal orientations and high perception of competence, the outcome is likely to be positive. However, if the individual had a performance goal orientation as well as low perception of competence, we would start to see the helpless response when faced with failure (see ''Performance Goal Orientation''). In the case of mastery goal-oriented individuals with either high and low perceptions of competence still result in positive impact. (Elliot &amp; Dweck, 2005). This is a view shared both by Dweck and Nicholls. 

[[File:Implicit view of ability &amp; goal orientation.png|thumb|550x550px|''Figure 6.'' Interaction between implicit view of ability and goal orientation. |alt=]]

==== Implicit View of Ability and Effort ====
Ability interacts further with goal orientation, and it does this from the individual’s perspective of ability in terms of malleability. As seen in Figure 6, an individual’s implicit views of ability will alter the likely goal orientation of the individual (Elliot &amp; Dweck, 2005). The implicit belief of ability also nurtures how an individual feels about effort. An individual who believes ability is fixed who is required to apply a large amount of effort in an achievement situation will likely assume that it is a reflection of a lack of ability. Whereas, when this same effort is required from an individual who believes ability is malleable and thus develops over time, it is likely they will have a positive interpretation of what this means about their level of ability. In the case of the mastery oriented individual the large effort implies exactly that they have applied themselves to the situation and have developed the required skillsets beyond their prior ability and thus have achieved their goal.  

Perhaps a simpler way of putting it is for the performance orientated individual, the goal is to outperform others, thus having the highest level of ability &quot;naturally&quot;. Pair this goal with not being able to succeed with ease, it could easily be perceived, like the failure response, as a direct threat to their level of competence. Whereas, the individual with a mastery goal orientation has a goal of bettering their ability and skillset, paired with achievement situation with a level of difficulty and requiring large amounts of effort. This requirement of effort suggests they have greatly achieved their goal, significantly bettering their skill set.

==== Failure Response ====
[[File:Flow chart of achievement goal theory.png|thumb|800x800px|Figure 7. Flow Chart of Achievement Goal Theory]]

The concept of ability interacts with the failure response of the individual (see Figure 7), such as when an individual has an implicit view of fixed ability and a low perception of their own competence (self-efficacy), they are likely to have a performance goal orientation, as well as a helpless response to failure. This is due to failure implying their lack of ability, believing that ability is fixed as well as believing they have a lack of ability emphasises their failure in relation to others, being less than average and unable to change that outcome (Elliot &amp; Dweck, 2005). Although, if we only change this individual’s perceived competence of themselves, the outcome would likely be different{{gr}}. With a positive response to failure driving them to try harder{{gr}}. 

As for those with a mastery goal orientation, despite level of perceived competence, the response to failure is likely to be positive as the implications against their ability is not fixed and finite. Due to a belief of a malleable ability, failure is then understood as temporary and changeable with further development of skillset. Furthermore, as mastery goals present themselves as ongoing endeavours, failure is not perceived as a fixed end point but rather as progress feedback.

=== From the lens of Self-Determination Theory ===
Life aspirations are sorted into sets of goals under Self-Determination Theory, with a division of intrinsic and extrinsic life aspirations (Janke &amp; Dickhauser, 2019; see Table 1). Studies have correlated intrinsic life aspirations with positive well-being and health, as well as correlating extrinsic life aspirations with impaired well-being and even depression (Janke &amp; Dickhauser, 2019). The relation to Achievement Goal Theory begins with how these life aspirations nurture certain accomplishment aims, further shaping an individual’s view of achievement. In this context, intrinsic life aspirations nurture a more personal and intrinsic focus toward growth in achievement situations, thus increasing the likelihood of obtaining a mastery approach. Contrasting this, extrinsic life aspirations nurture an external focus on competing with others for recognition and reward, increasing the likelihood of obtaining a performance approach in achievement situations (Janke &amp; Dickhauser, 2019). Although{{gr}}, it is important to note that the empirical evidence to support this hypothesis is still being debated by researchers today.

{| class=&quot;wikitable&quot;
|+''Table 1.'' Examples of intrinsic and extrinsic life aspirations
!Intrinsic life aspirations
!Extrinsic life aspirations
|-
|Autonomy
|Fame
|-
|Competence
|Wealth
|-
|Relatedness
|Recognition
|}

== Real World Applications of Achievement Goal Theory ==
The negative health correlations with performance goal orientations may suggest this orientation is unhealthy compared to a mastery goal orientation, that due to its positive health correlations would be considered a superior approach to achievement situations. However, a competitive environment is nurtured and required in numerous sporting environments requiring a performance goal orientation in order to succeed. Numerous studies have investigated the superiority of goal orientations

=== Education System ===
It has been suggested that a multiple goal perspective may be the most positive presentation of achievement goal orientations. Unfortunately, as highlighted by Harackiewicz, Barron, Pintrich, Elliot, &amp; Thrash, (2020), studying combined goal orientations presents with many difficulties. Researchers believe that although students who have multiple goal orientations are not necessarily naturally more intelligent than students with other orientations, they demonstrate the most adaptive outcomes over time. In a study conducted by Dull, Schleifer and McMillan (2014), it was found that over the length of a semester students who presented with multiple goal orientations did not begin with the highest-grade point average, however, they ended the semester with the best academic results. They also approached the class with high-expectations and perceived competence. These students therefore demonstrated the highest amount of academic improvement, as well as a positive mental affect. It is studies like this one that suggest a classroom environment that nurtures both mastery goal orientations and performance approach goal orientations would be beneficial.

Currently, in classroom settings across the world being graded is a common practise. But what do grades imply to students? Grades indicate competence feedback but also provide information about a student’s ranking in relation to their peers (Crouzevialle &amp; Butera, 2017). This ranking is further pushed in education grading systems that scale students against each other using tools such as z-scores. Grades therefore endorse a performance goal orientation, specifically in higher grades toward late teen years as students approach university. Superiority over other students is rewarded using this system,{{gr}} it is seen as a requirement for future entry into universities, high-profile employment and prestige (Crouzevialle &amp; Butera, 2017).

&lt;blockquote&gt;''“the selective function of academic institutions implicitly promotes the endorsement of performance-approach goals and leads students to pay significant attention to their grades and ranking.” (Crouzevialle &amp; Buttera, 2017)''&lt;/blockquote&gt;

=== Dance ===
 

Dance (see Figure 8) is a highly competitive sport, not only from the perspective of ability but also, due to its visual nature,{{gr}} it is also competitive in regard to physique. This environment places emphasis on performance goal orientation (de Bruin, Bakker and Oudejans, 2008), like the education system, these sports are graded. Grading is delivered in exams, competitions and even in who is chosen for particular solo roles or front-line positions in performances. A hierarchy is established based on level of ability in comparison to others, this hierarchy is continued across ballet in a company setting from the corps de ballet to the principal artist. Consequently, it is clear that a performance goal orientation is endorsed in the field of dance, and the effects of which are proving harmful. The endorsed climate of performance goal orientation found in dance and gymnastics have been correlated with more dieting, weight-related peer pressure, low self-esteem and greater perfectionism (de Bruin, Bakker &amp; Oudejans, 2008). Researchers advise coaches and teachers to strive to create a mastery climate instead of the performance climate that is currently encouraged in order to protect students from disordered eating (de Bruin, Bakker &amp; Oudejans, 2008).

== Conclusion ==
[[File:GOAL ORIENTATION .png|center|thumb|800x800px|''Figure 9.'' A visual representation of Achievement Goal Theory.]]

Achievement Goal Theory is a competence-based motivational approach initially developed in the 1970s involving two schemas of goal approach referred to as orientations. It is from these goal orientations that we approach achievement situations. These orientations include mastery goal orientation, which is intrinsically focused on bettering one’s skillset beyond their prior ability usually from a belief of ability being malleable. Mastery goal orientation is correlated with positive mental health and wellbeing, with a positive understanding of failure. The other orientation is performance goal orientation, usually held by individuals with a perspective of ability being fixed. Performance goal orientation can be described as wanting to outperform others with an extrinsic and competitive focus. When paired with low perceived competence the failure response will likely be helpless as it implies a fixed lack of ability. Performance goal orientation has been split into approach and avoidance motivations such as performance approach goal orientation, where the goal is to display greater ability than others, and, performance avoidance goal orientation which can be described as striving to avoid displaying a lack of ability in comparison to others.

Factors such as environment, development and individual differences influence the likely goal orientation of an individual,{{gr}} these include the orientation climate they are in, the modelling of those around them, and age as the understanding required to adopt a performance goal orientation is not present in children. Ability plays a large role in the theory, specifically the perceived competence one has of themselves, which then correlates with the failure response they may have. Different views of effort in relation to ability is held in the case of each goal orientation, such as believing when less effort is required it implies greater ability, specifically for those with the belief that ability is fixed and therefore unchanging. Contrasting this, understanding a large necessity of effort to imply great achievement due to the development of skillset. See figure 9 for a visual representation of the discussed features of Achievement Goal Orientation.

Research is still being conducted to indicate which orientation is the more superior, however, it has been suggested that multiple orientations may be the strongest approach at least to academic environments. However, when applied to the dance industry, performance goal orientations are correlated with negative health repercussions of both a physical and mental manner implicating the necessity of a mastery approach.

&lt;blockquote&gt;''&quot;Murayama, Elliot, and Friedman (2012) described achievement goal orientations as comprehensible achievement-related mind-sets that determine the pathway that individuals consider the most suitable to accomplish a feeling of competence.&quot; (Janke &amp; Dickhauser, 2019)''&lt;/blockquote&gt;

== See also ==
* [[Motivation and emotion/Book/2014/Achievement goal orientation and academic motivation|Achievement goal orientation and academic motivation]] (Book chapter, 2014)
* [[Motivation and emotion/Book/2019/Expectancy-value theory of achievement motivation|Expectancy-value theory]] (Book chapter, 2019)
* [[Motivation and emotion/Book/2020/Sporting performance, motivation, and emotion|Sporting performance, motivation, and emotion]] (Book chapter, 2020)

== References ==
{{Hanging indent|1=

Bay Area Arts. (2015). Photograph of Psychologist, Carol Dweck. https://patch.com/california/paloalto/carol-dweck-speak-palo-alto-oct-4

Crouzevialle, M., &amp; Butera, F. (2017). Performance Goals and Task Performance. European Psychologist, 73-82.

de Bruin, A., Bakker, F. and Oudejans, R. (2008). Achievement goal theory and disordered eating: Relationships of disordered eating with goal orientations and motivational climate in female gymnast and dancer. Psychology of Sport and Exercise, 10, pp.72-79. https://www.sciencedirect.com/science/article/pii/S1469029208000575?casa_token=3NldvnD5YGoAAAAA:3igXdsaJmdvPgZ73hI0AmRInsw1qFhWlOm1vhWs_IXfyEnMZaZRGclboYQxotJus4ZHqvnN_

Dull, R., Schleifer, L. and McMillan, J. (2015). Achievement Goal Theory: The Relationship of Accounting Students' Goal Orientations with Self-efficacy, Anxiety, and Achievement. Accounting Education, 24(2), pp.152-174. http://web.b.ebscohost.com.ezproxy.canberra.edu.au/ehost/detail/detail?vid=0&amp;sid=36d1147e-ab8c-4797-8088-eeacfef77be8%40pdc-v-sessmgr03&amp;bdata=#AN=102578064&amp;db=bsu

Elliot, A., &amp; Dweck, C. (2005). Handbook of Competence and Motivation (1st ed., pp. 52-72). New York: The Guilford Press.

Harackiewicz, J., Barron, K., Pintrich, P., Elliot, A. and Thrash, T. (2020). Revision of Achievement Goal Theory: Necessary and Illuminating. Journal of Educational Psychology, 94(3), pp.638-645. http://web.a.ebscohost.com.ezproxy.canberra.edu.au/ehost/results?vid=0&amp;sid=e46babe6-4509-45a4-8469-d4cc136360cc%40sessionmgr4007&amp;bquery=%28SO%2B%28Journal%2Bof%2Beducational%2Bpsychology.%29%29AND%28DT%2B2002%29AND%28TI%2B%2522revision%2Bof%2Bachievement%2Bgoal%2Btheory%2522%29&amp;bdata=JmRiPXBkaCZ0eXBlPTEmc2VhcmNoTW9kZT1TdGFuZGFyZA%3d%3d

Janke, S. and Dickhauser, O. (2019). A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations. Personality and individual differences,142, pp.90-99. https://linkinghub-elsevier-com.ezproxy.canberra.edu.au/retrieve/pii/S0191886919300509

Lochbaum, M., Kazak Cetinkalp, Z., Graham, K., Wright, T. and Zazo, R. (2016). TASK AND EGO GOAL ORIENTATIONS IN COMPETITIVE SPORT: A QUANTITATIVE REVIEW OF THE LITERATURE FROM 1989 TO 2016. Kinesiology, 48(1), pp.3-29. http://web.a.ebscohost.com.ezproxy.canberra.edu.au/plink?key=10.83.8.67_8000_417164058&amp;site=ehost&amp;scope=site&amp;db=s3h&amp;AN=117305004&amp;msid=-419414317

Maehr, M. and Zusho, A. (2009). Achievement Goal Theory: The Past, Present, and Future. Handbook of Motivation in School, 76-104. https://www.researchgate.net/publication/282860554_Achievement_Goal_Theory_The_past_present_and_future

Morris, T. and Summers, J. (2004). Sport Psychology: Theory, Applications And Issues. 2nd ed. Queensland: John Wiley &amp; Sons Australia, Ltd, pp.152-174.

Oxford Languages and Google - English {{!}} Oxford Languages. https://languages.oup.com/google-	dictionary-en/

Palmer, K., Chinn, K. and Robinson, L. (2020). Using Achievement Goal Theory in Motor Skill Instruction: A Systematic Review. Sports Medicine, 47(12), pp.2569-2583. https://search-proquest-com.ezproxy.canberra.edu.au/docview/2165570579?rfr_id=info%3Axri%2Fsid%3Aprimo

Standage, M., Duda, J. and Ntoumanis, N. (2003). A Model of Contextual Motivation in Physical Education: Using Constructs From Self-Determination and Achievement Goal Theories to Predict Physical Activity Intentions. Journal of Educational Psychology, 95(1), pp.97-110. http://web.b.ebscohost.com.ezproxy.canberra.edu.au/ehost/results?vid=0&amp;sid=1a2385be-72d7-4aaf-8646-8221a8bc51e5%40pdc-v-sessmgr04&amp;bquery=%28SO%2B%28Journal%2Bof%2Beducational%2Bpsychology.%29%29AND%28DT%2B2003%29AND%28TI%2B%2522a%2Bmodel%2Bof%2Bcontextual%2Bmotivation%2Bin%2Bphysical%2Beducation%2522%29&amp;bdata=JmRiPXBkaCZ0eXBlPTEmc2VhcmNoTW9kZT1TdGFuZGFyZA%3d%3d

}}
== External Links ==
*[http://psychology.iresearchnet.com/sports-psychology/sport-motivation/achievement-goal-theory/ Achievement Goal Theory]
* [https://www.youtube.com/watch?v=BZt8htsrf2k Achievement Orientation Theory]
* [https://www.youtube.com/watch?v=V2PP3p4_4R8 If you want to achieve your goals, don't focus on them: Reggie Rivers]

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__TOC__

==Overview==
Terror management theory (TMT) was developed in 1986 by social psychologists Sheldon Solomon, Jeff Greenberg, and Tom Pyszcyzynski (2015). Based upon ideas of Pulitzer Prize winner Anthropologist Ernest Becker, whose novel the Denial of Death (1973) was a seminal piece of psychology and philosophical literature merged with Neo-Freudian theory on how our cultural ideas, values and symbols serve as an anxiety buffer from the fear of death (Becker, 1973). With human's unique combination of the instinct for life, coupled with our realisation of inevitable death, it creates an irremovable existential paradox which generates paralysing terror (Mikulincer, Florian, &amp; Hirschberger, 2003).

Claiming that human activities are largely driven by our unconscious efforts of denying our own mortality, where humans build their own character into a culture to prevent ourselves from the devastating awareness of our underlying helplessness and terror of death (Denial of Death, 1973){{gr}}.

Ernest Becker's work was widely accepted and ultimately won the coveted Pulitzer Prize. When Solomon, Greenberg and Pyszcynski approached the American Psychological Society after the 1984 meeting of the Society of Experimental Social Psychology they were told to pursue empirical evidence surrounding this theory as up until then Ernest Becker's work was based only on theory (Lott, 2020). TMT was further researched in the Worm at the Core (2016) a book developed by Solomon, Greenberg and Pyszcynski. This theory posits that the tragic issue of the human condition is because of our enlarged and sophisticated [https://www.sciencedaily.com/terms/neocortex.htm neocortex] and therefore only we can experience terror in absence of any looming danger.  

TMT attempts to explain how the awareness of death plays a diverse role in aspects of life (Pyszczynski, Lockett, Greenberg &amp; Solomon, 2020). Reminders of death seek to undermine psychological equilibrium exemplified through recent events such as the COVID-19 pandemic and the September 11th attacks. How individuals respond to these threats and implement ineffective terror management can contribute to psychological disorder and distress. Because of mankind's sophisticated cognitive abilities and awareness of the inevitability and anxiety of death, we face this anxiety even when we're not staring down the barrel of a gun. As a result, the brain must create a set of systems defenses and ways in which it can defend itself from its inherent mortality.

{{RoundBoxTop}}'''Focus question '''
{{gr}}* Think about what is going to occur to you when you pass away?
* Will you feel any feel any different? 
{{RoundBoxBottom}}

==Mortality made salient ==
[[File:TMT bro.png|alt=|thumb|460x460px|''Figure 2.'' Proximal defences diagram focusing on the unconscious reminders of death (Cunningham, 2020).  ]]

The mechanisms of TMT work in a cascading fashion; mortality when made salient can occur in our conscious brain or our unconscious brain. Proximal defences seek to defend from the immediate issue of death whilst distal focuses on unconscious reminders of death (see Figure 2). 

=== Distal and proximal defense ===
As our mortality is made salient, whether it be consciously or unconsciously as humans we handle it through our Proximal or Distal Defenses depending on the severity of the death reminder or if it lays in our subconscious or conscious attention.  

#Proximal defences serve as our rational conscious efforts through which we seek to get rid of death thoughts  (Solomon, Greenberg &amp; Pyszcyzynski, 2015). This is achieved through repressing uncomfortable thoughts, distracting ourselves or pushing the issue to the future (Solomon, Greenberg &amp; Pyszcyzynski, 2015). When death-related thoughts are in our focal attention, proximal defences activate to suppress thoughts or push them into the future by denying our vulnerability{{Citation needed}}. Another defence strategy includes engaging in healthier behaviour to ensure a longer life (Pyszczynski, Lockett, Greenberg &amp; Solomon, 2020). 
#Distal defences have no logical or semantic relation to the problem of death, occurring when death thoughts are on the fringes of our consciousness. Distal defenses occur as a means of protecting the mind subconsciously from the terror of death. With  a large amount of TMT literature suggesting that distal defenses affirm cultural worldviews, maximizing self esteem through the use of interpersonal relationships (Pyszczynski, Lockett, Greenberg &amp; Solomon, 2020).          

{{RoundBoxTop|theme=2}}
'''An analogy to understand '''

&quot;Proximal and Distal Defense serve as psychological security to manage incoming death reminders. This could be represented as an old house full of holes in the ceiling caught in the middle of a rainstorm. You decide to place buckets around the house to catch any rainfall that finds its way in. The rain represents death ideas; the roof is your distal defense and the buckets your proximal. The roof serves to keep water from bucketing into the house just as distal serves from keeping the many death thoughts out in your day to day life, whilst the buckets that collect the raindrops act as your proximal defense keeping the house dry. This analogy symbolizes how these defenses hinder the overwhelming reminders of our death&quot; (p.172 Solomon, Greenberg &amp; Pyszcyzynski, 2015). 
 
{{RoundBoxBottom}}

=== Anxiety buffering system ===
The mechanisms making up distal defenses fall under the anxiety buffering system, {{gr}} this system is then broken into three interrelated mechanisms self esteem, cultural worldview and close interpersonal relationships. Working to buffer anxiety and allow the death thoughts to remain out of focal attention while re-affirming the individuals culture is unique and should be placed above all others.

{| class=&quot;wikitable&quot;
|'''Self esteem'''
|From a TMT perspective, self esteem is vital in assuring us we are valuable individuals in the universe, a cultural construction which serves as our main anxiety buffering mechanism (Pyszczynski, Greenberg &amp; Solomon, 1997). Wth cultural differences in how we strive for self-esteem and maintain it changing across settings it is important when inspecting how some cultures may maximize self-esteem.
|-
|'''Cultural worldview'''
|Humans invest into a cultural worldview which helps to buffer themselves from the inherent knowledge of their vulnerability to mortality. Although we take our culture for granted, it is actually a fragile human construction that we spend vast amounts of energy creating, maintaining and defending (Solomon, Greenberg &amp; Pyszcyzynski, 2015). Cultural worldview answers questions about life, standards for behavior and the promise of literal or symbolic immortality to this who live up to said standards. Literal immortality provides hope that life will continue after physical death, demonstrated through heaven, reincarnation or meeting afterlife spirits (Solomon, Greenberg &amp; Pyszcyzynski, 2015). Symbolic refers to being a part of something greater than yourself long after you decease and this is passed on through family, ones nation or creed, or through others memories (Peters, Greenberg &amp; Williams et al., 2005).
|-
|'''Close interpersonal relationships'''
|Close relationships provide validation of our world-views helping to maximize self esteem which is vital to maintain confidence as well as providing security in their own right. Death reminders seek to motivate the formation and maintenance of close relationships, {{gr}} secondly these relationships seek to form a symbolic defense against the terror of death by allowing the individuals to feel useful and wanted in their world (Mikulincer, Florian &amp; Hirschberger, 2003).
|}
{{RoundBoxTop|theme=4}}
'''An analogy to understand '''

How individuals strive and consolidate self esteem differs form{{sp}} culture to culture, {{gr}} one culture might value an act while another denigrates and despises it. An example of this would be in young Sambian men in Papua New Guinea rite of passage involves performing fellatio on the village elders. While the act of homosexuality isn't looked down on western society the age difference and power dynamics would be frowned upon in a western culture because of more conservative ideals {{rewrite}} (Pyszczynski, , Greenberg &amp; Solomon, 1997; &quot;Ritual Homosexuality of the Sambia | Cultural Anthropology&quot;, 2020).{{RoundBoxBottom}}

==Terror management theory research ==
{{expand}}

=== Evidence of terror management  ===
{{expand}}

==== Overview ====
Greenberg, Solomon and Pyszcysnki published  &quot;''Evidence for terror management theory: I. The Effects of Mortality Salience on Reactions to Those Who Violate or Uphold Cultural Values&quot;'' (Rosenblatt, Greenberg &amp; Solomon et al ., 1989). This literature supports the premise of TMT that when Mortality is made salient we seek to strengthen our cultural worldview by derogating what we perceive to be cultural deviance.   

==== Method ====

There were 15 male and 7 female judges who volunteered for this study. Half were then subjected to a brief open ended questionnaire about their thoughts and feelings of death whilst the second half of the group were are asked simple control questions. Judges were picked because they are trained to decision make based on rational decision making rather than their own beliefs, likewise prostitution was used as an emphasized example of a morally deviant crime. All Judges where then presented with a fictitious case about a prostitute delivering an illegal prostitution service..  

==== Outcome ====
The findings were as predicted in experiment 1. When mortality was made salient, judges in the said group increased their average bond from $50 to $455, while the control kept the mean bond around $50 (Rosenblatt, Greenberg &amp; Solomon et al ., 1989). With unfavorable outcomes increasing exponentially when Mortality Salience was presented to the Judges{{gr}}. Experiment 2 was conducted to examine limitations hypothesized that the results of experiment 1 had just induced a negative mood, the experiment was replicated however the Interpersonal Judgement Scale (IJS) was passed around to assess reactions to the experimenter. The same conditions where induced for mortality salience and control. This study backed up experiment one finding that the individuals didn't have any negative views on the experimenter but rather on those who they deemed as culturally deviant as seen in table 1.  

Table 1 

''Mean Bond Assessments for Study 2 Interaction between Mortality Salience and Attitude Toward Prostitution'' 
{| class=&quot;wikitable&quot; align=&quot;center&quot; border=&quot;1&quot; cellspacing=&quot;0&quot; cellpadding=&quot;5&quot;
|- 
| Attitude Towards Prostitution
| Mortality Salient
| Mortality Nonsalient
|- 
| Favorable
| 145.83
| 117.86
|- 
| Unfavourable
| 413.88
| 78.11
|}
''Note.'' Reprinted from Evidence for Terror Management Theory : I. The Effects of Mortality Salience on Reactions to Those Who Violate or Uphold Cultural Values by Rosenblatt, Greenberg, Solomon, Pyszczynski &amp; Lyon, 1989, ''Journal of Personality and Social Psychology ,'' 57(4), 681-690, http://doi.org/10.1037/0022-3514.57.4.681 

=== Applying terror management theory to performance: Can reminding individuals of their mortality increase strength output? ===
{{expand}}

==== Overview ====
The 2005 study by Peters, Greenberg, Williams &amp; Schneider was one of the earliest studies that argued mortality salience significantly improves physical performance. Hypothesized that a reminder of mortality can motivate improved performance in a task requiring physical strength in an individual who values strength{{gr}}. This is on the premise that for these individuals, their self esteem is based on the outcome of lifting weights and therefore when mortality was made salient they would bolster self-esteem by showing greater strength. This research supports the application of TMT and its use in a sporting setting to increase output of higher levels of athletic performance when said performance is a determinant of cultural standards.

==== Method ====

A total of 54 female and 59 male college students were chosen based on their investment or non-investment in lifting weights; those who were more invested viewed lifting weights as an integral part of their culture and self esteem. Researchers made use of a hand dynamometer (HD) a hydraulic isometric grip strength measurement which ranges from 0 to 90 kg, a mortality salience instrument (MSI) which was a set of questions which primed participants with death by asking them questions pertaining to the emotions that the thought of death arouses in you and to write down specifically what you think will happen when you die or are dead, the dental pain control instrument (DCI) which served in the control condition to prime participants with dental pain which where replicated questions from the MSI but just pertaining to dental pain these questions serve to yield similar results as natural conditions. (Greenberg et al., 1997) and finally positive and negative affect scale (PANAS-X) this helps to show good reliability and convergent validity{{rewrite}}.    

==== Outcome ====

The study found support for the TMT hypothesis, {{gr}} individuals who were found to be invested in strength when reminded of their mortality their was significant improvements to grip strength made. As people who were invested in lifting weights (when made morality salient), used the HD to help derive self esteem in the athletic culture. The researchers purpose was to enhance our understanding of a variety of behaviors to understand the effects of mortality salience in understanding how we prescribe to our culture and their subgroups sets of norms and standards.
   
[[File:SARS-CoV-2 (CDC-23311).png|alt=|thumb|231x231px|''Figure 3.''{{ic|add decriptive caption}} (Forbes, 2020)]]

=== Terror management theory health model: COVID-19 ===
{{expand}}

==== Overview ====
Authors Pyszczynski, Lockett, Greenberg and Solomon, 2020 discussed the role of TMT and how it plays a diverse role in life, helping to understand the ways in which people have reacted to COVID-19. This paper presents the idea that whether we consciously believe that the virus is a major threat to our life or a minor inconvenience the fear of death drives our attitudes and behaviours because of the exposure a salient mortality from the virus (Pyszczynski, Lockett &amp; Greenberg et al., 2020). The purpose of this research is to further explore the ways in which distal and proximal defenses push and pull at our psyche to undermine psychological equilibrium, causing people to act out in diverse ways and incite psychological disorder as a response to the pandemic. 

==== Proximal defenses ====
The thought of death creates an attempt to remove negative thoughts from consciousness. This is expressed through suppression, denial, or altering behavior to reduce these thoughts, whether it be adaptive or maladaptive. We can view the issues arising around the pandemic through a TMT lens the  evidence of increases in diversion seeking behavior such as alcohol consumption (Furnari, 2020), excessive eating (Ammar et al., 2020), and binge-watching television (Dixit, Marthoenis, Arafat et al., 2020, Pyszczynski, Lockett, Greenberg et al., 2020) present examples of maladaptive proximal responses.

Proximal defenses entail minimization of a perceived threat, exemplified through the theory that the virus is not nearly as contagious or lethal as health experts claim it to be, with it only having lethality to the vulnerable groups in society such as  the elderly or individuals who have underlying health risks. Poor use of proximal defense in this case minimizes the threat of death to that of the common cold and in some cases attributing the COVID pandemic to that of a conspiracy theory (Romano, 2020)  

While most examples listed are maladaptive to America's overall public health, there are some examples of adaptive forms of proximal defence. Some surveys suggest 92% of people have followed guidelines for avoiding infection, engaged in social distancing, increased sanitation practices, and engaged in other pro-health guidelines to curb the infection rate (Altman, 2020). However, the pandemic's economic and social isolation interfere with how people gain value and connection with their culture, a core premise on how we quell mortality concerns.   

==== Distal defenses ====
Despite this modern day virus becoming an unfortunate  part of our lives it is not always the focus of our attention. If it was their would be according to TMT literature an emergence and exacerbation of psychological disorders. As distal defenses focus on affirming cultural worldview and maximizing self esteem (Pyszczynski, Lockett, Greenberg et al., 2020). Research has shown a clear partisan divide with Republicans tending to view the virus as being much more dangerous then their Democrat counterparts{{huh}} (Funk et al., 2020; Ritter, 2020). While conservatives view the virus as less dangerous making use of more maladaptive proximal defenses by obscuring the lethality of the virus while also affirming their cultural view to assign blame to China and other foreign countries as part of a conspiracy to discredit Donald Trump (Romano, 2020) 

Pyszczynski, Lockett, Greenberg and Solomon posit a paradox occurring as a result of the clash between the mortality of salience (COVID-19) and what is perceived as a chance to maximize self esteem in a cultural worldview  (protest over George Floyd's death). Many of the protesters attending about the death are the same who are viewed to obey the health guidelines around the pandemic, however death salience can increase as people attend these protests in large groups they increase the potential for them to be infected. Thus the precarious position is shown with protesters caught between defending their worldview and also having their death salience increased.  

==== Discussion ====
Psychological researchers examine the polarization of both parties in the face of the COVID pandemic through the lens of TMT with analysis showing that Mortality Salience as a cause for this issue (Burke, Kosloff &amp; Landau, 2013){{ic|how can there be a 2013 citation for a 2020 event?}}. Pyszczynski, Lockett, Greenberg &amp; Solomon examine how the recent killing of African-American man George Floyd was far from the first killing of its kind but had clearly led to the most intense and widespread anger and outrage then any of them. Although the terror management theory agrees that their was perhaps the straw that broke the camels{{gr}} back, they also argue that the widespread accessibility of the mortality associated with the pandemic was a valid explanation . With both sides viewing the death as a chance to maximize their self-esteem in their culture the need to manage the terror of death helped to balance the other issues facing the American public such as loss of jobs, income and the growing levels of social isolation. 

=== Quiz ===
Here are some simple example quiz questions the answers will lie within the previously mentioned articles 

Choose the correct answers and click &quot;Submit&quot;:
&lt;quiz display=&quot;simple&quot;&gt;
{What did the bond change to when reminded of mortality ?
|type=&quot;()&quot;}
- $40
+$455
- $9875

{COVID-19  has caused the further  ________ of both American political parties.
|type=&quot;()&quot;}
- Continuity
+ Polarisation
- Strong relationship
- Demise

&lt;/quiz&gt;

== Clinical application of TMT: Existential psychotherapy  ==
{{expand}}

==== Existential and its &quot;givens&quot; ====
Existential therapy and TMT both offer answers to death awareness, although they both offer different theoretical bases their integration can help bridge the gap between each theory. Awareness of death is bittersweet, associated with anxiety, fear and experiential avoidance (Lewis, 2013). However, when we come to terms with our existential woes we can become more authentic, inspiring and add to something bigger then ourselves (Greenberg, Koole, &amp; Pyszczynski, 2004). Existential therapy is based upon the fundamental belief that all people experience intra-psychic conflict because of the human &quot;givens&quot;; death, freedom and its associated responsibility, isolation and meaningless. A confrontation with any of these givens makes us experience existential anxiety. This leads to reductions in an individuals{{gr}} psychological, social and spiritual awareness (Existential Psychotherapy, 2020). Existential therapy can also be used as by mental health practitioners who are aware of how the fear of death contributes and aggravates psychological disorders (Solomon, Greenberg &amp; Pyszcyzynski, 2015).   

==== Core concepts  ====

# Treat all clients as unique individuals 
# Authentic relationship building with the client
# Acquaint yourself with their worldview, personal goal and get to know their social connections 
# Help the client realize that the therapist is like them, not immune to broad existential concerns and own personal psychological difficulties
# Stress that as a human they have freedom and responsibility; the element of choice is always present for the client along with the consequence. 

==== Conclusion ====
Supported by responsibility and freedom of choice, these concepts help enhance a reliable and authentic relationship; with terror management resources tackling three common existential difficulties (meaningless, isolation, and death) (Solomon et al., 2015). 

The mutual concern of TMT researchers and existential psychologists have been focused on the dilemma and psychological burden of death anxiety. Constant awareness can lead to negative distal and proximal defenses responses. Existential intervention involves the use of therapeutic mortality salience helping to improve a clients{{gr}} ability to cope with their own psychological and cultural resources. When allowing individuals to rely on their worldview they may feel more affirmed in their cultural identities and be able to buffer anxiety more efficiently.   

==Strengths and limitations of terror management theory ==
{{expand}}

=== Weaknesses ===
The wide scope of TMT runs the risk of criticism for being too broad while attempting to explain specific situational and cultural links (Jonas et al., 2008). Much of the research supporting the theory has been published by theorists Pyszczynski, Greenberg, and Solomon {{gr} their level of investment can lead to questions of author bias. Replication failure was found by Klein, Cook, Ebersole, Vitiello, Nosek, Chartier, Ratliff, in a 2019 study  in which they replicated a 1994 study titled &quot;Role of Consciousness and Accessibility of Death-Related Thoughts in Mortality Salience Effects&quot; by authors Solomon, Greenberg &amp; Pyszcyzynski. Failing to find support for the mortality salience effect on cultural worldview defense, with psychologists in over 20 labs in America re-executing the original experiment with 2200 participants{{gr}}. However Tom Pyszczynski stated that Klein had not followed the original pre-registered protocol failing to mention any such deviations and failure to follow their highly justified protocols has led to them finding an incorrect conclusion inadvertently causing irreversible damage for their psychological science. 

=== Strengths ===
In the opinion of the author and that of (Leary &amp; Schreindorfer, 1997) TMT helped to bring to the forefront of motivational research a theory which is a push away from the domination of micro-theories and more towards that off a grand-theory. The domain will benefit greatly from new broad, integrative domains of research although TMT may be viewed as being overly broad it is still viewed as a breath of fresh air in the motivation theoretical landscape (Leary &amp; Schreindorfer, 1997).   

TMT and its authors have succeeded in gaining a heuristic value research and subsequent novels being written (Pyszczynski, 2003) about the death awareness facet of motivation, with the usefulness of the theory being judged on how it can connect previously unconnected conceptual ideas, invigorate research and promote discussion.  

Although, it is argued that TMT is always going to be vulnerable to its own theoretical weaknesses; these include generalisability, validity and replicability. The main outcome of the decades of research has been a greater insight into the role that death awareness has on how we travel through life.    

==Conclusion==
TMT is a broad theoretical model encompassing defense mechanisms which accounts for the ultimate existential &quot;given&quot; that we all must encounter at various times though our lives; death. The pull and push between proximal and vital defenses parallels to how our brain is in a constant tug of war between our ID, ego and superego. TMT seems to be a continuation and refinement of how our animalistic brain clashes with out sophisticated brain to try and make sense of death and what we become after. Explained through humans{{gr}} need for religion, meaning and continuation through family bonds{{gr}}. The all-encompassing theory still has its weaknesses, shown to be supported by multiple studies, books, and documentaries.  

The mechanisms of the anxiety buffering system are all interrelated accounting for core principles in many other psychological theories with personal relationships, cultural acceptance and self-esteem being stock and standard facets of a functioning human being. Future research should focus on individuals who have explored their mortality, and have potentially come to terms with how this should be researched, would those who've used &quot;death cafes&quot;{{explain}} be able to withstand the need to maximize their self esteem when mortality was made salient? Or is it simply a way in which our proximal defense work by attempting to minimise the perception of death in an adaptive way{{gr}}.  

Further research should also focus on how we battle existential dread in a modern secular world, shown through advances into cryogenics and more subtly by attempting to cure cancer, or uploading our human awareness to a hard drive. These questions remain to be answered through a TMT to see if it can be a truly grand theory of motivation.  

==See also==
* [[w:The Denial of Death|The Denial of Death]]
* [[Self-esteem|Self-esteem]]
* [https://ernestbecker.org/resources/terror-management-theory/ Ernest Becker Foundation]
*[https://tmt.missouri.edu/index.html Terror Management Theory]
*[https://www.sciencedaily.com/terms/neocortex.htm Neocortex]

==References==
{{Hanging indent|1=

Above The Law. (2020). Cartoon Judge [Image]. Retrieved from https://abovethelaw.com/2019/11/an-awesome-appellate-benchslap-calling-out-sexism-in-the-legal-profession/

Altman, D. (2020). Most Americans are practicing social distancing. Retrieved 14 October 2020, from https://www.axios.com/coronavirus-social-distancing-lockdown-polling-7c27d86f-bb4b-4cbf-aedf-cfdd26799fd1.html

Ammar, A., Brach, M., Trabelsi, K., Chtourou, H., Boukhris, O., &amp; Masmoudi, L. et al. (2020). Effects of COVID-19 Home Confinement on Eating Behaviour and Physical Activity: Results of the ECLB-COVID19 International Online Survey. Nutrients, 12(6), 1583. doi: 10.3390/nu12061583

Becker, E. (1973). The Denial of Death (1st ed.). Blackwells.

Burke, B., Kosloff, S., &amp; Landau, M. (2013). Death Goes to the Polls: A Meta-Analysis of Mortality Salience Effects on Political Attitudes. Political Psychology, 34(2), 183-200. doi: 10.1111/pops.12005

Chatard, A., Hirschberger, G., &amp; Pyszczynski, T. (2020, February 7). A Word of Caution about Many Labs 4: If You Fail to Follow Your Preregistered Plan, You May Fail to Find a Real Effect. https://doi.org/10.31234/osf.io/ejubn

Dixit, A., Marthoenis, M., Arafat, S., Sharma, P., &amp; Kar, S. (2020). Binge watching behavior during COVID 19 pandemic: A cross-sectional, cross-national online survey. Psychiatry Research, 289, 113089. doi: 10.1016/j.psychres.2020.113089

Existential Psychotherapy. (2020). Retrieved 14 October 2020, from https://www.goodtherapy.og/learn-about-therapy/types/existential-psychotherapy

Funk, C., Kennedy, B., &amp; Johnson, C. (2020). Trust in Medical Scientists Has Grown in U.S., but Mainly Among Democrats. Retrieved 14 October 2020, from https://www.pewresearch.org/science/2020/05/21/trust-in-medical-scientists-has-grown-in-u-s-but-mainly-among-democrats/

Furnari C. (2020). Are Americans drinking their way through the coronavirus pandemic? Forbes; https://www.forbes.com/sites/chrisfurnari/2020/04/30/are-americans-drinking-their-way-through-the-coronavirus-pandemic/

Gallup, I. (2020). Republicans Still Skeptical of COVID-19 Lethality. Retrieved 14 October 2020, from https://news.gallup.com/poll/311408/republicans-skeptical-covid-lethality.aspx

Greenberg, J., Solomon, S., &amp; Pyszczynski, T. (1997). Terror management theory of self-esteem and cultural worldviews: Empirical assessments and conceptual refinements. In M. P. Zanna (Ed.), Advances in experimental social psychology, Vol. 29 (p. 61–139). Academic Press. https://doi.org/10.1016/S0065-2601(08)60016-7

Hill, F. (2020). What It’s Like to Visit an Existential Therapist. Retrieved 16 October 2020, from https://www.theatlantic.com/health/archive/2019/01/existential-therapy-you-can-ask-big-questions/579292/

Jonas, E., Martens, A., Niesta Kayser, D., Fritsche, I., Sullivan, D., &amp; Greenberg, J. (2008). Focus theory of normative conduct and terror-management theory: The interactive impact of mortality salience and norm salience on social judgment. Journal Of Personality And Social Psychology, 95(6), 1239-1251. doi: 10.1037/a0013593

Klein, R. A., Cook, C. L., Ebersole, C. R., Vitiello, C. A., Nosek, B. A., Chartier, C. R., … Ratliff, K. A. (2019, December 11). Many Labs 4: Failure to Replicate Mortality Salience Effect With and Without Original Author Involvement. https://doi.org/10.31234/osf.io/vef2c

Leary, M., &amp; Schreindorfer, L. (1997). Unresolved issues With Terror Management Theory. Psychological Inquiry, 8(1), 26-29. doi: 10.1207/s15327965pli0801_4

Lee, B. (2020). No, COVID-19 Coronavirus Was Not Bioengineered. Here’s The Research That Debunks That Idea. Retrieved 14 October 2020, from https://www.forbes.com/sites/brucelee/2020/03/17/covid-19-coronavirus-did-not-come-from-a-lab-study-shows-natural-origins/#68257cb43728

Lott, T. (2020). The Worm at the Core: On the Role of Death in Life – review. The Guardian, p. 1. Retrieved from https://www.theguardian.com/books/2015/jul/31/the-worm-at-the-core-on-the-role-of-death-in-life-solomon-greenberg-pyszczynski-review

Mikulincer, M., Florian, V., &amp; Hirschberger, G. (2003). The Existential Function of Close Relationships: Introducing Death Into the Science of Love. Personality And Social Psychology Review, 7(1), 20-40. doi: 10.1207/s15327957pspr0701_2

Peters, H. J., Greenberg, J., Williams, J. M., &amp; Schneider, N. R. (2005). Applying terror management theory to performance: Can reminding individuals of their mortality increase strength output? Journal of Sport and Exercise Psychology, 27(1), 111-116. https://doi.org/10.1123/jsep.27.1.111

Pyszczynski, T. (2003). In the Wake of 9/11 (1st ed., pp. 1-227). Chicago: American Psychological Association.

Romano A. (2020). Study: Nearly a third of Americans believe a conspiracy theory about the origins of the coronavirus. Vox; https://www.vox.com/covid-19-coronavirus-us-response-trump/2020/4/12/21217646/pew-study-coronavirus-origins-conspiracy-theory-media

Rosenblatt, A., Greenberg, J., Solomon, S., Pyszczynski, T., &amp; Lyon, D. (1989). Evidence for terror management theory: I. The effects of mortality salience on reactions to those who violate or uphold cultural values. Journal Of Personality And Social Psychology, 57(4), 681-690. doi: 10.1037/0022-3514.57.4.681

Ritual Homosexuality of the Sambia {{!}} Cultural Anthropology. (2020). Retrieved 7 October 2020, from https://courses.lumenlearning.com/culturalanthropology/chapter/sambia/

Solomon, S., Greenberg, J., &amp; Pyszczynski, T. (2016). The Worm at the Core (1st ed.). Penguin Press.
}}

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    <title>Universal Bibliography/Countries</title>
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      <text bytes="16407" sha1="lw7e7u4d9bs380fi9zkrsjw02fk06pf" xml:space="preserve">{{Bibliography}}

See also [[Universal Bibliography/Geography|Geography]].

See [[w:Category:Bibliographies of countries or regions]] and [[w:Category:Works about countries]].

This part of the [[Universal Bibliography]] is a bibliography of countries (including former countries).

==Countries==
*Bateman and Egan (eds). The Encyclopedia of World Geography: A Country by Country Guide. 1993. Revised 1997.
*Peter Stalker. Handbook of the World. 2000. A Guide to Countries of the World. (Oxford Guide to Countries of the World. 2nd Ed: 2004, 2nd Revised Ed: 2007 [https://books.google.co.uk/books?id=GtztAAAAMAAJ], 3rd Ed: 2010 [https://books.google.co.uk/books?id=gvKvfxkbZ1AC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Countries of the World and Their Leaders Yearbook. Gale. [https://books.google.co.uk/books?id=5etKAAAAYAAJ] [https://books.google.co.uk/books?id=p41OAAAAIAAJ]
*Hutchinson Guide to Countries of the World [https://books.google.co.uk/books?id=GgpjUe4kN_IC]
*The World Guide: Global Reference, Country by Country. 11th Ed: 2007 [https://books.google.co.uk/books?id=EoWoLgAACAAJ]
*[[s:Author:John Alexander Hammerton|Hammerton, John Alexander]] (ed). Countries of the World. Published at the Fleetway House. 6 vols. [https://books.google.co.uk/books?id=e6IaAQAAMAAJ] [https://books.google.co.uk/books?id=K5oaAQAAMAAJ]
*[[s:Author:Robert Brown (1842-1895)|Brown, Robert]]. The Countries of the World. [https://books.google.co.uk/books?id=nO0DAAAAQAAJ&amp;pg=PP13#v=onepage&amp;q&amp;f=false]
*A Morely Dell. The Countries of the World. (Harrap's New Geographical Series). 1932. (School certificate). Reviews: [https://books.google.co.uk/books?id=oSS9PB_Jf7AC] [https://books.google.co.uk/books?id=BicVAAAAIAAJ] [https://books.google.co.uk/books?id=5qBOAAAAIAAJ] [https://books.google.co.uk/books?id=YbwcAQAAIAAJ] [https://books.google.co.uk/books?id=sc1AAAAAIAAJ]

General series:
*National Geographic Countries of the World [https://books.google.co.uk/books?id=IT2wfzVIPykC]
*Countries of the World. Evans Brothers. (GCSE) [https://books.google.co.uk/books?id=a3sZvWc7E1EC&amp;pg=PA1#v=onepage&amp;q&amp;f=false]
*One Europe. Longman. [https://www.worldcat.org/title/west-germany-adapted-by-lj-russon-from-the-original-german-by-sylvia-lof-ingrid-mallberg-dietrich-rosenthal/oclc/561591761]

==England==
===Counties===
See [[s:Portal:Counties]]

* Harrison, &quot;County Bibliography&quot; (1886) 3 Library Chronicle [https://books.google.co.uk/books?id=Wz9FAAAAYAAJ&amp;pg=PA49#v=onepage&amp;q&amp;f=false 49]

General series
*Victoria County History
*Oxford County Histories
*Pinnock's County Histories
*Shire County Guides. Shire Publications.
*Cambridge County Geographies
*Pike's New Century Series
*[[s:Page:County Churches of Cornwall.djvu/6|County Churches]]. G Allen.

Avon
*Moore. Avon Local History Handbook. Phillimore. 1979. [https://books.google.co.uk/books?id=h0kjAAAAMAAJ] Bibliography, p 102

Bedfordshire
*Conisbee, Lewis Ralph. A Bedfordshire Bibliography. Bedfordshire Historical Record Society. Bedford. 1962. Supplements 1967, 1971, 1978. Third supplement by Threadgill. Review: 6 Archives 52 [https://books.google.co.uk/books?id=oOMZAAAAYAAJ]. See also [https://books.google.co.uk/books?id=MjspAAAAYAAJ] [https://books.google.co.uk/books?id=PejgAAAAMAAJ]
*Godber. History of Bedfordshire. 1969. 1984. [https://books.google.co.uk/books?id=jdvwPQAACAAJ]
*Pinnock. The History and Topography of Bedfordshire [https://books.google.co.uk/books?id=9bJYAAAAcAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]
*Parry. Select Illustrations, Historical and Topographical, of Bedfordshire [https://books.google.co.uk/books?id=UTUJAAAAQAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false]
*Blyth. The History of Bedford and Visitor's Guide. 1873 [https://books.google.co.uk/books?id=IuIGAAAAQAAJ&amp;pg=PP5#v=onepage&amp;q&amp;f=false]
*Cambridge County Geographies [https://books.google.co.uk/books?id=kTc8AAAAIAAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Buckinghamshire
*Reed. A History of Buckinghamshire. 1993 [https://books.google.co.uk/books?id=BtkWAQAAIAAJ]

Cambridgeshire
*Carter. History of the County of Cambridge [https://books.google.co.uk/books?id=jXpbAAAAQAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]
*Babington. Ancient Cambridgeshire [https://books.google.co.uk/books?id=DPrCAwAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Devon
*Ravenhill and Rowe. Devon Maps and Map-makers [https://books.google.co.uk/books?id=tjf2yAEACAAJ]
*Wright. A Plea for a Devonshire Bibliography. 1885 [https://books.google.co.uk/books?id=8ZUDAAAAQAAJ]

Derbyshire
*Woore. A Catalogue of Local Maps of Derbyshire, C.1528-1800. 2012. [https://books.google.co.uk/books?id=oWmCMwEACAAJ]
*O'Neal. A Bibliography of Derbyshire Lead Mining. 1961

Essex
*Cunnington. Catalogue of Books, Maps and Manuscripts, relating to or connected with the County of Essex. 1902 [https://books.google.co.uk/books?id=oIcqpibGE4MC]
*&quot;The Bibliography of Essex&quot; (1882) 1 Antiquarian Magazine &amp; Bibliographer [https://books.google.co.uk/books?id=dEkEAAAAQAAJ&amp;pg=PA72#v=onepage&amp;q&amp;f=false 72]. See also [https://books.google.co.uk/books?id=dEkEAAAAQAAJ&amp;pg=PA283#v=onepage&amp;q&amp;f=false p 283].
*&quot;The Bibliography of Essex&quot; (1891) 5 The Essex Naturalist 30 [https://books.google.co.uk/books?id=iIo1AQAAMAAJ]
*Moon. Essex Literature. 1900. Review: 61 Literary World 438 [https://books.google.co.uk/books?id=2T0ZAAAAYAAJ] See also [https://books.google.co.uk/books?id=1Y4UAQAAIAAJ] [https://books.google.co.uk/books?id=C_pEAAAAMAAJ]
*Fenn and Lowery, &quot;An Essex Bibliography&quot;, Journal of the South West Essex Technical College, vols 2 &amp; 3
*Victoria County History bibliography. 1959 [https://books.google.co.uk/books?id=F2EJAQAAIAAJ]
*O'Leary, John Gerard. A Supplement to the Essex Bibliography. Dagenham. 1962.
*A Bibliography of Essex Archaeology &amp; History
*Essex and Dagenham: A Catalogue of Books, Pamphlets and Maps. Dagenham. 1961
*Essex Archaeology and History: The Transactions of the Essex Society for Archaeological and History [https://books.google.co.uk/books?id=CtFAAAAAYAAJ]
*Essex Naturalist: Being the Journal of the Essex Field Club
*Wright. The History and Topography of the County of Essex [https://books.google.co.uk/books?id=SgQVAAAAQAAJ&amp;pg=PP9#v=onepage&amp;q&amp;f=false]
*Ogborne, The History of Essex [https://books.google.co.uk/books?id=IeVSAAAAcAAJ&amp;pg=PP5#v=onepage&amp;q&amp;f=false]
*Suckling. Memorials of the Antiquities and Architecture, Family History and Heraldry of the County of Essex [https://books.google.co.uk/books?id=bcw_AAAAcAAJ&amp;pg=PP7#v=onepage&amp;q&amp;f=false]
*Hunter, The Essex Landscape: A Study of Its Form and History [https://books.google.co.uk/books?id=w9kWAQAAIAAJ]
*Cambridge County Geography [https://books.google.co.uk/books?id=GPHa_X_0qo0C&amp;pg=PR3#v=onepage&amp;q&amp;f=false]
*Sokoll. Essex  Pauper Letters, 1731-1837 [https://books.google.co.uk/books?id=rCLia7XlqtMC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Morant. The History and Antiquities of Colchester in the County of Essex [https://books.google.co.uk/books?id=DDgtAAAAYAAJ&amp;pg=PP9#v=onepage&amp;q&amp;f=false]
*Wallen. The History and Antiquities of the Round Church at Little Maplestead, Essex [https://books.google.co.uk/books?id=FPYVAAAAYAAJ&amp;pg=PR1#v=onepage&amp;q&amp;f=false]

Kent
*Smith. Bibliotheca Cantiana. 1837. [https://books.google.co.uk/books?id=1dJDAAAAYAAJ&amp;pg=PP11#v=onepage&amp;q&amp;f=false]

Leicestershire
*Kirkby, C V (compiler). Catalogue of the books, pamphlets, &amp;c., relating to Leicestershire in the Central Reference Library. Leicester Free Public Libraries. 1893. Reviews: [https://books.google.co.uk/books?id=3boqAQAAIAAJ&amp;pg=PA84#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=UcHnAAAAMAAJ&amp;pg=PA728#v=onepage&amp;q&amp;f=false]
*Leicestershire and Rutland Bibliography, 1963-65 (1966) [https://books.google.co.uk/books?id=-OhVAAAAYAAJ 40] Leicestershire Archaeological and Historical Society: Transactions (1964/5) 92. Available as pdf from University of Leicester.
*Leicestershire and Rutland Bibliography, 1961-63. Available as pdf from University of Leicester.
*Leicestershire and Rutland Bibliography, 1960-61. Available as pdf from University of Leicester.
*A Bibliography of the Small Towns in Leicestershire and Rutland, 1600–1850. (Dissertation). [https://repository.lboro.ac.uk/articles/educational_resource/A_bibliography_of_the_small_towns_in_Leicestershire_and_Rutland_1600_1850/9414200]
*Loughborough's Heritage: A Bibliography of the Holdings of Leicestershire Libraries and Information Service and Record Office. [https://books.google.co.uk/books?id=Bwx2zgEACAAJ]
*Keith Ambrose and Frank Williams, &quot;Bibliography of the Geology of Leicestershire and Rutland: Part 2: 1971-2003&quot; (2004) [https://books.google.co.uk/books?id=U-tQAQAAIAAJ 16] The Mercian Geologist 5. Available as pdf from East Midlands Geological Society.
*Parsons and Brandwood. A Bibliography of Leicestershire Churches. 1978.
*Education in Leicestershire: A Bibliography. [https://books.google.co.uk/books?id=X6EfzQEACAAJ]

Sussex
*Brent, Fletcher and McCann. Sussex in the 16th and 17th Centuries: A Bibliography. 2nd Ed [https://books.google.co.uk/books?id=I7UtAAAAYAAJ]
*Farrant. Sussex in the 18th and 19th Centuries: A Bibliography. 1st Ed: 1973, 2nd Ed: 1977 [https://books.google.co.uk/books?id=MLUtAAAAYAAJ], 3rd Ed: 1979

==France==
Bibliography:
*Bibliographie de la France. Commentary: [https://books.google.co.uk/books?id=10rgjNvOV8oC&amp;pg=PA145#v=onepage&amp;q&amp;f=false]
*Girault de Saint-Fargeau. Bibliographie historique et topographique de la France. 1845 [https://books.google.co.uk/books?id=kClB9CQNZoMC&amp;pg=PP9#v=onepage&amp;q&amp;f=false]
*Catalogue d'une collection d'ouvrages sur l'histoire des provinces de la France. 1842 [https://books.google.co.uk/books?id=qQBX5WZouzAC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Landscape:
*Beaujeu-Garnier. France. (The World's Landscapes). 1975. [https://books.google.com/books?id=nwxDAQAAIAAJ]

Agenais:
*Andrieu. Bibliographie générale de l’Agenais et des parties du Condomois et du Bazadais. 1886 to 1891. Reprinted 1969.

Alsace:
*Ristelhuber. Bibliographie alsacienne. 1869 to 1873 [https://books.google.co.uk/books?id=0mhLAQAAMAAJ&amp;pg=PP13#v=onepage&amp;q&amp;f=false]
*Bibliographie alsacienne: Revue critique des publications concernant l'Alsace. 1918 to 1936
*Ritter. Répertoire bibliographique des livres imprimés en Alsace aux XVe et XVIe siècles [https://books.google.co.uk/books?id=DewaAQAAMAAJ]

Angoumois:
*Castaigne. Essai d'une bibliothèque historique de l'Angoumois, ou Catalogue raisonné des principaux ouvrages qui traitent des différentes branches de l'histoire de cette province. 1847 [https://books.google.co.uk/books?id=R-UanmmlvAEC&amp;pg=PP7#v=onepage&amp;q&amp;f=false]

Anjou:
*Braguier and Braguier. Archéologie en Anjou: bibliographie. 1984 [https://books.google.co.uk/books?id=LvsmAQAAIAAJ]

Auvergne:
*Gonot. Catalogue des ouvrages imprimés et manuscrits concernant l'Auvergne, extrait du catalogue général de la Bibliotlèque de Clermont-Fd (Puy-de-Dome). 1849. [https://books.google.co.uk/books?id=yCFtbObRCbUC&amp;pg=PP13#v=onepage&amp;q&amp;f=false]
*Catalogue des livres et estampes concernant l'ancienne Province d'Auvergne (Puy-de-Dôme, Cantal, Haute-Loire) réunis par feu M. G. Desbouis. 1865. [https://books.google.co.uk/books?id=Ui4S8_D0N74C&amp;pg=PP7#v=onepage&amp;q&amp;f=false]

Béarn
*&quot;Bibliographie Béarnaise&quot;, Revue de Pau et du Béarn [https://books.google.co.uk/books?id=FuZnAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=FQYqvPo9D9IC&amp;pg=PA158#v=onepage&amp;q&amp;f=false] [https://books.google.co.uk/books?id=RL9VAAAAYAAJ]

Brittany
*Sacher. Bibliographie de la Bretagne, ou Catalogue général des ouvrages historiques, littéraires et scientifiques parus sur la Bretagne, avec la liste des revues publiées en cette province, les prix approximatifs des volumes rares, etc. 1881 [https://archive.org/details/bibliographiede00sach]

Burgundy:
*Milsand. Bibliographie bourguignonne; ou, Catalogue méthodique d'ouvrages relatifs à la Bourgogne: Sciences - Arts - Histoire. 1885 [https://archive.org/details/bibliographiebo00milsgoog] [https://archive.org/details/bibliographiebo00sciegoog] [https://books.google.co.uk/books?id=CxIIAAAAQAAJ]
*Catalogue des manuscrits de la Bibliothèque royale des ducs de Bourgogne. 1842 [https://books.google.co.uk/books?id=FX5MAAAAcAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]
*The Companion Guide to Burgundy [https://books.google.co.uk/books?id=NraRP0AkDT0C&amp;pg=PP3#v=onepage&amp;q&amp;f=false]
*Lecat. The Golden Book of Burgundy. (The Golden Book) [https://books.google.co.uk/books?id=FyzR9qU1Zl4C&amp;lpg=PP1&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Gwynn. Burgundy: With Chapters on the Jura and Savoy. (Kitbag Travel Books). 1935 [https://books.google.co.uk/books?id=ny1LAAAAMAAJ]
*Bazin. Wonderful Burgundy. 1988. 1997 [https://books.google.co.uk/books?id=Yt1CRdICWCUC]
*Bailey. Burgundy. (Insight Guides). 1993 [https://books.google.co.uk/books?id=Q69a1dMW2NQC]
*Dunlop. Burgundy. Hamilton.1990 [https://books.google.co.uk/books?id=S_1OAAAAMAAJ]

Champagne:
*Lhermitte. Ouvrages sur la Champagne: contribution à la bibliographie champenoise. 1992. [https://books.google.co.uk/books?id=jbPfAAAAMAAJ]

Dauphiné:
*Mélanges biographiques et bibliographiques relatifs à l'histoire littéraire du Dauphiné par Colomb de Batines et Ollivier Jules. 1837 [https://books.google.co.uk/books?id=2F5MAAAAcAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]

Lorraine:
*Bibliographie lorraine. Académie nationale de Metz [https://books.google.co.uk/books?id=n-DfAAAAMAAJ]

Maine:
*Desportes. Bibliographie du Maine, précédée de la description topographique et hydrographique du diocése du Mans, Sarthe et Mayenne. 1844. [https://books.google.co.uk/books?id=hSk-AAAAYAAJ&amp;pg=PR3#v=onepage&amp;q&amp;f=false]

Normandy:
*Frère. Manuel du bibliographe Normand ou dictionnaire bibliographique et historique. 1858 to 1860. [https://books.google.co.uk/books?id=dp6geJClg1YC&amp;pg=PP13#v=onepage&amp;q&amp;f=false vol 1]

==Japan==
Bibliography
*Jozef Rogala. A Collector's Guide to Books on Japan in English: An Annotated List of Over 2500 Titles with Subject Index. 2001. [https://books.google.co.uk/books?id=7KI9ao-w2FEC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Frank Joseph Shulman. Japan. Clio Press. 1989. [https://books.google.co.uk/books?id=LsoUAQAAIAAJ]

Encyclopedias
*Louis-Frédéric. Japan Encyclopedia. 2002. [https://books.google.co.uk/books?id=p2QnPijAEmEC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Japan: An Illustrated Encyclopedia. Kodansha. 1993.
**Japan: Profile of a Nation. Kodansha. 1995. Revised Edition. 1999.
*[[w:ja:Kodansha Encyclopedia of Japan|Kodansha Encyclopedia of Japan]]. 1983. Supplement. 1986. [https://books.google.co.uk/books?id=WvApAQAAMAAJ]
*Dorothy Perkins. Encyclopedia of Japan: Japanese History and Culture, from Abacus to Zori. Facts on File. A Roundtable Press Book. 1991. [https://books.google.co.uk/books?id=JLKGAAAAIAAJ]

Periodicals
*Japan Report (1955 onwards) (Consulate General of Japan, Japan Information Center). Vol 39 published in 1993. [https://books.google.co.uk/books?id=MX4BN_frv4IC&amp;pg=PP7#v=onepage&amp;q&amp;f=false] editions:jYuMSMIQC-AC
**Japan Information

General
*Japan: A Country Study. 1992. [https://books.google.co.uk/books?id=ze-wupXxpvEC]

Handbooks
*Heenan (ed). The Japan Handbook. (Regional Handbooks of Economic Development). 1998. [https://books.google.co.uk/books?id=IMG2AgAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Introduction
*Webb. An Introduction to Japan. 1957. [https://books.google.co.uk/books?id=YQ8MAQAAIAAJ]

Today
*Buckley. Japan Today. 3rd Ed [https://books.google.co.uk/books?id=thyqBtJp2DcC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Contemporary
*Routledge Handbook of Contemporary Japan. 2021. [https://books.google.co.uk/books?id=yfH3DwAAQBAJ&amp;pg=PA2011#v=onepage&amp;q&amp;f=false]
*McCargo. Contemporary Japan. 3rd Ed: 2012. [https://books.google.co.uk/books?id=8I5KEAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]
*Kingston. Contemporary Japan: History, Politics, and Social Change since the 1980s. [https://books.google.co.uk/books?id=enJQZA3R4FMC&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

Modern
*Cortazzi. Modern Japan: A Concise Survey. 1993. [https://books.google.co.uk/books?id=Cf--DAAAQBAJ&amp;pg=PP1#v=onepage&amp;q&amp;f=false]

The Japanese
*Tasker. The Japanese: Portrait of a Nation. 1989 [https://books.google.com/books?id=Q1N8ld78wwQC]
**The Japanese: A Major Exploration of Modern Japan. [https://books.google.co.uk/books?id=CW-6AAAAIAAJ]
**Inside Japan: Wealth, Work and Power in the New Japanese Empire. 1987. [https://books.google.co.uk/books?id=2OJuAAAAMAAJ]

Music

See [[Universal Bibliography/Music#Japanese and Japan|Music of Japan]]

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__TOC__

==Overview==
Academic achievement is multifaceted and important: its impact may be far reaching, as the individual (through opportunity), institutions (via reputation) and society (which reaps the generation of human capital) can benefit (Alhadabi &amp; Karpinski, 2020). 

[[Motivation and emotion/Book/2011/Self-efficacy|Self-efficacy]] relates to a person’s innate beliefs about their skills and abilities. Bandura (1997) proposed that those with greater self-efficacy ultimately performed better within an academic setting. This can be realised through greater motivation and perseverance, and a better use of cognitive resources; additionally, students are more likely to engage in behaviours that facilitate achievement (Maddux &amp; Kleiman, 2017). 

Self-efficacy is but one significant factor which may predict academic achievement; it sits alongside other determinants that fall within the interrelated domains of personality, motivation, and [[Motivation and emotion/Book/2018/Self-regulated learning|self-regulated learning]] strategies. It is important to note that self-efficacy is malleable, therefore there is the opportunity to put strategies in place, in order to promote academic success.  

Ultimately, a learner has agency; they may change their behaviour and motivations. It is important they be made aware of constructs (outside the traditional confines of intellectual and cognitive ability) that influence academic achievement.  Self-efficacy sits alongside mediating variables (or motivational factors) like effort regulation and goal setting, which together bolster success. Awareness of this drives [[wikipedia:Metacognition|metacognitive]] changes, which in turn strengthens perception of self and promotes helpful learning behaviours.

{{RoundBoxTop|theme=3}}
'''Focus questions:'''

* How does self-efficacy effect{{gr}} academic achievement?
* How does self-efficacy relate to other learning constructs? 
* How can academic self-efficacy be fostered?
{{RoundBoxBottom}}

== Where does self-efficacy fit? ==
Self-efficacy is a multi-dimensional construct (see Figure 1). Self-efficacy is in itself, one construct (or belief system). It also, however, forms part of the self-regulated learning cycle, and additionally shares a relationship with other non-cognitive constructs; these cooperative influences then promote academic success.                                                

[[File:Self-efficacy_as_a_picture.png|411x411px|Figure 1. Self-efficacy as a multi-dimensional construct. |alt=Figure 1. Self-efficacy as a multi-dimensional construct.|thumb]]

== Theoretical frameworks ==
{{expand}}

=== Self-efficacy ===
[[File:Albert Bandura (cropped).jpg|thumb|Figure 2. Picture of Albert Bandura who developed the construct of social efficacy as part of his work on social cognitive theory.   ]]

[https://www.youtube.com/watch?v=HnACsrdGZAI Self-efficacy] is but one component of Albert Bandura's (see Figure 2) [[wikipedia:Social_cognitive_theory|social cognitive theory]] (SCT).  SCT emphasised self-referential thinking and described people as self-organising, proactive and self-regulating: this embodied perspective was the antithesis of the behaviourist views around at the time, which described people as reactionary organisms that were shaped (often solely) by their environment.  According to Bandura, behaviour is often predicted by the beliefs in one's capabilities, in opposition to their actual capabilities per se; these self-perceptions were termed, self-efficacy beliefs (Pajares, 1996).

Bandura (1977) proposed that those with greater self-efficacy ultimately performed better within an academic setting. In school, the beliefs that a student holds about their academic capabilities determines their consequential actions.  Their academic performance is therefore, largely the result of what students believe they have attained, are attaining, and can attain in the future. These self-beliefs mediate the relationship between cognitive engagement and achievement. Therefore, strengthening these beliefs increases the use of cognitive strategies, which in turn lead to improved performance.  The theory of self-efficacy may help to explain why academic performance can markedly differ between students of similar ability (Pajares, 1996).                                  

Self-efficacy beliefs are typically derived from four primary sources:

# Mastery experience: The impact of one’s (actual) performance over time.  Repeated success strengthens efficacy beliefs and will prime the learning environment for further success; it will also buffer the impact of occasional failures (Bandura, 1977). 
# Observation of others: learning through observation. One's ability is construed via comparisons with other students (social comparison) or the demonstrator (modelling).
# Verbal persuasion: forms of persuasion from both peers and mentors.
# Physiological and affective states: a state of being that results from (physiological and emotional) feedback that is experienced whilst performing assigned tasks.  

Of these sources, mastery experience is the most influential on self-efficacy beliefs (Blackmore et al., 2021) 

=== Other belief constructs ===
Positive self-belief is a central tenet to educational psychology. Self-efficacy is but one construct that depicts facets of self-belief in a widely used and theoretically rich way (Marsh et al., 2019).  Self-efficacy is a motivational factor which invariably contributes to or detracts from academic achievement.  It is not however, the sole influence on self-belief or competencies. Self-efficacy shares some theoretical similarities with other prominent belief systems or learning constructs (see Table 1).         
   
{| class=&quot;wikitable&quot;
|+Table 1. Prominent belief or learning constructs. 
!Construct
!Definition                                                             .            
!Shared relationship (with self-efficacy)                                                   .   
!Primary Differences (to self-efficacy)                                                 .            
|-
|Self-efficacy
.
|Self-efficacy (SE) relates to a person’s innate beliefs about their skills and abilities.  SE is developed through reciprocal causation: where one’s skill in a task and self-efficacy influences the other to further success through action. (Blackmore et al., 2021). 
|SE is a strong predictor of success &lt;u&gt;in a particular domain&lt;/u&gt; (Kirschner &amp; Hendrick, 2020).
|Mastery drives a more specific process; success is realised through a defined path (i.e., mastery), which in turn steers effort and motivation. 
|-
|[[Motivation and emotion/Book/2018/Growth mindset and challenge|Implicit Theories of Intelligence]] (Mindset Theory)
.
|The mindset theory organises variables - goals, attributions, helplessness and effort beliefs -  into the one meaning system. People will operate from either belief system: a growth or fixed mindset. The former proposes that intelligence is malleable and one's abilities can be expanded through the learning process; the latter sees intelligence as innate and trait-like, they'll express (but not expand) their abilities (Yaeger &amp; Dweck, 2020) 
|A growth mindset / high SE engages effort, persistence and strategising to 
A growth mindset / high SE will rise to learning challenges; a fixed mindset / low SE will avoid them. 

|A 'growth mindset' will refer to one's intelligence / capabilities  in a broad manner (vs. SE's domain specificity).
A growth mindset drives a broader process; competency improvements  are realised through (generalised) effort.    
 
|-
|Academic Self-concept (ASC)
. 
|The integrated ASC model systematically explains the relations between ASC and academic achievement across:

# domains - my accomplishments in one domain are relative to accomplishments in another
# time - my current accomplishments are relative to my past accomplishments
# school peer group - my accomplishments are relative to those of my peer group  (Marsh et al., 2017)
|Both constructs derive input from:

* perceived competence 
* mastery experience 
Though academic self-concept draws more from social and self-comparison in comparison to self-efficacy. 
|
* Self-concept judgements involve an evaluation of (one's) skills and abilities.  Whereas, efficacy judgements involve an evaluation of what one &lt;u&gt;believes&lt;/u&gt; they can do (with their skills and abilities).

* Self-concept beliefs tend to be retrospective, stable over time, and resistant to change. Whereas SE beliefs are largely prospective, durable, dynamic and malleable (Bong &amp; Skaalvik, 2003).   

|-
|Academic [[wikipedia:Self-regulated_learning|Self-regulation]]
- based on Zimmerman's model.
|Self- regulated learning (SRL) is a self-controlled cycle which consists of three components: 

# cognition - the skills and habits that are necessary to encode, memorize, and recall information as well as think critically.
# metacognition - the skills that enable learners to understand and monitor their cognitive processes. This is a critical component as this self-awareness promotes monitoring and self-correction in the learning process.
# motivation - the beliefs and attitudes that enact the development and use of (the cognitive and metacognitive) skills.
|SE plays a mediative role. Students with stronger academic SE make better use of cognitive strategies and self-regulatory practices through use of metacognitive strategies (Pajeras, 1996). 
|Self-efficacy is a sub-component of SRL's motivational component (i.e., self-efficacy is part of the self-regulated learning cycle).
|}

=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
Poppy avoids challenging math tasks in the classroom: a lack in experiences means she cannot see the progression of her performance over time. She doesn't therefore, believe she can do 'hard math'. Which model describes Poppy's beliefs?

|type=&quot;()&quot;}
- High Self-efficacy belief
- A growth mindset
+ Low Self-efficacy belief
- A fixed mindset
&lt;/quiz&gt;

== Research ==     
[[File:SE_research_hierarchy.png|thumb|440x440px|Figure 3. Variables that effect Academic Achievement]]

{{expand}}

=== Self-efficacy and academic self-regulation ===
Honicke and Broadbent’s (2016) meta-analysis found a medium size correlation {{ic|direction?}} between self-efficacy and academic success and saw that [[Motivation and emotion/Book/2014/Achievement goal orientation and academic motivation|goal orientation]] and effort regulation are additional variables that both moderate and mediate the relationship of self-efficacy and academic achievement.&amp;nbsp;  

Lin et al. (2021) also found that students with higher self-efficacy and self-regulation strategies had better academic performance; their results show that students' self-efficacy was positively associated with self-regulation and negatively associated with a lack of regulation. The authors suggest that a reciprocal relation may exist between academic self-efficacy and the use of self-regulation strategies: the higher the belief, the more likely a student is to use self-regulation strategies.   

These learning process strategies could include goal setting, as self-efficacy and goal setting have been found to mediate one another and collectively enhance academic performance (Alhadabi &amp; Karpinski, 2020; Richardson et al., 2012). 

Richardson et al. (2012) conducted a systematic review and meta-analysis on 7,167 articles.  In this, they differentiate between two forms of self-efficacy:  

* performance self-efficacy (familiar difficulties will see students formulate expectations from past specific performances). For instance, if a student is attempting a math problem, and they have successfully solved similar problems in the past, they can draw from previous experience and knowledge and feel confident in their ability to succeed. 
* academic self-efficacy (unfamiliar challenges will see students will anticipate future performance from generalised representations). For example, if a student is starting a brand new subject that they have never studied before, they will need to draw on their overall confidence and ability to learn academic material, rather than depend on previous knowledge or experience. 

Twelve motivational constructs were tested and the largest effect size was found between achievement and performance self-efficacy; grade goals and academic self-efficacy followed. Effort regulation had the strongest effect of the self-regulatory capacities tested.{{explain}}

=== Self-efficacy has a direct effect ===
Palos et al. (2019) found that self-efficacy may directly affect academic achievement irrespective any adjoining self-regulatory process.

{{expand}}   

=== Self-efficacy both supports and protects achievement ===
Self-efficacy may both support and protect achievement: it increases the positive effect of mastery and performance-approach goals and reduces the negative effect of avoidance goals on academic performance (Alhadabi &amp; Karpinski, 2020).

{{expand}}

=== Self-efficacy and other non-cognitive learning constructs ===
&lt;u&gt;Emotional Engagement&lt;/u&gt; - Olivier et al. (2019) conducted a longitudinal study that tested the developmental pathway between self-efficacy and academic achievement in math for 4th to 6th grade students.  Their results support the proposition that self-efficacy and achievement has a bi-directional influence on the other. In this case, the effect size of prior self-efficacy on later achievement was larger, and the students' positive perception of their efficacy in math was sustained and had a long-lasting effect on their achievement. In short, the developmental pathway showed that self-efficacy is the juncture between math achievement and emotional engagement, with the latter being both an indicator of student wellbeing and an intrinsic value of learning.  

&lt;u&gt;Emotional Regulation&lt;/u&gt; - Supervia and Robres' (2021) study adds to the abundance of literature which shows strong correlations between emotional regulation and self-efficacy, but which also indicates that academic self-efficacy acts as a mediating variable between emotional regulation and academic achievement.  In fact, their study supported the proposition that students who score at above average levels in academic self-efficacy and emotional regulation will by default achieve academically in an above average range.

=== Quiz ===
&lt;quiz display=&quot;simple&quot;&gt;
Jesse has started a part-time job whilst studying at University. His manager asks him to update the company's website. Jesse has never worked with web design before but he looks forward to the opportunity. He has designed webpages whilst studying and believes he has the aptitude for web design work. Which type of self-efficacy is Jesse's confidence drawn from?

|type=&quot;()&quot;}
- Performance self-efficacy
+ Academic self-efficacy
&lt;/quiz&gt;
&lt;quiz display=&quot;simple&quot;&gt;

Research indicates that self-efficacy beliefs can have a direct effect on academic achievement.  However, achievement can also be raised through the combined effects of self-efficacy and which other non-cognitive constructs? 

|type=&quot;()&quot;}
- Goal Setting
- Effort regulation
- Emotional regulation
+ All of the above
&lt;/quiz&gt;

== How can academic self-efficacy be fostered? ==

{{RoundBoxTop|theme=2}}
'''Case Study'''

Poppy completes her first semester at studying Psychology at University. She had heard about self-efficacy when learning some foundational research and academic skills. Poppy has the goal of becoming a clinical psychologist. Upon nearly failing her first statistics unit she realised her low confidence and self-belief were letting her down. She wanted therefore, to learn more about self-efficacy in the hope that she could raise her grades.  

{{RoundBoxBottom}}

=== Metacognition and calibration ===
Adolescence brings about fundamental changes in meta-cognition, independent thought, introspection and sense of self (Costa &amp; Faria, 2018). These changes can be leveraged to facilitate academic growth and success. A high sense of self-efficacy, however, is not alone enough to guarantee success.  There is the requirement that one's expectations should resemble their actual performance. The term 'calibration' describes this metacognitive judgement which involves the accurate reconciliation of self-judgement to performance (Ramdass &amp; Zimmerman, 2008).      

Calibration is critical to the self-evaluation process, so that achievable and realistic goals are set: students who inflate their abilities may attempt challenging tasks and fail, whilst those who discount themselves avoid such challenges; this is detrimental to motivation and opportunity respectively. Therefore, accurate confidence judgements enable a student to adapt their learning strategies; this guides them towards success (Blackmore et al. 2021). Miscalibrations can be identified via:    

* post-test instruction - with a subject matter expert, enables a student to recognise and reconcile their prior poor performance.  This is especially relevant to lower-quartile achievers and may mitigate the [[wikipedia:Dunning–Kruger_effect|Dunning-Kruger effect]]{{explain}}
* well developed self-regulatory skills - which generates self-feedback or instigates action on external feedback; this strengthens the foundation of accurate self-efficacy.

Self-efficacy is a malleable process and metacognition can drive change. For instance, Blackmore et al. (2021) relay that lower performing students employ metacognitive strategies less frequently than their higher performing counterparts.  Thus, some metacognitive strategies could include:

* effective 'top-down' processing - where one explicitly discounts their previous convictions and instead, derives their beliefs solely from past performance 
* exercises that promote monitoring skills - as these in turn, enhance mastery.

=== Feedback ===
Feedback may inform introspection and initiate action and therefore, is an important component of metacognitive training. Accordingly, Blackmore et al. (2021) states that feedback should be pitched in a realistic (but still encouraging) and palatable (not overly critical) manner, as students will adapt their self-efficacy to correlate with feedback when they consider the critique to be reasonable.             

=== Interventions ===
There is little research which attempts to deliberately and directly manipulate student self-efficacy.  Instead, interventions that target self-regulation have been shown to increase self-efficacy accuracy and moderate self-efficacy beliefs, which in turn improves academic achievement.  Such interventions include:            

* Ramdass &amp; Zimmerman's (2008) math-classroom study: where the environment seeded the belief that achievement was a reasonable expectation for all, incorporated accuracy training into the curriculum, included strategy training (and tied its value to performance in obvious and tangible ways), provided frequent evaluative opportunities, and buffered the impact of avoidance behaviours by targeting low-self efficacy beliefs.

* Colthorpe et al's. (2019) study, which used meta-learning assessment tasks like: articulating goal, motivation and reliant study strategies (during the forethought phase), reconciling such strategies to one's ongoing results (as per the performance phase), before reflecting, and then updating, one's goals, motivation and strategies before the study period's end (the self-reflection phase){{rewrite}}. Note that these three phases form part of [[wikipedia:Self-regulated_learning|Zimmerman's self-regulation model.]]{{explain}}. 
* Zimmerman et al's. (2011) intervention, which coached low-performing math students in self-assessment and reflection techniques so that their task-specific self-efficacy beliefs were better calibrated to their (eventual) results. This saw the class pass-rate significantly improve.

{{RoundBoxTop|theme=2}}
'''Case study'''

Poppy knew that her modest beliefs around her math and reasoning skills meant she wasn’t confident in her research and statistics units. As an avoidance measure, she’d only skimmed these topics in class. She realised she’d denied herself the learning opportunities, which would serve as evidence, so that she could formulate more accurate self-beliefs.  Poppy therefore, wanted to examine her pre-existing efficacy beliefs.  

After reading up on self-efficacy, Poppy looked to employ the following learning strategies:

➣ She broke up tasks within each subject to allow for a realistic sense of achievement as she moved between goals.  

➣ She set effective and realistic goals that required perseverance but were small enough to promote progress. 

➣ She examined (teacher provided) feedback, reconciled this and adjusted her self-evaluations based on this

➣ She took on the suggestions for improvement that were gained via feedback in order to hone her skills

➣ She was proactive and quickly tackled learning setbacks whilst remaining focused on her goals

➣ She looked for opportunities - like joining a study group or subscribing to an online learning tool (e.g. Quizlet) - where she could practice her new skills; this promoted mastery experiences.  

➣ She looked for instances in the classroom (like tutorials) where she could succeed on a day to day basis.  It wasn’t just her grades that underwrote her (new) efficacy beliefs.  

It took a lot of perseverance, effort and consistent hard-work but Poppy gained new research skills and proficiencies. She was able to adjust her self-beliefs and now thinks she has high but realistic self-efficacy within this particular domain. She is motivated to tackle her next statistics unit and is confident that her grades will continue to improve.  {{RoundBoxBottom}}

==Conclusion==
Academic success is not achieved through self-belief alone.  A student cannot exceed their capability just by believing in themselves.  Self-efficacy beliefs form the internal rules (intrinsic motivation) which help determine the effort, persistence and perseverance that's shown by a student (Maddux &amp; Kleiman, 2017).  It is this motivation, that alongside effective cognitive strategies, factor into academic success.  Self-efficacy is developed through reciprocal causation, where one builds skills in a particular domain, which increases their self-efficacy; this growing efficacy then motivates further endeavour. This virtuous circle invariably leads to further success as a student who has high self-efficacy will: set loftier goals, employ effective self-regulatory strategies, monitor their work more efficiently and evaluate their performance more accurately (Ramdass &amp; Zimmerman, 2008).   

Self-efficacy is not the sole non-cognitive influence or belief system that affects academic success.  Positive self-belief is a central tenet to educational psychology and self-efficacy is but one construct that sways one's self-belief.  There is some overlap between self-efficacy and other constructs like mindset theory and academic self-concept, as they share theoretical similarities such as approach and avoidance tendencies, and; perceived competence and mastery experience respectively.  And whilst self-efficacy is in itself a self-contained construct, it is also but one component of the self-regulated learning process.     

An extensive amount of research shows that there is a significant relationship between self-efficacy and academic achievement.  Whilst there are indications that self-efficacy can have a direct effect on academic success, it is more often the case that self-efficacy works alongside other mediating variables such as goal setting, goal orientation, grade goals and other self-regulated learning components.  Research also shows that self-efficacy both supports and  protects achievement via promoting mastery and performance-approach goals and reducing the negative effect of avoidance goals.  Lastly, self-efficacy can act as a mediating variable between emotional engagement and emotional regulation, with the former being particularly crucial as it is an indicator of student wellbeing and, is also an intrinsic value of learning.     

It is important that a student's (performance) expectations should resemble their actual performance; this is termed 'calibration'.  Calibration is critical to the self-evaluation process, so that a student may successfully adapt their learning strategies as needed; this facilitates academic progress and success.  Post-test instruction can help a student to identify gaps between their expectation and performance.  Effective self-regulatory skills which generate self-feedback or instigate action on external feedback are important, as self-evaluation and constructive monitoring strengthens the foundation of accurate self-efficacy.             

There is little research that looks to deliberately and directly manipulate student self-efficacy.  Instead, interventions that target self-regulation have proved effective in increasing self-efficacy accuracy, and moderating self-efficacy beliefs; this in turn, improves academic achievement.  Students therefore, should undertake metacognitive processes which inform introspection, as self-efficacy is a malleable process and metacognition can drive change. Practical steps can include realistic goal setting, reconciling (self and other) feedback, initiating approach (rather than avoidance) strategies, proactively seeking out mastery experiences, and noticing (smaller but consistent) evidentiary instances of academic wins (or success).             

==See also ==
* [[wikipedia:Self-concept|Self-concept]] (Wikipedia)
*[[wikipedia:Implicit_theories_of_intelligence|Implicit Theories of Intelligence]] (Wikipedia)
*[[wikipedia:Self-regulated_learning|Self-regulated learning]] (Wikipedia)
* [[Motivation and emotion/Book/2014/Achievement goal orientation and academic motivation|Achievement goal orientation and academic motivation]] (Wikiversity)
* [[Motivation and emotion/Book/2011/Self-efficacy|Self-efficacy]] (Wikiversity)
* [[Motivation and emotion/Book/2014/Self-efficacy and motivation|Self-efficacy and motivation]] (Wikiversity)
* [[Motivation and emotion/Book/2020/Emotional self-efficacy|Emotional self-efficacy]] (Wikiversity)

==References==
{{Hanging indent|1=

Alhadabi, A., &amp; Karpinski, A.C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. ''International Journal of Adolescence and Youth,'' ''25''(1), 519-535. &lt;nowiki&gt;https://doi.org/10.1080/02673843.2019.1679202&lt;/nowiki&gt;.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. ''Psychological Review, 84''(2), 191–215. &lt;nowiki&gt;https://doi.org/10.1037/0033-295X.84.2.191&lt;/nowiki&gt;

Blackmore, C., Vitali, J., Ainscough, L., Langfield, T., &amp; Colthorpe, K. (2021). A Review of Self-Regulated Learning and Self-Efficacy: The Key to Tertiary Transition in Science, Technology, Engineering and Mathematics (STEM). ''International Journal of Higher Education 10''(3). &lt;nowiki&gt;https://doi.org/10.5430/ijhe.v10n3p169&lt;/nowiki&gt;

Bong, M., &amp; Skaalvik, E.M. (2003) Academic Self-Concept and Self-Efficacy: How Different Are They Really? Educational Psychology Review, 15(1), 1-40. &lt;nowiki&gt;https://web-s-ebscohost-com.ezproxy.canberra.edu.au/ehost/pdfviewer/pdfviewer?vid=0&amp;sid=1b567fb6-2a8d-4b99-a764-aaa472ecd205%40redis&lt;/nowiki&gt;

Caviglia-Harris, J., &amp; Maier, K. (2020). It's not all in their heads: the differing role of cognitive factors and non-cognitive traits in undergraduate success. ''Education Economics, 28''(3), 245-262. &lt;nowiki&gt;https://doi-org.ezproxy.canberra.edu.au/10.1080/09645292.2020.1729702&lt;/nowiki&gt;

Costa, A., &amp; Faria, L. (2018). Implicit theories of intelligence and academic achievement: a meta-analytic review. ''Frontiers in Psychology'', ''9'':829. &lt;nowiki&gt;https://doi.org/10.3389/fpsyg.2018.00829&lt;/nowiki&gt;

Greco, A., Annovazzi, C., Palena, N., Camussi, E., Rossi, G., &amp; Steca, P. (2022). Self-efficacy beliefs of university students: examining factor validity and measurement invariance of the new academic self-efficacy scale. ''Frontiers in Psychology, 12:'' 498824. &lt;nowiki&gt;http://doi:10.3389/fpsyg.2021.498824&lt;/nowiki&gt;

Han, Z (2021). Exploring the Conceptual Constructs of Learners’ Goal Commitment, Grit, and Self-Efficacy. ''Frontiers in Education, 12'':783400. doi: 10.3389/fpsyg.2021.783400

Honicke, T., &amp; Broadbent, J. (2016)''.'' The relation of academic self-efficacy to university student academic performance: A systematic review. ''Educational Research Review, 17,'' 63-84. &lt;nowiki&gt;http://doi.org/10.1016/j.edurev.2015.11.002&lt;/nowiki&gt;

Kirschner, P. A., &amp; Hendrick, C. (2020). How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice. Routledge.

Lin, S., Mastrokoukou, S., Longobardi, C., Bozzato, P., Gastaldi, F., G., M., &amp; Berchiatti, M. (2022). Students' transition into higher education: The role of self-efficacy, regulation strategies, and academic achievements. ''Higher Educ Quarterly,'' 00:1–17.&amp;nbsp; &lt;nowiki&gt;http://doi.org/10.1111/hequ.12374&lt;/nowiki&gt;

Maddux, J. E., &amp; Kleiman, E. (2017). Self-efficacy. In R. Biswas-Diener &amp; E. Diener (Eds), ''Noba textbook series: Psychology.'' Champaign, IL: DEF publishers. &lt;nowiki&gt;https://ebookcentral-proquest-com.ezproxy.canberra.edu.au/lib/canberra/detail.action?pq-origsite=primo&amp;docID=4513033&lt;/nowiki&gt;

Marsh, H. W., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J. &amp; Dicke, T. (2017). An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years. ''Developmental Psychology, 54''(2), 263–280. &lt;nowiki&gt;http://dx.doi.org/10.1037/dev0000393&lt;/nowiki&gt;

Marsh, H.W., Pekrun, R., Parker, P.D., Murayama, K., Guo, J., Dicke, T., &amp; Arens, A.K. (2019). The murky distinction between self-concept and self-efficacy: beware of lurking jingle-jangle fallacies. ''Journal of Educational Psychology 11''(2), 331-353. &lt;nowiki&gt;http://dx.doi.org/10.1037/edu0000281&lt;/nowiki&gt;

Olivier, E., Archambault, I., De Clercq, M., &amp; Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: comparing three theoretical frameworks. ''Journal of Youth and Adolescence 48'', 326–340. &lt;nowiki&gt;https://doi.org/10.1007/s10964-018-0952-0&lt;/nowiki&gt;

Palos, R., Magurean, S., &amp; Petrovici, ''M. (2019). Self-regulated learning and academic performance - the mediating role of students’ achievement goals. Revista de cercetare și intervenție socială, 67, 234-249. &lt;nowiki&gt;https://doi.org/10.33788/rcis.67.15&lt;/nowiki&gt;.''

Pajares, F (1996). Self-Efficacy Beliefs in Academic Settings. ''Review of Educational Research, 66''(4), 543-578. &lt;nowiki&gt;http://www.jstor.org/stable/1170653&lt;/nowiki&gt;

Ramdass, D., &amp; Zimmerman, B. (2008). Effects of Self- Correction Strategy Training on Middle School Students’ Self-Efficacy, Self- Evaluation, and Mathematics Division Learning. ''Journal of Advance Academics, 20''(1), 18-41. &lt;nowiki&gt;http://doi.org/10.4219/jaa-2008-869&lt;/nowiki&gt;

Richardson, M., Abraham, C., &amp; Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. ''Psychological Bulletin'', ''138''(2), 353–387. &lt;nowiki&gt;http://doi.org.ezproxy.canberra.edu.au/10.1037/a0026838&lt;/nowiki&gt;.

Supervía, P. U., &amp; Robres, A.Q. (2021).  Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students. ''International Journal of Environmental Research and Public Health, 18,'' 5715. &lt;nowiki&gt;https://doi.org/10.3390/ijerph18115715&lt;/nowiki&gt;

Yaeger, D. S., &amp; Dweck, C. S. (2020). What can be learned from growth mindset controversies? ''American Psychologist, 75''(9''),'' 1269-1284. &lt;nowiki&gt;https://doi.org/10.1037/amp0000794&lt;/nowiki&gt;

Zimmerman, B. J., Moylan, A., Hudesman, J., White, N. &amp; Flugman, B. (2011). Enhancing self-reflection and mathematics achievement of at-risk urban technical college students. ''Psychological Test and Assessment Modelling, 53''(1), 141-160. &lt;nowiki&gt;http://doi.org/10.4219/jaa-2008-869&lt;/nowiki&gt;

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==Overview==
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Take a moment to think about something you are completely [[Motivation and emotion/Book/2018/Passion and motivation|passionate]] about – something that has captured you for years.
Maybe it's a hobby, a sport, your job, or what you study. What does that look like for you? Do you want to do it even when you don't necessarily have to? Or are you motivated to practice it in challenging ways, driven by your mindset that if you keep trying, you'll get better at it? Have you maintained this passion for years, with your interest enabling you to [[Motivation and emotion/Book/2021/Perseverance|persevere]] despite challenges, setbacks, and even failure? {{RoundBoxBottom}}

Duckworth et al. (2007) propose that this trait is [[Motivation and emotion/Book/2016/Grit|grit]]: ongoing perseverance and passion for long-term goals, created through consistent interests and persevered effort over time. Grit is more than passing interest, it is a deep and enduring commitment to achieving your long term goals, no matter what obstacles come in your way. Grit is a factor that can help to understand what makes some people keep trying when others give up. Grit works as both a predictor and an outcome of [[Motivation and emotion/Book/2010/Achievement motivation|achievement]], promoting thoughts and behaviours that enable success in a range of life domains including health and wellbeing, academic and professional success, and sports. 

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'''Focus questions:'''
* What are the theories that explain grit and achievement, and how do they interact?
* How does grit translate to behaviour, and how do these behaviours promote achievement?
* What are the cognitive processes observed in high-grit individuals that empower them to achieve?
* Despite the popularity of grit, what critiques have been made on its value as a predictor of achievement?

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==Theoretical concepts==
Understanding the foundational theories of grit and achievement is essential when examining the interaction between grit and achievement, and the role they play in promoting success in the lives of individuals. 

=== Grit ===
[[Motivation and emotion/Book/2016/Grit|Grit]] combines passion and perseverance towards long-term goals, characterised by consistent interests and perseverance of effort over time (Duckworth et al., 2007). Perseverance describes consistent interests and sustained effort made over time, while passion involves a deep and enduring interest. It generates [[Emotion|emotions]] tied to core personal [[Motivation and emotion/Book/2020/Theory of basic human values|values]], motivating behaviours and thoughts that reinforce those values (Jachimowitz et al., 2018). It is strongly correlated with [[Motivation and emotion/Book/2020/Conscientiousness and motivation|conscientiousness]], [[wikipedia:Self-control|self-control]], [[Motivation and emotion/Textbook/Emotion/Emotional stability|emotional stability]], and [[Motivation and emotion/Book/2021/Mental toughness|mental toughness]] (Credé et al., 2017). Understanding grit can help explain why some individuals are motivated to persist in challenging situations, resulting in achievements across various domains. 

Initial [[w:Research|research]] proposed a [[Motivation and emotion/Book/2016/Grit#Debate surrounding factor structure|two-factor hierarchical model]] with factors of passion and perseverance. However, recent findings argue that it may be better conceptualised as a single trait (Duckworth et al., 2021). [[Meta-analysis|Meta-analytic]] findings suggest perseverance is the sub-facet of grit most strongly associated with achievement, with consistent behaviours and positive thoughts helping people achieve their long-term goals  (Kim &amp; Lee, 2015; Credé et al., 2017).
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[https://angeladuckworth.com/grit-scale/ Test yourself on the grit scale here.]{{RoundBoxBottom}}

=== Achievement ===
[[Achievement motivation|Achievement]] refers to completing a task successfully, often requiring effort, skill, and overcoming a degree of challenge. People can have high or low needs for achievement, which drives their desire to do well relative to a standard of excellence, ending with an objective outcome of success or failure (Reeve, 2018). These standards of excellence provide individuals with a benchmark against which they can compare their performance and vary depending on the domain.   

While standards of excellence can be explicit and determined by others, individuals with a high need for achievement are subconsciously motivated to improve their performance and overcome challenges (Reeve, 2018). For example, a school student with high achievement motivation is likely not only to want to strive towards a high GPA, but they are also more likely to be [[Motivation and emotion/Book/2013/Intrinsic motivation|intrinsically motivated]], wanting to learn for the pleasure of learning and having deeper cognitive engagement in their study (Reeve, 2018).  

== Gritty behaviours that enable achievement ==

People love the idea that some people are naturally talented. When watching the [[wikipedia:Olympic_Games|Olympics]], someone might say, &quot;Oh, I could never have done that. I am just not athletic.&quot; However, there are lots of factors that go into achievement beyond natural talent. Duckworth et al. (2007) argue that when looking at why some people achieve when others fail, talent does matter, but effort counts twice as much. Gritty individuals engage in a range of behaviours over time promoting skill development and expertise, enabling them to achieve their long-term goals and achieve in a range of domains. 

=== Deliberate practice ===
[[wikipedia:Practice_(learning_method)#Deliberate_practice|Deliberate practice]] is engaging in challenging, effortful practice activities designed to improve current performance and is a critical factor mediating the relationship between grit and achievement. Grittier individuals are more likely to engage in more effective and challenging practice, more frequently (Duckworth et al., 2007). In a study examining what enabled achievement in children at the [[wikipedia:Scripps_National_Spelling_Bee|American National Spelling Bee]], Duckworth et al. (2011) found that high-achieving children were more likely to choose the more effortful but less enjoyable practice method of studying and memorising alone, as they knew it would be more effective than other more enjoyable practice strategies, such as being quizzed by others. 

Deliberate practice methods have been linked to sporting skill development, with expert athletes accumulating more deliberate practice hours over their careers than non-experts (Tedesqui &amp; Young, 2018). Tedesqui and Young (2018) found that grit was a better predictor for expert sport development than conscientiousness or self-control, as athletes were more likely to engage in deliberate practice. This study found that gritty young adults engaging in national or state level sports prioritised skill development in their sport above other life interests. These findings support the theory that grit enables engagement in deliberate practice over many years, which plays an important role in achievement. 

=== Goal setting ===
[[Motivation and emotion/Book/2013/Goal setting|Goal setting]] allows people to work towards a specific target they want to achieve and find a way to get there. Gritty individuals tend to have clear goal hierarchies and maintain focus on a single pursuit over many years (Schimschal et al., 2021). They are also more likely to have strong goal commitment, leading to higher perseverance of effort over time, even after controlling for conscientiousness, academic persistence, prior academic achievement and engagement, gender, and socioeconomic status (Tang et al., 2021).  

Alhadabi and Karpinski (2020) examined the behaviours of gritty students, finding they were more likely to set performance-oriented goals aimed at achieving a specific standard of performance or outcome. In contrast, students with lower levels of grit were more likely to be disinterested in their studies and engage in avoidance behaviours. Grit is also associated with setting and achieving mastery approach goals, focused on developing competence and acquiring task mastery (Alhadabi &amp; Karpinski, 2020).  

A higher-order goal is a goal that an individual perceives as more important to them than their other goals and is linked to their sense of identity and core [[Motivation and emotion/Book/2020/Theory of basic human values|values]] (Teimouri et al., 2022). Achievement of these goals takes many years, requiring people to remain committed despite challenges and distractions. Passion promotes sustained interest in these higher-order goals, helping people persist even when encountering challenges, obstacles, or failures (Teimouri et al., 2022). This sustained interest helps gritty individuals engage in the lower-level goals daily goals that will progress them towards achieving their long-term higher-order goals.

=== Grit as an outcome of achievement ===
Not only does grit promote behaviours that enable achievement, but it also increases as a result of achievement over time as part of a self-reinforcing process. People who believe achievement is associated with effort are more likely to work consistently and diligently towards their goals over time (Park et al., 2020). This attribution is reinforced when goals are achieved, with individuals being more likely to attribute their success to their hard work than natural talent or other factors. 

Grit is also thought to develop over the lifespan. Rhodes abd Giovanetti (2022) discovered a positive correlation between grit scores and ageing, suggesting that as individuals age and consistently experience achievement due to their perseverance and passion, their grit increases. Grit has also been associated with improved later-life cognitive performance, serving as a protective factor that promotes adaptation to the challenges of aging through improved physical and emotional well-being (Rhodes &amp; Giovanetti, 2022).

== Cognitive processes ==
&lt;div style=&quot;float:right; clear:right; margin-left:5px; margin-bottom:1px; margin-top:1px;&quot;&gt;{{Robelbox|theme=2|title=Case study|width=350px|iconwidth=48px}}&lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
[[File:Grandpa Running.jpg|thumb|Figure 1]]

90-year-old Ron has been an active person his whole life (see Figure 1). He has run every day since his childhood and continues to exercise for an hour every day. He remains passionate and excited about this activity, contributing to his health.
&lt;/div&gt;
{{Robelbox-close}}
&lt;/div&gt;

Gritty individuals have higher levels of positive affect, self-efficacy, mindfulness, purpose commitment, self-regulation and hardiness, with these positive thoughts and behaviours helping people to achieve their long-term goals (Schimschal et al., 2021).

=== Satisfaction of basic needs ===
[[Self-determination theory]] proposes that for people to experience positive well-being and growth, they need three things: [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|autonomy]], control over their actions, [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|competence]], or the ability to do something well, and [[Motivation and emotion/Book/2011/Relationships and happiness|relatedness]], meaningful connections with others. A survey of [[wikipedia:South_Korea|South Korean]] young adults revealed that grit is strongly related to autonomy and competence, mediating the effects of grit on subjective well-being (Jin &amp; Kim, 2017). These findings support the argument that although grit does not directly increase subjective well-being, gritty individuals are more likely to be able to satisfy their need to control their actions autonomously and do things competently, which can lead to intrinsic motivation and optimal psychological functioning (Datu, 2021). Increased autonomy when completing an activity may lead to increased competence, leading to improved performance and achievement of goals (Jin &amp; Kim, 2017).

{{RoundBoxTop|theme=9}}
'''Case study:''' Ron thinks that running helps him feel like he is independent and good at something. This has helped him develop his running skills and master techniques, which has subsequently led him to be able to succeed at his goal - of winning his age group at the local [[w:Parkrun|Parkrun]].
{{RoundBoxBottom}}

=== Intrinsic motivation ===
When people have [[intrinsic motivation]], they engage in activities for the inherent satisfaction of completing an activity rather than for rewards or external pressures, and is high in gritty individuals, driving them to seek meaning for their life (Karlen et al., 2019). Intrinsic motivation is associated with increased persistence, recovery after setbacks, and choosing challenging activities (Karlen et al., 2019). A study of Swiss high schoolers found that perseverance of effort was positively aligned with intrinsic motivation, while consistency of interest was negatively associated with extrinsic motivation (Karlen et al., 2019). This suggests that the sub-facets of grit have different pathways motivating people to achieve their goals. 

A study of Swiss high schoolers found that perseverance of effort was positively aligned with intrinsic motivation, while consistency of interest was not correlated with intrinsic motivation and was negatively associated with extrinsic motivation (Karlen et al., 2019). The association with perseverance of effort found in this study supports the theory that persevered effort relates to other constructs that contribute to intrinsic motivation, such as the value of learning, self-efficacy beliefs and goal setting (Karlen et al., 2019). In contrast, as consistency of interest was not associated with intrinsic motivation, consistent interests may be less likely to be triggered by a particular interest in a domain and are instead focused on goals and action orientations (Duckworth et al., 2007).

{{RoundBoxTop|theme=9}}
'''Case study:''' Ron says that he is excited to get up and go for a run every day because he loves it, not because he wants to win a race or beat a record. Although he likes to go to his local Parkrun and win his age group, he sees inherent satisfaction in running and doesn't do it to win or receive praise.{{RoundBoxBottom}}

=== Mindset ===
Grit is associated with [[Motivation and emotion/Book/2019/Growth mindset development|growth mindsets]], which is the belief that abilities can be improved with effort, as development of one trait reinforces the other (Park et al., 2020).  Individuals with a growth mindset often exhibit both higher perseverance of effort and greater consistency of interest, and therefore higher grit (Karlen et al., 2019). 

To further examine this relationship, Alan and colleagues (2019) developed an educational intervention implemented in elementary school samples, educating children on developing growth mindsets, persevering through failures, and goal setting. This intervention found that students became more likely to exert effort to develop task-specific abilities, leading to success. These results were associated with enduring effects following a follow-up study 2.5 years later.

However, although growth mindsets have been linked to grit, this relationship only has a weak effect on academic achievement (Karlen et al., 2019). This suggests that although believing in your ability to grow is associated with perseverance and consistency, it does not necessarily translate to achievement.

{{RoundBoxTop|theme=9}}
'''Case study:''' Ron believes that the reason that he can still run at 90 is not because he is the most talented runner in the world, but is instead because he has worked hard at developing his talent over time. He thinks that he has maintained his health and fitness through hard work and effort throughout his life.
{{RoundBoxBottom}}

== Grit and achievement outcomes ==
Grit has been associated with achievement in various domains, including health and well-being, academic achievement, professional success and sport. This section will explore how the cognitions and behaviours described earlier in the chapter influence life outcomes in diverse areas. 

=== Health and well-being ===
Grit is associated with improved long-term health and well-being outcomes, including later-life cognitive performance and life expectancy (Rhodes &amp; Giovannetti, 2022; Kim &amp; Lee, 2015). It is a predictor for participation in high and moderate-intensity [[exercise]], with consistent behaviour leading to the establishment and maintenance of consistent exercise routines (Hein et al., 2020). Psychologically, grit can act as a protective factor against the harms of [[Motivation and emotion/Book/2011/Learned helplessness|learned helplessness]] and moderates the impact of negative life events on suicidal ideation (Datu, 2021).

=== Academic achievement ===
Although grit is not correlated with [[wikipedia:Intelligence_quotient|intelligence quotient scores]], it has similar predictive validity for overall course results and educational attainment (Park et al., 2020). Longitudinal studies have found that high grit scores are positively correlated with higher cumulative GPAs, negatively correlated to course failure, and associated with higher course completion rates (Hwang et al., 2018). These findings have been replicated in university settings in both Eastern and Western cultural contexts, showing cross-cultural validity (Chen et al., 2018). 

=== Professional outcomes ===
Grit acts as a predictor of professional success rather than an outcome, being associated with higher labour stability and professional efficacy (Fernández-Martín et al., 2020). Length of work experience is linked to increased levels of grit over time, with gritty individuals being more likely to exert greater effort than their counterparts (Datu, 2021). However, this behaviour may be costly, as these people risk accomplishing fewer duties and staying in a situation that cannot be overcome (Datu, 2021). If this persists over a long time, gritty individuals are at risk of damaging psychological costs due to their grit, especially in contexts where failure is necessary.

=== Sporting achievements ===
Grit has been associated with success in [[Sport|sports]], promoting the [[Motivation and emotion/Book/2011/Psychological resilience|resilience]] and determination needed for long-term success. It allows individuals to remain focused on long-term goals and success, and has been found to be a more accurate predictor of expert sport development than conscientiousness and self-control. Additionally, consistency of interest has been associated with fewer thoughts of quitting, enabling enduring success in athletic pursuits (Tedesqui &amp; Young, 2018).

==Critical debate surrounding grit ==
Despite the increasing academic research on grit, it has not been found as a consistent predictor for success above and beyond other traits (Credé et al., 2017). Many studies have emphasised the role of perseverance, with inconsistent results found for the importance of passion. As a result, proponents of grit argue there may be a bias in literature towards perseverance, rather than viewing grit as a holistic trait (Jachimowicz et al., 2018). 

=== Comparison to conscientiousness ===
Grit is strongly correlated with the Big 5 personality trait of [[Motivation and emotion/Book/2020/Conscientiousness and motivation|conscientiousness]] (Duckworth et al., 2007). Many critics argue that the association between grit and achievement is mediated largely by conscientiousness, and is largely just conscientiousness viewed through a slightly different theoretical construct (Credé et al., 2017; Jachimowicz et al., 2018). However, grit has a small to medium effect size for predicting life success outcomes above and beyond the effect of conscientiousness (Duckworth et al., 2007; Rhodes and Giovannetti, 2022). This suggests that grit is an independent construct with predictive value despite its close association with conscientiousness, however it must be considered as one part of a larger array of factors that influence achievement.

=== Importance of other factors ===
While grit has been associated with success in a range of domains, external factors, such as [[wikipedia:Socioeconomic_status|socioeconomic status]] and the [[wikipedia:Social_environment|social environment]] remain important considerations for achievement (Tang et al., 2019). Those from lower socio-economic backgrounds face significant barriers to achievement, and although grit can help enable achievement, it does not reduce the impact of these factors. Additionally, while a supportive environment can amplify the effects of grit by promoting gritty thoughts and behaviours, grit alone cannot mediate against the challenges of a hostile environment. 

Furthermore, grit acts differentially across cultures, promoting different achievement outcomes. While Western, [[wikipedia:Individualistic_culture|individualistic cultures]] value individual perseverance and resilience, [https://simple.wikipedia.org/wiki/Collectivism collectivist cultures] emphasise communal efforts and adaptability (Chen et al., 2018). Further research is required to understand how grit manifests across cultures and its importance in promoting achievement outcomes. 

==Conclusion==
Grit is associated with many of the behaviours and cognitive processes that promote achievement, helping to add understanding of what sets high-achieving people apart. It is a trait that encompasses persistent hard work and passion sustained over many years, driving people to continue on the path to achievement, even when there are challenges and setbacks. Gritty individuals are characterised by their unwavering commitment, clear goals, and intrinsic motivation to develop their expertise in a given domain.

However, grit is not the only thing that can explain success. The debate surrounding grit's underlying factors and its strong association with conscientiousness show that there is still further research that must be done to enhance understanding of how and when grit can predict success. Importantly, external factors, including cultural context and socio-economic factors, influence this relationship and the likelihood of someone achieving their goals.

A critical takeaway message from this chapter is that even if it is not a golden ticket to success, the cognitions of gritty individuals influence achievement, providing intrinsic motivation, a growth mindset, and helping them fulfil their basic needs. It helps people set clear goals, participate in deliberate practice, and reinforces the importance of effort throughout the life-span. Although grit is just one of a vast array of factors that determine how a person will behave and how they will succeed throughout their life, embracing the trait can help promote a holistic perspective for personal growth. 

==See also==
* [[Motivation and emotion/Book/2016/Grit|Grit]] (Book chapter, 2016)
* [[Motivation and emotion/Book/2016/Long-term goal achievement|Long-term goal achievement]] (Book chapter, 2016)
* [[Motivation and emotion/Book/2018/Passion and motivation|Passion and motivation]] (Book chapter, 2018)
* [[Motivation and emotion/Book/2013/Intrinsic motivation|Intrinsic motivation]] (Book chapter, 2013)
* [[Motivation and emotion/Book/2020/Achievement goal theory|Achievement goal theory]] (Book chapter, 2020)
* [[Motivation and emotion/Book/2019/Growth mindset development|Growth mindset development]] (Book chapter, 2019)

==References==
{{Hanging indent|1=

Alhadabi, A., &amp; Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. ''International Journal of Adolescence and Youth, 25''(1), 519–535. https://doi.org/10.1080/02673843.2019.1679202

Baker, J., &amp; Wattie, N. (2018). Innate talent in sport: Separating myth from reality. ''Current Issues in Sport Science (CISS), 3'', Article 006. https://doi.org/10.36950/CISS_2018.006

Chen, C., Ye, S., &amp; Hangen, E. (2018). Predicting achievement goals in the east and west: The role of grit among American and Chinese university students. ''Educational Psychology, 38''(6), 820–837. https://doi.org/10.1080/01443410.2018.1458975

Credé, M., Tynan, M. C., &amp; Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. ''Journal of Personality and Social Psychology, 113''(3), 492–511. https://doi.org/10.1037/pspp0000102

Datu, J. A. D. (2021). Beyond passion and perseverance: Review and future research initiatives on the science of grit. ''Frontiers in Psychology, 11'', Article 545526. https://doi.org/10.3389/fpsyg.2020.545526

Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., &amp; Ericsson, K. A. (2011). Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. ''Social psychological and personality science, 2''(2), 174–181. https://doi.org/10.1177/1948550610385872

Duckworth, A. L., Peterson, C., Matthews, M. D., &amp; Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. ''Journal of Personality and Social Psychology, 92''(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087

Duckworth, A., Quinn, P. D., &amp; Tsukayama, E. (2021). Revisiting the factor structure of grit: A commentary on Duckworth and Quinn (2009). ''Journal of Personality Assessment, 103''(5), 573–575. https://doi.org/10.1080/00223891.2021.1942022

Ericsson, K. A., Krampe, R. T., &amp; Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. ''Psychological review, 100''(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363

Fernández Martín, F. D., Arco Tirado, J. L., &amp; Hervás Torres, M. (2020). Grit as a predictor and outcome of educational, professional, and personal success: A systematic review. ''Psicología Educativa, 26''(2), 163–173. https://doi.org/10.5093/psed2020a11

Hein, V., Koka, A., Kalajas-Tilga, H., Tilga, H., &amp; Raudsepp, L. (2020). The effect of grit on leisure time physical activity: An application of theory of planned behaviour. ''Baltic Journal of Health and Physical Activity, 12''(1), 78–85. https://doi.org/10.29359/BJHPA.12.1.08

Hwang, M. H., Lim, H. J., &amp; Ha, H. S. (2018). Effects of grit on the academic success of adult female students at Korean open university. ''Psychological Reports, 121''(4), 705–725. https://doi.org/10.1177/0033294117734834

Jachimowicz, J. M., Wihler, A., Bailey, E. R., &amp; Galinsky, A. D. (2018). Why grit requires perseverance and passion to positively predict performance. ''Proceedings of the National Academy of Sciences, 115''(40), 9980–9985. https://doi.org/10.1073/pnas.1803561115

Jin, B., &amp; Kim, J. (2017). Grit, basic needs satisfaction, and subjective well-being. ''Journal of Individual Differences, 38''(1), 29-–35. https://doi.org/10.1027/1614-0001/a000219

Karlen, Y., Suter, F., Hirt, C., &amp; Merki, K. M. (2019). The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task. ''Learning and Individual Differences, 74'', Article 101757. https://doi.org/10.1016/j.lindif.2019.101757

Kim, Y. J., &amp; Lee, C. S. (2015). Effects of grit on the successful aging of the elderly in Korea. ''Indian Journal of Science and Technology, 8''(S7), 373–378. https://doi.org/10.17485/ijst/2015/v8iS7/70421
 
Park, D., Tsukayama, E., Yu, A., &amp; Duckworth, A. L. (2020). The development of grit and growth mindset during adolescence. ''Journal of Experimental Child Psychology, 198'', Article 104889. https://doi.org/10.1016/j.jecp.2020.104889

Rhodes, E. &amp; Giovannetti, T. (2022). Grit and successful aging in older adults. ''Aging &amp; Mental Health, 26''(6), 1253–1260. https://doi.org/10.1080/13607863.2021.1919990

Schimschal, S. E., Visentin, D., Kornhaber, R., &amp; Cleary, M. (2021). Grit: A concept analysis. ''Issues in Mental Health Nursing, 42''(5), 495–505. https://doi.org/10.1080/01612840.2020.1814913

Tang, X., Wang, M. T., Parada, F., &amp; Salmela-Aro, K. (2021). Putting the goal back into grit: Academic goal commitment, grit, and academic achievement. ''Journal of youth and adolescence, 50'', 470–484. 
https://doi.org/10.1007/s10964-020-01348-1

Tedesqui, R. A., &amp; Young, B. W. (2018). Comparing the contribution of conscientiousness, self-control, and grit to key criteria of sport expertise development. ''Psychology of Sport and Exercise, 34'', 110–118. https://doi.org/10.1016/j.psychsport.2017.10.002

Teimouri, Y., Plonsky, L., &amp; Tabandeh, F. (2022). L2 grit: Passion and perseverance for second-language learning. ''Language Teaching Research : LTR, 26''(5), 893–918. https://doi.org/10.1177/1362168820921895

}}

== External links ==
* [https://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance?language=en Angela Duckworth's TED talk on grit] (Duckworth, 2013)
* [https://angeladuckworth.com/grit-scale/ Grit scale] (Duckworth, 2023)
*[[doi:10.1037/pspp0000102|Credé et al. (2017) meta-analysis and critique of grit]] (Credé et al., 2017)
*[https://jamesclear.com/grit Grit: A complete guide on being mentally tough] (Clear, 2023)

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
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      <comment>Added more films that feature a prominent yellow Motif, Added wikipedia links to all films and sorted the films with the Yellow motif into date of release.</comment>
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[[Category:Cinema Aesthetics]]
[[Special:PrefixIndex/{{FULLPAGENAME}}|''Link to any subpages this page might have'']]}}
----

== The Use of Yellow in Film ==
Yellow is the most luminous color in the color wheel. It is the first color the human eye processes on the color spectrum. When used in film, filmmakers are very intentional when they use it because of how known and drawing the color is. &lt;br&gt;

The color yellow can express:&lt;br&gt;

Frenzy&lt;br&gt;

Action&lt;br&gt;

Vitality &lt;br&gt;

Energy&lt;br&gt;

Madness&lt;br&gt;

Disease &lt;br&gt;

Yellow can also inspire the soundtrack of a film or scene. In the film Kill Bill: Vol. 1 (Tarantino, 2003), there is a scene where Uma Thurman is dressed in yellow on a yellow motorbike and serenading the scene are ringing trumpets&lt;ref&gt;[1.	https://www.santiniphotography.com/blog/yellow-in-cinema/]&lt;/ref&gt;. &lt;br&gt;

[[Wes Anderson]] uses yellow to exaggerate a scene and create a contrast between what the scene looks like visually verses what the actual story is about&lt;ref&gt;[2.	https://faroutmagazine.co.uk/wes-anderson-red-yellow-films/]&lt;/ref&gt;. Yellow can make a scene feel fun and inviting when the actual story is a lot darker and colder.&lt;br&gt;
 
Sometimes yellow can provoke fond memories of childhood. It can also paint someone as insecure, obsessive, or innocent. The film Everything Everywhere All At Once (Daniel Kwan and Daniel Scheinert, 2022) uses yellow at first to symbolize cowardness. To an American audience, this would make sense, as yellow is usually associated with cowardness or lack of bravery. It is not until it is revealed later in the film that the yellow represents courage, which it actually represents to a Chinese audience&lt;ref&gt;[3.	https://en.wikipedia.org/wiki/Color_in_Chinese_culture]&lt;/ref&gt;. &lt;br&gt;

Because there are so many ways to interpret the use of yellow, it is known as a contradictory color as it expresses multiple different ideas. This can cause risk to use yellow as a way of giving the audience insight without outright telling them through dialogue or even through acting, because it is a guess as to what yellow truly means to that filmmaker. 


== Filmmakers That Use Yellow ==
Wes Anderson &lt;br&gt;

Quentin Tarantino &lt;br&gt;

David Fincher


== Films That Feature Yellow ==
[[wikipedia:The_Wizard_of_Oz|The Wizard of Oz]] (Victor Fleming, 1939)

[[wikipedia:Willy_Wonka_&amp;_the_Chocolate_Factory|Willy Wonka &amp; The Chocolate Factory]] (Mel Stuart, 1971)

[[wikipedia:The_Shining_(film)|The Shining]] (Stanley Kubrick, 1980)&lt;br&gt;

[[wikipedia:Kill_Bill:_Volume_1|Kill Bill: Vol. 1]] (Quention Tarantino, 2003)

[[Fantastic Mr. Fox]] (Wes Anderson, 2009)

[[wikipedia:Life_of_Pi_(film)|Life of Pi]] (Ang Lee, 2012)

[[Hunger_games_(film)|Hunger Games]]: Catching Fire (Francis Lawrence, 2013)&lt;br&gt;

[[wikipedia:The_Grand_Budapest_Hotel|The Grand Budapest Hotel]] (Wes Anderson, 2014)

[[wikipedia:Blade_Runner_2049|Blade Runner 2049]] (Denis Villeneuve, 2017)


[[wikipedia:Ad_Astra_(film)|Ad Astra]] (James Gray, 2019)&lt;br&gt;

[[wikipedia:Everything_Everywhere_All_at_Once|Everything Everywhere All At Once]] (Daniel Kwan and Daniel Scheinert, 2022)


== Resources ==</text>
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      <comment>Added a short pargraph on the term Yellow movie in Chinese cinema.</comment>
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[[Category:Cinema Aesthetics]]
[[Special:PrefixIndex/{{FULLPAGENAME}}|''Link to any subpages this page might have'']]}}
----

== The Use of Yellow in Film ==
Yellow is the most luminous color in the color wheel. It is the first color the human eye processes on the color spectrum. When used in film, filmmakers are very intentional when they use it because of how known and drawing the color is. &lt;br&gt;

The color yellow can express:&lt;br&gt;

Frenzy&lt;br&gt;

Action&lt;br&gt;

Vitality &lt;br&gt;

Energy&lt;br&gt;

Madness&lt;br&gt;

Disease &lt;br&gt;

Yellow can also inspire the soundtrack of a film or scene. In the film Kill Bill: Vol. 1 (Tarantino, 2003), there is a scene where Uma Thurman is dressed in yellow on a yellow motorbike and serenading the scene are ringing trumpets&lt;ref&gt;[1.	https://www.santiniphotography.com/blog/yellow-in-cinema/]&lt;/ref&gt;. &lt;br&gt;

[[Wes Anderson]] uses yellow to exaggerate a scene and create a contrast between what the scene looks like visually verses what the actual story is about&lt;ref&gt;[2.	https://faroutmagazine.co.uk/wes-anderson-red-yellow-films/]&lt;/ref&gt;. Yellow can make a scene feel fun and inviting when the actual story is a lot darker and colder.&lt;br&gt;
 
Sometimes yellow can provoke fond memories of childhood. It can also paint someone as insecure, obsessive, or innocent. The film Everything Everywhere All At Once (Daniel Kwan and Daniel Scheinert, 2022) uses yellow at first to symbolize cowardness. To an American audience, this would make sense, as yellow is usually associated with cowardness or lack of bravery. It is not until it is revealed later in the film that the yellow represents courage, which it actually represents to a Chinese audience&lt;ref&gt;[3.	https://en.wikipedia.org/wiki/Color_in_Chinese_culture]&lt;/ref&gt;. &lt;br&gt;

Because there are so many ways to interpret the use of yellow, it is known as a contradictory color as it expresses multiple different ideas. This can cause risk to use yellow as a way of giving the audience insight without outright telling them through dialogue or even through acting, because it is a guess as to what yellow truly means to that filmmaker. 

In Chinese Cinema the term &quot;Yellow Movie&quot; refers to a movie that is erotic or pornographic in nature and is analagous to the western concept of the [[wiktionary:blue_movie|blue movie]] and is similar to the Japanese concept of the [[wikipedia:Pink_film|Pink Film]]
 

== Filmmakers That Use Yellow ==
Wes Anderson &lt;br&gt;

Quentin Tarantino &lt;br&gt;

David Fincher


== Films That Feature Yellow ==
[[wikipedia:The_Wizard_of_Oz|The Wizard of Oz]] (Victor Fleming, 1939)

[[wikipedia:Willy_Wonka_&amp;_the_Chocolate_Factory|Willy Wonka &amp; The Chocolate Factory]] (Mel Stuart, 1971)

[[wikipedia:The_Shining_(film)|The Shining]] (Stanley Kubrick, 1980)&lt;br&gt;

[[wikipedia:Kill_Bill:_Volume_1|Kill Bill: Vol. 1]] (Quention Tarantino, 2003)

[[Fantastic Mr. Fox]] (Wes Anderson, 2009)

[[wikipedia:Life_of_Pi_(film)|Life of Pi]] (Ang Lee, 2012)

[[Hunger_games_(film)|Hunger Games]]: Catching Fire (Francis Lawrence, 2013)&lt;br&gt;

[[wikipedia:The_Grand_Budapest_Hotel|The Grand Budapest Hotel]] (Wes Anderson, 2014)

[[wikipedia:Blade_Runner_2049|Blade Runner 2049]] (Denis Villeneuve, 2017)


[[wikipedia:Ad_Astra_(film)|Ad Astra]] (James Gray, 2019)&lt;br&gt;

[[wikipedia:Everything_Everywhere_All_at_Once|Everything Everywhere All At Once]] (Daniel Kwan and Daniel Scheinert, 2022)


== Resources ==</text>
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[[Category:Cinema Aesthetics]]
[[Special:PrefixIndex/{{FULLPAGENAME}}|''Link to any subpages this page might have'']]}}
----

== The Use of Yellow in Film ==
Yellow is the most luminous color in the color wheel. It is the first color the human eye processes on the color spectrum. When used in film, filmmakers are very intentional when they use it because of how known and drawing the color is. &lt;br&gt;

The color yellow can express:&lt;br&gt;

Frenzy&lt;br&gt;

Action&lt;br&gt;

Vitality &lt;br&gt;

Energy&lt;br&gt;

Madness&lt;br&gt;

Disease &lt;br&gt;

Yellow can also inspire the soundtrack of a film or scene. In the film Kill Bill: Vol. 1 (Tarantino, 2003), there is a scene where Uma Thurman is dressed in yellow on a yellow motorbike and serenading the scene are ringing trumpets&lt;ref&gt;[1.	https://www.santiniphotography.com/blog/yellow-in-cinema/]&lt;/ref&gt;. &lt;br&gt;

[[Wes Anderson]] uses yellow to exaggerate a scene and create a contrast between what the scene looks like visually verses what the actual story is about&lt;ref&gt;[2.	https://faroutmagazine.co.uk/wes-anderson-red-yellow-films/]&lt;/ref&gt;. Yellow can make a scene feel fun and inviting when the actual story is a lot darker and colder.&lt;br&gt;
 
Sometimes yellow can provoke fond memories of childhood. It can also paint someone as insecure, obsessive, or innocent. The film Everything Everywhere All At Once (Daniel Kwan and Daniel Scheinert, 2022) uses yellow at first to symbolize cowardness. To an American audience, this would make sense, as yellow is usually associated with cowardness or lack of bravery. It is not until it is revealed later in the film that the yellow represents courage, which it actually represents to a Chinese audience&lt;ref&gt;[3.	https://en.wikipedia.org/wiki/Color_in_Chinese_culture]&lt;/ref&gt;. &lt;br&gt;

Because there are so many ways to interpret the use of yellow, it is known as a contradictory color as it expresses multiple different ideas. This can cause risk to use yellow as a way of giving the audience insight without outright telling them through dialogue or even through acting, because it is a guess as to what yellow truly means to that filmmaker. 

In Chinese Cinema the term &quot;Yellow Movie&quot; refers to a movie that is erotic or pornographic in nature and is analagous to the western concept of the [[wiktionary:blue_movie|blue movie]] and is similar to the Japanese concept of the [[wikipedia:Pink_film|Pink Film]]
 

== Filmmakers That Use Yellow ==
Wes Anderson &lt;br&gt;

Quentin Tarantino &lt;br&gt;

David Fincher


== Films That Feature Yellow ==

* [[wikipedia:The_Wizard_of_Oz|The Wizard of Oz]] (Victor Fleming, 1939)
* [[wikipedia:Willy_Wonka_&amp;_the_Chocolate_Factory|Willy Wonka &amp; The Chocolate Factory]] (Mel Stuart, 1971)

* [[wikipedia:The_Shining_(film)|The Shining]] (Stanley Kubrick, 1980)
* [[wikipedia:Kill_Bill:_Volume_1|Kill Bill: Vol. 1]] (Quention Tarantino, 2003)
* [[Fantastic Mr. Fox]] (Wes Anderson, 2009)
* [[wikipedia:Life_of_Pi_(film)|Life of Pi]] (Ang Lee, 2012)
* [[Hunger_games_(film)|Hunger Games]]: Catching Fire (Francis Lawrence, 2013)
* [[wikipedia:The_Grand_Budapest_Hotel|The Grand Budapest Hotel]] (Wes Anderson, 2014)

* [[wikipedia:Blade_Runner_2049|Blade Runner 2049]] (Denis Villeneuve, 2017)
* [[wikipedia:Ad_Astra_(film)|Ad Astra]] (James Gray, 2019)
* [[wikipedia:Everything_Everywhere_All_at_Once|Everything Everywhere All At Once]] (Daniel Kwan and Daniel Scheinert, 2022)


== Resources ==</text>
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[[Category:Cinema Aesthetics]]
[[Special:PrefixIndex/{{FULLPAGENAME}}|''Link to any subpages this page might have'']]}}
----

== The Use of Yellow in Film ==
Yellow is the most luminous color in the color wheel. It is the first color the human eye processes on the color spectrum. When used in film, filmmakers are very intentional when they use it because of how known and drawing the color is. &lt;br&gt;

The color yellow can express:&lt;br&gt;

Frenzy&lt;br&gt;

Action&lt;br&gt;

Vitality &lt;br&gt;

Energy&lt;br&gt;

Madness&lt;br&gt;

Disease &lt;br&gt;

Yellow can also inspire the soundtrack of a film or scene. In the film Kill Bill: Vol. 1 (Tarantino, 2003), there is a scene where Uma Thurman is dressed in yellow on a yellow motorbike and serenading the scene are ringing trumpets&lt;ref&gt;[1.	https://www.santiniphotography.com/blog/yellow-in-cinema/]&lt;/ref&gt;. &lt;br&gt;

[[Wes Anderson]] uses yellow to exaggerate a scene and create a contrast between what the scene looks like visually verses what the actual story is about&lt;ref&gt;[2.	https://faroutmagazine.co.uk/wes-anderson-red-yellow-films/]&lt;/ref&gt;. Yellow can make a scene feel fun and inviting when the actual story is a lot darker and colder.&lt;br&gt;
 
Sometimes yellow can provoke fond memories of childhood. It can also paint someone as insecure, obsessive, or innocent. The film Everything Everywhere All At Once (Daniel Kwan and Daniel Scheinert, 2022) uses yellow at first to symbolize cowardness. To an American audience, this would make sense, as yellow is usually associated with cowardness or lack of bravery. It is not until it is revealed later in the film that the yellow represents courage, which it actually represents to a Chinese audience&lt;ref&gt;[3.	https://en.wikipedia.org/wiki/Color_in_Chinese_culture]&lt;/ref&gt;. &lt;br&gt;

Because there are so many ways to interpret the use of yellow, it is known as a contradictory color as it expresses multiple different ideas. This can cause risk to use yellow as a way of giving the audience insight without outright telling them through dialogue or even through acting, because it is a guess as to what yellow truly means to that filmmaker. 

In Chinese Cinema the term &quot;Yellow Movie&quot; refers to a movie that is erotic or pornographic in nature and is analagous to the western concept of the [[wiktionary:blue_movie|blue movie]] and is similar to the Japanese concept of the [[wikipedia:Pink_film|Pink Film]]
 

== Filmmakers That Use Yellow ==

* Wes Anderson 
* [[wikipedia:Quentin_Tarantino|Quentin Tarantino]] 
* [[wikipedia:David_Fincher|David Fincher]]


== Films That Feature Yellow ==

* [[wikipedia:The_Wizard_of_Oz|The Wizard of Oz]] (Victor Fleming, 1939)
* [[wikipedia:Willy_Wonka_&amp;_the_Chocolate_Factory|Willy Wonka &amp; The Chocolate Factory]] (Mel Stuart, 1971)

* [[wikipedia:The_Shining_(film)|The Shining]] (Stanley Kubrick, 1980)
* [[wikipedia:Kill_Bill:_Volume_1|Kill Bill: Vol. 1]] (Quention Tarantino, 2003)
* [[Fantastic Mr. Fox]] (Wes Anderson, 2009)
* [[wikipedia:Life_of_Pi_(film)|Life of Pi]] (Ang Lee, 2012)
* [[Hunger_games_(film)|Hunger Games]]: Catching Fire (Francis Lawrence, 2013)
* [[wikipedia:The_Grand_Budapest_Hotel|The Grand Budapest Hotel]] (Wes Anderson, 2014)

* [[wikipedia:Blade_Runner_2049|Blade Runner 2049]] (Denis Villeneuve, 2017)
* [[wikipedia:Ad_Astra_(film)|Ad Astra]] (James Gray, 2019)
* [[wikipedia:Everything_Everywhere_All_at_Once|Everything Everywhere All At Once]] (Daniel Kwan and Daniel Scheinert, 2022)


== Resources ==</text>
      <sha1>se3ldvpoiynooao2uc1w8805s6t5nn1</sha1>
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[[Category:Cinema Aesthetics]]
[[Special:PrefixIndex/{{FULLPAGENAME}}|''Link to any subpages this page might have'']]}}
----

== The Use of Yellow in Film ==
Yellow is the most luminous color in the color wheel. It is the first color the human eye processes on the color spectrum. When used in film, filmmakers are very intentional when they use it because of how known and drawing the color is. &lt;br&gt;

The color yellow can express:&lt;br&gt;

Frenzy&lt;br&gt;

Action&lt;br&gt;

Vitality &lt;br&gt;

Energy&lt;br&gt;

Madness&lt;br&gt;

Disease &lt;br&gt;

Yellow can also inspire the soundtrack of a film or scene. In the film Kill Bill: Vol. 1 (Tarantino, 2003), there is a scene where Uma Thurman is dressed in yellow on a yellow motorbike and serenading the scene are ringing trumpets&lt;ref&gt;[1.	https://www.santiniphotography.com/blog/yellow-in-cinema/]&lt;/ref&gt;. &lt;br&gt;

[[Wes Anderson]] uses yellow to exaggerate a scene and create a contrast between what the scene looks like visually verses what the actual story is about&lt;ref&gt;[2.	https://faroutmagazine.co.uk/wes-anderson-red-yellow-films/]&lt;/ref&gt;. Yellow can make a scene feel fun and inviting when the actual story is a lot darker and colder.&lt;br&gt;
 
Sometimes yellow can provoke fond memories of childhood. It can also paint someone as insecure, obsessive, or innocent. The film Everything Everywhere All At Once (Daniel Kwan and Daniel Scheinert, 2022) uses yellow at first to symbolize cowardness. To an American audience, this would make sense, as yellow is usually associated with cowardness or lack of bravery. It is not until it is revealed later in the film that the yellow represents courage, which it actually represents to a Chinese audience&lt;ref&gt;[3.	https://en.wikipedia.org/wiki/Color_in_Chinese_culture]&lt;/ref&gt;. &lt;br&gt;

Because there are so many ways to interpret the use of yellow, it is known as a contradictory color as it expresses multiple different ideas. This can cause risk to use yellow as a way of giving the audience insight without outright telling them through dialogue or even through acting, because it is a guess as to what yellow truly means to that filmmaker. 

In Chinese Cinema the term &quot;Yellow Movie&quot; refers to a movie that is erotic or pornographic in nature, is analagous to the western concept of the [[wiktionary:blue_movie|blue movie]] and is similar to the Japanese concept of the [[wikipedia:Pink_film|Pink Film]].
 

== Filmmakers That Use Yellow ==

* Wes Anderson 
* [[wikipedia:Quentin_Tarantino|Quentin Tarantino]] 
* [[wikipedia:David_Fincher|David Fincher]]


== Films That Feature Yellow ==

* [[wikipedia:The_Wizard_of_Oz|The Wizard of Oz]] (Victor Fleming, 1939)
* [[wikipedia:Willy_Wonka_&amp;_the_Chocolate_Factory|Willy Wonka &amp; The Chocolate Factory]] (Mel Stuart, 1971)

* [[wikipedia:The_Shining_(film)|The Shining]] (Stanley Kubrick, 1980)
* [[wikipedia:Kill_Bill:_Volume_1|Kill Bill: Vol. 1]] (Quention Tarantino, 2003)
* [[Fantastic Mr. Fox]] (Wes Anderson, 2009)
* [[wikipedia:Life_of_Pi_(film)|Life of Pi]] (Ang Lee, 2012)
* [[Hunger_games_(film)|Hunger Games]]: Catching Fire (Francis Lawrence, 2013)
* [[wikipedia:The_Grand_Budapest_Hotel|The Grand Budapest Hotel]] (Wes Anderson, 2014)

* [[wikipedia:Blade_Runner_2049|Blade Runner 2049]] (Denis Villeneuve, 2017)
* [[wikipedia:Ad_Astra_(film)|Ad Astra]] (James Gray, 2019)
* [[wikipedia:Everything_Everywhere_All_at_Once|Everything Everywhere All At Once]] (Daniel Kwan and Daniel Scheinert, 2022)


== Resources ==</text>
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      <text bytes="28287" sha1="d294pvtj4bjvhp3125g2ubu41xnji4a" xml:space="preserve">—Knowing a partner
[[File:Wedding Exclusives 2 229.jpg|thumb|’Till divorce do us part.]]

{{TOC right | limit|limit=2}}

== Introduction ==
You are deeply in love with your romantic partner and both of you are looking forward to a long and happy marriage. Yet you recognize that too many marriages become unhappy and sadly they often end in [[w:Divorce|divorce]]. What can you do now to avoid entering a marriage that is at high risk for failure?

== Objectives: ==
The objectives of this course are to:
* Help you get to know more about your intended marriage partner,
* Identify issues that may need to be addressed before you can be happily married,
* Identify factors that may increase the risk of an unhappy marriage or divorce before you make a marriage commitment,
* Uncover information about your partner that may lead to a decision to postpone or cancel wedding plans,
* Practice discussing difficult topics that are vital to the relationship,
* Increase the basis for trust in the relationship, and
* Increase your chances for a long and happy marriage. 

This course is part of the [[Wisdom/Curriculum|Applied Wisdom curriculum]].

== Interpersonal Commitments ==
The interpersonal commitments that are the central topic of this course include: marriage, the decision to conceive a child, and to a lesser extent the decision to form a business partnership, invest money, or join an organization.

== Failed Relationships ==
Unfortunately, failed interpersonal relationships are quite common. Perhaps because love is blind many marriages end in divorce. Although [[w:Divorce_demography|divorce rates]] vary considerably by country and other demographics, the divorce rate approaches half of the marriage rate in many countries.

In the United States, almost a quarter (23%) of the children under the age of 18 live with [[w:Single_parent|one parent]] and no other adults.&lt;ref&gt;[https://www.pewresearch.org/short-reads/2019/12/12/u-s-children-more-likely-than-children-in-other-countries-to-live-with-just-one-parent/ U.S. has world’s highest rate of children living in single-parent households], [[w:Pew Research Center|Pew Research Center]], December 12, 2019.&lt;/ref&gt;

== Marriage partner screening questions ==
Marriage is a huge commitment that will profoundly affect the rest of your life. The decision to marry, including whom to marry, is perhaps the biggest and most important decision you will ever make. It is best to make a carefully informed decision.  However, love is often blind. It is tempting to overlook difficulties in your partner's past and present, fantasize about a perfect marriage, and speed toward a marriage commitment. Discussing in depth with your partner answers to the questions in the following assignment can be difficult but is essential. You are likely to find this an immensely rewarding experience in the long term. If instead it leads to a pause in the relationship or a [[w:Breakup|breakup]], then as painful as it may be at the time, this is probably for the best in the longer term. 

=== Assignment: ===
Before or during the engagement period, and certainly before the actual marriage vows, discuss in depth or write down your answers to each of the following questions completely, accurately, and totally honestly. Share those answers with your intended partner. Ask your partner to do the same. 

Also, the decision to conceive a child carries with it a long-term commitment to raise the child responsibly. It is essential that you are prepared to become a reliable parent for the next 18 years or more before conceiving a child. With or without marriage, it is essential to answer the following questions before conceiving a child.

The following questions are designed to foster open and honest communication, helping the couple understand each other's perspectives, values, and expectations before entering into marriage or conceiving a child.

The only correct answers are totally honest answers. The only incorrect answers are incomplete, misleading, or inaccurate answers. This is an especially good time for you to be impeccable with your word.

# '''Taking Care'''
#* Do you [[Living Wisely/Take Care|care]] for yourself?
#* Does your partner care for themselves?
#* Do you care about each other?
#* Do you care for each other? 
# '''Communication and Values:'''&lt;ref&gt;[[w:ChatGPT|ChatGPT]] generated text in this section responding to the prompt: “Propose a list of questions that a couple might pose to each other before marriage to ensure trust, compatibility, no surprises, and a long and happy marriage” The generated text has been subsequently edited and augmented. &lt;/ref&gt;
#* What are your core values, and how do you see them aligning with mine?
#* Complete the Wikiversity course [[Finding shared values]] to help discover what is most important to you as a potential couple.
#* How can we continue to communicate effectively?
#* How do you handle disagreements, and what role does effective communication play in your view of a healthy relationship?
# '''Life Goals and Aspirations:'''
#* What are your short-term and long-term goals, and how can we support each other in achieving them?
#* How do you envision our life together in terms of career, family, and personal growth?
# '''Financial Matters:'''
#* How do you approach financial decisions, and what are your views on saving, budgeting, and spending?
#* What is your income? What are your sources of income? What are your financial assets? What are your financial liabilities? 
#* What are your career plans? What is the outlook for your career path? 
#* What are the financial obligations, debts, or concerns that we should discuss and address before marriage?
# '''Family and Children:'''
#* Do you look forward to raising children? How important is this for you?
#* How do you envision our roles as parents, and what parenting styles do you think would work best for us?
#* Are there any specific cultural or familial expectations that we should be aware of and discuss?
#* Please read the essay [[/Children Require Care/]]. Will we be ''prepared parents''? 
# '''Personal Habits and Preferences:'''
#* What are your expectations regarding personal space, alone time, and socializing with friends?
#* What do people notice as your most annoying characteristics or habits?
#* Are there any habits or lifestyle choices that might be important for us to understand and discuss?
# '''Conflict Resolution and Problem-Solving:'''
#* How have you handled conflicts in past relationships, and what have you learned from those experiences?
#* Do you have [[w:Anger_management|anger management]] issues? What happens when you lose your temper?
#* Describe any instances where you have become violent.
#* Complete the Wikiversity Course [[Transcending Conflict]]. 
#* What strategies do you think are effective for resolving conflicts and making joint decisions?
# '''Trust and Transparency:'''
#* How do you define trust in a relationship, and what actions build or break trust for you?
#* Complete the Wikiversity course [[Earning Trust]].
#* Are there any aspects of your past that you feel are important for me to know to build trust between us?
#* Do you trust each other?
# '''Intimacy and Emotional Support:'''
#* How do you express and expect emotional support in times of stress or challenges?
#* Are you [[Emotional Competency|emotionally competent]]? 
#* Are we [[Being Friends|best friends]]? 
#* What does [[w:Intimate_relationship|intimacy]] mean to you, and how do you envision maintaining a strong emotional connection in our marriage?
#* How did you [[w:Sex_education|learn about human sexuality]]? What are your unanswered questions? 
# '''Social and Religious Beliefs:'''
#* How important is religion or cultural identity in your life, and what role do you expect it to play in our marriage?
#* Are there specific traditions or rituals that are significant to you, and how can we incorporate them into our shared life?
#* How do you view the role of religion or spirituality in our lives, and how do you see it influencing our decisions and values?
#* Complete the Wikiversity course [[Real Good Religion]]. Are you willing to adopt a real good religion?
#* What are your expectations regarding social activities and spending time with extended family and friends?
# '''Knowing yourself:'''
#* How well do you know yourself?
#* Complete the Wikiversity course [[True Self|Unmasking the True Self]].
#* Invite your partner to complete the [[True Self/personal inventory|personal inventory]] with you. Alternatively, invite your partner to complete the inventory, independently for you, and then compare results. 
#* What to you regard as your most important strengths? 
# '''Reasons for Marriage:'''
#* Do you want to get married? Why do you want to get married?
#* Do you want to marry ''this'' person? Why do you want to marry this person? When do you want to get married? When is the best time to get married? Why then?
# '''Collective Wisdom:'''
#* The [[Pursuing Collective Wisdom/Collective Wisdom Assessment|Collective Wisdom Assessments]] helps teams understand if they are working well together. It can be instructive to consider the relevant questions on that assessment to understand if the two are likely to make a good team.
# '''Future Contingencies:'''
#* How do you feel about the possibility of facing unexpected challenges, and how would you like us to support each other during tough times?
#* How can we best keep our marriage vibrant throughout the years?
#* What do you anticipate coping with a midlife crisis? 
#* Have we discussed all major aspects of our lives and potential issues to ensure there are no surprises in the future?

Discussing past life events, especially those with potential negative impacts, allows a couple to better understand each other's resilience, coping mechanisms, and personal growth.&lt;ref&gt;[[w:ChatGPT|ChatGPT]] generated the text in this section responding to the prompt: “Continue this list emphasizing past life events that may have a negative impact on the marriage” The text has been subsequently edited and augmented.&lt;/ref&gt; It promotes empathy and establishes a foundation for supporting each other through challenges that may arise during their marriage. The following questions explore these areas.

# '''Previous Relationship Experiences:'''
#* What have you learned from past relationships, and how do you think those experiences might impact our marriage?
#* Have you ever been previously engaged, married, or co-habitant with a romantic partner?
#* Have you ever been a prostitute or other [[w:Sex_worker|sex worker]] or spent time with a sex worker?
#* Describe your previous pregnancy experiences, if any. (E.g. have you ever become pregnant or have reason to believe you have impregnated anyone?) Have you donated to a [[w:Sperm_bank|sperm bank]] or have any reason to believe you may have biological children?
#* Are there any unresolved issues from previous relationships that could potentially affect our relationship, and how do you plan to address them?
# '''Family Background and Upbringing:'''
#* How does your family handle conflict, and what aspects of your upbringing might influence our communication and problem-solving?
#* Are there any family patterns or dynamics that we should be aware of to navigate potential challenges together?
# '''In-Laws:'''
#* How well do you know and get along with the (prospective) [[w:Affinity_(law)|in-laws]]?
#* How well do you know and get along with extended family members?
#* What problems do you anticipate?
# '''Traumatic Experiences or Loss:'''
#* Have you experienced any significant [[w:Psychological_trauma|traumas]] or losses in your life, and how do you cope with the aftermath of such events?
#* Are there [[w:Trauma_trigger|triggers]] or sensitivities related to past experiences that might arise, and how can we support each other during difficult times?
# '''Health Challenges:'''
#* Are there any past or current health challenges that may impact our marriage, and how do you envision handling these challenges together?
#* What [[w:Birth_defect|birth defects]], [[w:Genetic_disorder|genetic disorders]], or [[w:Disability|disabilities]] do you have, if any?
#* Is there a history of physical or mental health issues in your family?
#* Are you presently suffering from any illness; [[w:Sexually_transmitted_infection|sexually transmitted]], [[w:Mental_disorder|mental]], infectious, or otherwise?
#* What is the most serious disease you have ever contracted?
#* What is the most serious injury you have ever suffered?
#* If you are planning to have children, consider obtaining [[w:Genetic_testing|genetic testing]] and sharing the results to uncover any carrier status or other incompatibilities.
#* How have you coped with health-related stressors in the past, and what kind of support do you anticipate needing?
# '''Financial Setbacks:'''
#* Have there been any significant financial setbacks or hardships in your past, and how did you navigate through them?
#* How do you handle stress related to financial difficulties, and what steps have you taken to prevent or overcome such challenges in the future?
# '''Career Struggles:'''
#* Have you faced any career-related challenges or setbacks, and how did those experiences shape your attitudes towards work and success?
#* How do you balance career aspirations with personal life, and what support do you need from a partner during times of professional stress?
# '''Legal Issues or Liabilities:'''
#* Are there any legal matters or liabilities from your past that might have consequences for our marriage?
#* Have you ever been arrested? Convicted of a crime? The defendant in a civil suit? Are you a party to any lawsuits or other legal actions? Describe each.
#* How have you addressed legal challenges in the past, and what proactive steps have you taken to avoid potential issues in the future?
# '''Addictions or Unhealthy Habits:'''
#* Have you ever struggled with [[w:Addiction|addiction]] or unhealthy habits, and what steps have you taken to address and overcome them?
#* Is there any history of addiction, of any kind, in your family? 
#* How do you envision maintaining a healthy lifestyle, and how can we support each other in making positive choices?
# '''Past Mistakes and Lessons Learned:'''
#* What mistakes have you made in the past, and what have you learned from them?
#* How do you approach personal growth and learning from past experiences to ensure a positive and evolving relationship?
# '''Support Systems and Coping Mechanisms:'''
#* Who are your support systems, and how do you rely on them during challenging times?
#* What [[w:Coping|coping]] mechanisms have you developed to deal with life's difficulties, and how can we integrate them into our shared life?

The following questions delve into the intricate details of a couple's expectations, values, and preferences in various aspects of life.&lt;ref&gt;[[w:ChatGPT|ChatGPT]] generated text for this section responding to the prompt: “Please continue considering expectations for fidelity, religious or cultural beliefs and expectations, pets, children, work roles, housekeeping roles, sexual pleasure”. The text has been subsequently edited and augmented. &lt;/ref&gt; Open and honest communication about these topics fosters a deeper understanding, aligns expectations, and lays the groundwork for a successful and fulfilling marriage.

[[File:Baby Sofia.jpg|thumb|Parenting is an awesome responsibility.]]

#'''Expectations for Fidelity:'''
#* How do you define [[w:Infidelity|fidelity]] and what level of commitment do you expect in terms of emotional and physical exclusivity?
#* Are you expecting and committing to a [[w:Monogamy|monogamous]] relationship?
#* Have past experiences shaped your views on fidelity, and how can we ensure a trusting and [[w:Monogamy|monogamous]] relationship?
#'''Pets:'''
#* What are your feelings about having pets, and are there any specific animals you would or wouldn't want in our home?
#* How do you envision sharing responsibilities for the care and well-being of pets?
#'''Intellectual Compatibility:'''
#*What is the highest level of education you have completed?
#*Do you estimate your [[w:Intelligence|intelligence]] as average, above average, or below average? Why?
#*Have you completed essential [[Social Skills/The Art of Status Leveling|status leveling]] work? 
#*When do you prefer [[Knowing_Someone/Big_Talk|big talk]] over [[Social Skills/The Social Skill of Small Talk|small talk]]? 
#'''Children:'''
#* What are your expectations regarding the number of children and their upbringing?
#* How do you envision sharing [[w:Parenting|parenting]] responsibilities, and what role do you see for each of us in our children's lives?
#* Please read the essay [[/Children Require Care/]]. Will we be ''prepared parents''?
#'''Work Roles:'''
#* How do you see the division of labor when it comes to work responsibilities, both inside and outside the home?
#* What do you foresee as the ideal work, life balance?
#* How might we achieve that balance?
#* How will our careers and professional aspirations impact our marriage, and how can we support each other's ambitions?
#'''Housekeeping Roles:'''
#* How do you approach [[w:Homemaking|household chores]] and responsibilities, and what are your expectations in terms of cleanliness and organization?
#* Are there specific tasks that you feel more comfortable or skilled in, and how can we create a fair distribution of household duties?
#'''Sexual Pleasure:'''
#* What is your [[w:Sexual_orientation|sexual orientation]]? Are you heterosexual, homosexual, [[w:Bisexuality|bisexual]], or [[w:Asexuality|asexual]]?
#* What is your [[w:Gender|gender]]? Are you male, female, or [[w:Non-binary_gender|nonbinary]]?
#* Are you [[w:Cisgender|cisgender]] or [[w:Transgender|transgender]]?
#* How do you communicate your desires and boundaries in terms of [[w:Human_sexual_activity|sexual intimacy]]?
#* What are your expectations regarding frequency, variety, and communication around [[w:Sexual_stimulation|sexual pleasure]] in our marriage?
#'''Intimacy and Emotional Connection:'''
#* How do you prioritize and maintain emotional intimacy in our relationship?
#* Are there specific ways you prefer to express and receive love, and how can we ensure our emotional connection remains strong?
#'''Quality Time and Leisure:'''
#* How do you envision spending [[w:Quality_time|quality time]] together, and what activities bring you joy and relaxation?
#* What do you foresee us doing for [[Playing|fun]]?
#* Describe your preferred [[w:Work–life_balance|balance among work]], leisure, socializing, solitude, and spending time with the family.
#* Are there expectations or preferences for alone time, and how can we balance individual interests with shared experiences?
#'''Personal Growth and Development:'''
#* How do you support each other's personal growth and individual pursuits?
#* How can we keep from growing apart?
#* Are there specific goals or dreams you have for yourself that may impact our marriage, and how can we work together to achieve them?

The following questions address potential challenges related to addiction and [[w:Abusive_power_and_control|abusive behaviors]], promoting [[Practicing Dialogue|open dialogue]] and a proactive approach to creating a safe and healthy marital environment.&lt;ref&gt;[[w:ChatGPT|ChatGPT]] generated the text for this section responding to the prompt: “Continue with questions about for drug use, drug abuse, emotional and physical abuse, spouse abuse, child abuse, compulsive spending, gambling, and other forms of addictive behavior”. The text has been subsequently augmented and edited. &lt;/ref&gt; Discussing these topics allows for mutual understanding and establishes a foundation for addressing potential issues with empathy and support.
[[File:Ken_after_a_day_of_shopping_and_drinking_in_NYC._(2973632360).jpg|thumb|[[w:Alcoholism|Alcoholism]] stresses relationshps. ]]
# '''Drug Use and Abuse:'''
#* What is your stance on [[w:Recreational_drug_use|recreational drug use]], and are there any specific substances you consider off-limits?
#* Describe your own use of alcohol, including specifics about the frequency, duration, quantity, and effects of alcohol use.
#* Are you an [[w:Alcoholism|alcoholic]], actual, borderline, or potential? How do you know? Who is your closest relative who is an alcoholic? Name all of you alcoholic relatives, suspected or confirmed.
#* Describe your own use of recreational (or potentially addictive) drugs, including specifics about the frequency, duration, quantity, and effects of drug use.
#* How have past experiences or the experiences of those close to you influenced your views on drug use, and what boundaries do you propose regarding substance use?
# '''Emotional and Physical Abuse:'''
#* How do you define [[w:Psychological_abuse|emotional]] and [[w:Physical_abuse|physical abuse]], and what are your expectations for maintaining a safe and respectful environment in our relationship?
#* Have you or any of your family members been victims of emotional or physical abuse, including [[w:Bullying|bullying]]? Have you ever abused anyone? 
#* What steps would you take if you felt either of us was engaging in harmful behavior, and how can we work together to create a healthy and supportive atmosphere?
# '''Spouse Abuse:'''
#* What is your stance on any form of [[w:Domestic_violence|abuse within a marriage]], and how can we ensure that our relationship remains free from harmful behaviors?
#* Are there past experiences or family dynamics that we should be aware of to address potential triggers or challenges?
# '''Child Abuse:'''
#* How do you view the role of discipline in parenting, and what strategies do you consider appropriate and inappropriate?
#* What are your thoughts on seeking professional help or counseling if challenges arise in terms of parenting and potential issues with child abuse?
# '''Compulsive Spending:'''
#* How do you approach financial decisions and spending habits, and what are your views on compulsive or impulsive spending?
#* What is your spending history? Is there any reason to anticipate problem spending? 
#* Are there specific financial goals or boundaries you propose to avoid potential issues related to [[w:Compulsive_buying_disorder|compulsive spending]]?
# '''Gambling:'''
#* What are your thoughts on [[w:Gambling|gambling]], and how do you view the potential impact of gambling on our financial stability?
#* What, if anything, is your gambling history? Is there any reason to anticipate [[w:Problem_gambling|problem gambling]]? 
#* Are there limits or boundaries you suggest regarding gambling activities to ensure responsible behavior?
# '''Other Forms of Addictive Behavior:'''
#* How do you define [[w:Addictive_behavior|addictive behavior]], and what signs would you look for to identify such behavior in yourself or your partner?
#* Are you a [[w:Workaholic|workaholic]]?
#* Are there past experiences or family history that might indicate a predisposition to addictive behaviors, and how can we work together to address and prevent them?
# '''Seeking Help and Support:'''
#* What is your perspective on seeking professional help or [[w:Outline_of_counseling|counseling]] if either of us faces challenges related to substance abuse or addictive behaviors?
#* How can we create an environment where open communication about these issues is encouraged, and seeking help is seen as a positive step?
# '''Preventive Measures:'''
#* What preventive measures or strategies can we implement to maintain a healthy and supportive environment, reducing the risk of engaging in harmful behaviors?
#* How can we hold each other accountable and support one another in making positive choices for our well-being?
# '''Understanding Triggers:'''
#* Are there specific situations, stressors, or [[w:Trauma_trigger|triggers]] that might contribute to engaging in addictive or harmful behaviors?
#* How can we work together to identify and address these triggers proactively to maintain a strong and resilient relationship?

After asking and answering these questions, please carefully reevaluate your decision to make this interpersonal commitment.

== Business Partnerships ==
Romance aside, [[w:Partnership|business partnerships]] often resemble marriages. If you are planning on forming a business partnership, it can be useful to go through the relevant questions presented above to uncover any incompatibilities that may challenge your planned business partnership.

Consider agreeing to run [[w:Background_check|background checks]] on each other. 

== Avoid Fraud ==
You may be tempted to invest money or engage in some endeavor that turns out to be a costly [[w:Fraud|fraud]]. According to the U.S. Securities and Exchange Commission (SEC), many [[w:Ponzi_scheme|Ponzi]] schemes share characteristics that should be &quot;[[w:Ponzi_scheme#Red_flags|red flags]]&quot; for investors. Consider their [[w:Ponzi_scheme#Red_flags|list of red flags]] before investing. 

Many [[w:Scam|confidence tricks]] have successfully defrauded unsuspecting victims. Author Edward H. Smith lists these &quot;[[w:Scam#Stages|six definite steps or stages of growth]]&quot; of a confidence game. Be sure to disengage before it is too late. Confidence games evolve to meet the current challenges and opportunities. Beware of various forms of [[w:Internet_fraud|Internet fraud]], [[w:Romance_scam|romance scams]], and [[w:Pig_butchering_scam|pig butchering]], along with other modern forms of deception and fraud.  

== Avoid Cults ==
A [[w:Cult|cult]] is a relatively small group which is typically led by a charismatic and self-appointed leader, who tightly controls its members, requiring unwavering devotion to a set of beliefs and practices which are considered deviant (outside the norms of society). 

This term is also used for a [[w:New_religious_movement|new religious movement]] or other social group which is defined by its unusual religious, spiritual, or philosophical beliefs and rituals, or its common interest in a particular person, object, or goal.

If you are facing formal or informal barriers to exit, you are in a cult, not a [[Creating Communities|community]]. It is best to exit as soon as you can.

== Recommended Reading ==
Students who are interested in learning more about informed commitments may wish to read these books:

*{{cite book |last=Fromm |first=Erich |author-link=w:Erich_Fromm |date=August 6, 2019 |title=The Art of Loving  |publisher=Harper Perennial Modern Classics |pages=192 |isbn=978-0061129735}}
*{{cite book |last=Fisher |first=Helen  |author-link=w:Helen_Fisher_(anthropologist) |date=January 2, 2005 |title=Why We Love: The Nature and Chemistry of Romantic Love  |publisher=Holt Paperbacks |pages=320 |isbn=978-0805077964}}
*{{cite book |last=Ruggiero |first=Vincent |date=January 1, 2003 |title=The Practice of Loving Kindness: A Guide to Spiritual Fulfillment and Social Harmony  |publisher=New City Press |pages=152 |isbn=978-1565481800}}
*{{cite book |last=Salzberg |first=Sharon |author-link=w:Sharon_Salzberg |date=July 17, 2018 |title=Lovingkindness: The Revolutionary Art of Happiness  |publisher=Shambhala  |pages=272 |isbn=978-1611806243}}
*{{cite book |last=Horstman |first=Judith |date=December 27, 2011 |title=The Scientific American Book of Love, Sex and the Brain: The Neuroscience of How, When, Why and Who We Love  |publisher=Jossey-Bass |pages=256 |isbn=978-0470647783}}
*{{cite book |last=Kennedy |first=Eugene C |author-link=w:Eugene_Kennedy |date=January 1, 1975 |title=If you really knew me, would you still like me?  |publisher=Argus Communications |pages=118 |isbn=978-0913592519}}
*{{cite book |last=Lewis |first=Thomas |author-link= |date=January 9, 2001 |title=A General Theory of Love  |publisher=Vintage |pages=274 |isbn=978-0375709227}}
*{{cite book |last=Covey |first=Stephen R. |author-link=w: |date=January 17, 1996 |title=First Things First  |publisher= |pages= |isbn=}}

== References ==
&lt;references/&gt;
{{CourseCat}}
{{Emotional Competency}}
[[Category:Life skills]]
[[Category:Applied Wisdom]]
[[Category:Peace studies]]
[[Category:Humanities courses]]
[[Category:Community]]
[[Category:Parenting]]</text>
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      <comment>{{Objection}} In many investments plans, such as shares and real estate, the early comers profit from the late comers; {{Objection}} This might spur investments in solar and wind energy; and {{Argument against}} There might be better cryptocurrencies in regards to profits, energy use (i.e. less harmful for the environment), and anonymity.</comment>
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Disclaimer: This is an amateur-made debate/argument analysis, not an investment advice. There is no guarantee that gaps in the arguments made will be properly pointed out in objections.

==Bitcoin is a good investment==

===Pro===
* {{Argument for}} Bitcoin is a digital analogue of gold, and in the phase before it reaches something like its saturation, it is likely to offer extreme profit yields, which, by the mean value of the investment, compensate the investor for the extreme risk. This makes bitcoin good as an item in investment portfolio, for investors who can afford to lose the bitcoin portion of investment.
** {{Objection}} Unlike bitcoin, gold has some uses beyond being a store of value.
*** {{Objection}} Sure, but the price of gold is derived from its use as a store of value rather than from the other uses; the price derived solely from the other uses would be a fraction of it.
** {{Objection}} Unlike bitcoin, gold price level is fundamentally stabilized (despite its considerable volatility), not subject to the huge appreciation observed in bitcoin.
* {{Argument for}} Expanding on the above, as of March 2024, bitcoin market capitalization is about 10% that of gold.&lt;ref&gt;[https://cryptoslate.com/insights/bitcoin-edges-closer-to-gold-with-market-cap-nearing-10/ Bitcoin edges closer to gold with market cap nearing 10%], 25 Mar 2024, cryptoslate.com&lt;/ref&gt; If one takes bitcoin to be an analogue of gold, that suggests good room for growth.
** {{Objection}} On the other hand, as of March 2024, bitcoin market capitalization surpassed that of silver.&lt;ref&gt;[https://economictimes.indiatimes.com/markets/cryptocurrency/bitcoins-market-cap-surpasses-silver-becomes-eighth-most-valuable-asset/articleshow/108439631.cms Bitcoin's market cap surpasses silver, becomes eighth most valuable asset - The Economic Times], 12 Mar 2024, economictimes.indiatimes.com&lt;/ref&gt; It is not clear what makes bitcoin more of an analogue of gold than of silver.
*** {{Objection}} Gold is the leader among the physical/material/commodity store-of-value assets (unlike silver) and bitcoin is the leader among cryptographic store-of-value assets. That makes bitcoin more like gold and less like silver.
* {{Argument for}} Expanding on the above, bitcoin seems to have a unique differentiator against gold in that it seems much harder to be seized/confiscated by governments. And governments sometimes turn rogue and unjustly seize property, e.g. those run by Communists in the 20th century. As per river.com, &quot;However, bitcoin is a uniquely seizure-resistant type of property. There is no amount of physical force or legal coercion that can transfer bitcoin from one party to another without the corresponding private keys. However, if authorities can ascertain the real-world identity of an individual and their bitcoin addresses, they can coerce that individual to divulge the private keys required to move the bitcoin. Bitcoin may be seizure-resistant, but humans are still vulnerable to physical threats, blackmail, and other forms of coercion.&quot;.&lt;ref&gt;[https://river.com/learn/can-bitcoin-be-seized/ Can Bitcoin Be Seized?], river.com&lt;/ref&gt;
** {{Objection}} Seizing of bitcoin by government already did happen.&lt;ref&gt;[https://www.reuters.com/world/europe/german-police-seizes-217-billion-bitcoin-most-extensive-action-ever-2024-01-30/ German police seizes $2.17 billion in bitcoin in 'most extensive' action ever], reuters.com&lt;/ref&gt;
* {{Argument for}} Expanding on the above, bitcoin transactions seem to provide the benefit of anonymity: while the transaction and the amount are publically available, who made the transaction not so.&lt;ref&gt;[https://www.coincenter.org/education/crypto-regulation-faq/how-anonymous-is-bitcoin/ How Anonymous is Bitcoin?], coincenter.org&lt;/ref&gt;
** {{Objection}} That does not seem to provide any benefit over directly owning gold.
** {{Objection}} Not a benefit over cash transactions (as opposed to electronic ones), which can also be anonymous.
** {{Objection}} The anonymity contributes to regulatory risk; it is part of the appeal of bitcoin to criminals.
** {{Objection}} A Wired story puts the anonymity of bitcoin into doubt.&lt;ref&gt;[https://www.wired.com/story/27-year-old-codebreaker-busted-myth-bitcoins-anonymity/ How a 27-Year-Old Codebreaker Busted the Myth of Bitcoin’s Anonymity], 17 Jan 2024, wired.com&lt;/ref&gt;
** ''Comment'' The purchase of bitcoin seems not anonymous when made via an intermediary.
===Con===
* {{Argument against}} Capable investor Warren Buffett dissuades from bitcoin.&lt;ref&gt;[https://finance.yahoo.com/news/warren-buffett-predicts-bad-ending-125222809.html Warren Buffett Predicts ‘Bad Ending’ for Bitcoin — Is It a Doomed Investment?], finance.yahoo.com&lt;/ref&gt;&lt;ref name=nw/&gt; Inconclusive yet suggestive.
* {{Argument against}} Microsoft co-founder and philantropist Bill Gates looks down on bitcoin.&lt;ref&gt;[https://www.cnbc.com/2022/06/15/bill-gates-says-crypto-and-nfts-are-based-on-greater-fool-theory.html Bill Gates says crypto and NFTs are based on 'greater fool theory'], 2022, cnbc.com&lt;/ref&gt; Inconclusive yet suggestive.
* {{Argument against}} JPMorgan Chase chairman and CEO Jamie Dimon looks down on bitcoin.&lt;ref&gt;[https://www.cnbc.com/2021/10/11/jpmorgan-chase-ceo-jamie-dimon-says-bitcoin-is-worthless.html JPMorgan Chase CEO Jamie Dimon says bitcoin is 'worthless'] by Taylor Locke, 11 Oct 2021, cnbc.com&lt;/ref&gt;&lt;ref&gt;[https://www.businessinsider.com/jamie-dimon-bitcoin-crypto-ponzi-scheme-fraud-currency-blockchain-jpmorgan-2024-4 JPMorgan's Jamie Dimon Calls Bitcoin a 'Fraud' and 'Ponzi Scheme'] by Theron Mohamed, 18 Apr 2024, businessinsider.com&lt;/ref&gt; Inconclusive yet suggestive.
* {{Argument against}} Nassim Nicholas Taleb (noted for the book ''The Black Swan'') looks down on bitcoin.&lt;ref&gt;[https://www.fooledbyrandomness.com/BTC-QF.pdf Bitcoin, Currencies, and Fragility] by Nassim Nicholas Taleb, fooledbyrandomness.com&lt;/ref&gt; Inconclusive yet suggestive.
* {{Argument against}} Computer scientist Nicholas Weaver is very critical of cryptocurrencies.&lt;ref&gt;[https://law.yale.edu/sites/default/files/area/center/isp/documents/weaver_death_of_cryptocurrency_final.pdf The Death of Cryptocurrency] by Nicholas Weaver, Dec 2022, law.yale.edu&lt;/ref&gt;&lt;ref&gt;[https://www.currentaffairs.org/news/2022/05/why-this-computer-scientist-says-all-cryptocurrency-should-die-in-a-fire Why This Computer Scientist Says All Cryptocurrency Should “Die in a Fire”], currentaffairs.org&lt;/ref&gt;
* {{Argument against}} A bitcoin investor is exposed to regulatory risk, e.g. that state regulators will make bitcoin illegal.
* {{Argument against}} A bitcoin holder is either exposed to intermediary risk (of the intermediary company defaulting) or has to own bitcoin directly using methods liable to hardware theft, hardware loss or destruction&lt;ref&gt;[https://www.kaspersky.com/blog/five-threats-hardware-crypto-wallets/47971/ Hot crypto wallet, cold crypto wallet: what are they, and how are they stolen from?], Kaspersky official blog&lt;/ref&gt;, password loss/forgetting&lt;ref name=nw&gt;[https://www.nerdwallet.com/article/investing/is-bitcoin-a-good-investment Is Bitcoin a Good Investment?] by Kurt Woock, 11 Mar 2024, nerdwallet.com&lt;/ref&gt;, and computer hacking.
** {{Objection}} Other currencies, such as gold or fiat, can also be lost, stolen or destroyed.
* {{Argument against}} Cryptocurrencies are vulnerable to what U.K.'s FCA calls cyber-attacks (requires clarification and detail).&lt;ref&gt;[https://www.fca.org.uk/investsmart/investing-crypto Investing in crypto], fca.org.uk&lt;/ref&gt;
* {{Argument against}} Bitcoin has no intrinsic yield unlike e.g. a field of wheat, a block of apartment buildings or a company held via shares.
** {{Objection}} Bitcoin does not differ from gold in that regard. The above does not detract from the possibility of bitcoin providing great yields in its early adoption phase.
* {{Argument against}} Bitcoin is similar to a Ponzi scheme: the late comers pay for the huge profits of the early comers. The bitcoin investors merely speculate on whether they will be the early comers--the winners--or the late comers--losers, and they bet on being the early comers. (This is an expansion on or rephrasing of the above, bitcoin having no intrinsic yield.)
** {{Objection}} Perhaps bitcoin does have an intrinsic yield, following from its serving criminals to realize their profits.
*** {{Objection}} Even that kind of yield does not provide for a huge growth of bitcoin price in the decades to come: once something like a saturation overall bitcoin price level is reached, the huge profits realized from huge mid-term growth are over.
** {{Objection}} A Ponzi scheme is a fraud; by contrast, in bitcoin, the buyers know the nature of the asset (no intrinsic yield).
*** {{Objection}} Fair enough as for ''Ponzi scheme''. However, the logic of the late comers paying for the profit of the early comers holds true enough.
** {{Objection}} In many investments plans, such as shares and real estate, the early comers profit from the late comers.
* {{Argument against}} Bitcoin mining is energy intensive and its energy consumption grows exponentially with use.&lt;ref&gt;[[Wikipedia:Environmental effects of bitcoin]]&lt;/ref&gt; Unless the underlying proof-of-work algorithm changes (like Ethereum did), Bitcoin will eventually become unsustainable and public opinion will turn against it, causing it to sink.
** {{Objection}} It is not clear what it means for bitcoin to &quot;sink&quot;, nor is it clear how environmentalism-related unfavorable public option will cause bitcoin to lose value since its value depends only on the opinion of those who hold it and trade in it.
** {{Objection}} The Wikipedia article used above as a reference does not contain the word &quot;exponential&quot; and it is therefore not clear it can substantiate that bitcoin energy consumption &quot;grows exponentially with use&quot;.
** {{Objection}} Wikipedia, used above for reference, is not a reliable source: anything that can be sourced from Wikipedia one should be able to source directly from sources used by Wikipedia.
*** {{Objection}} There are many sources for bitcoin's heavy toll on the environment – more can be found here.&lt;ref&gt;https://www.kialo.com/cryptocurrency-mining-is-a-waste-of-resources-333.338?path=333.0~333.167-333.338&lt;/ref&gt;
**** {{Objection}} It does not seem straightforward to find the sources in the referenced kialo.com page, but if it was, it should be reasonably easy to copy the reliable sources to the present debate.
**** {{Objection}} The statement to be sourced is not &quot;heavy toll on the environment&quot; but rather &quot;its energy consumption grows exponentially with use&quot;.
** {{Objection}} If the market value of one bitcoin drops significantly below the energy cost (and hardware cost, etc.) required for mining an additional bitcoin, one would think the mining will stop or greatly slow down, which will solve the environmental problem. And if the energy cost of mining an additional bitcoin will be ''exponentially'' increasing, the described condition will surely set in relatively soon.
** {{Objection}} This might spur investments in solar and wind energy.
* {{Argument against}} Bitcoin is not really a cryptocurrency (not really a currency); it is a cryptoasset. Thus, it cannot realistically replace currencies. Some supporting reasoning is given by The Conversation.&lt;ref&gt;[https://theconversation.com/almost-no-one-uses-bitcoin-as-currency-new-data-proves-its-actually-more-like-gambling-207909 Almost no one uses Bitcoin as currency, new data proves. It’s actually more like gambling], theconversation.com&lt;/ref&gt;. More support is at Yermack 2015.&lt;ref&gt;[https://www.sciencedirect.com/science/article/abs/pii/B9780128021170000023 Is Bitcoin a Real Currency? An Economic Appraisal] by David Yermack, 2015&lt;/ref&gt;
** {{Objection}} That seems not quite true given there are companies that accept bitcoin as a method of payment.&lt;ref&gt;[https://swissmoney.com/who-accepts-bitcoin-as-payment 35 Companies That Accept Bitcoin &amp; Crypto as Payment in 2024], swissmoney.com&lt;/ref&gt;
** {{Objection}} Bitcoin does not need to be a currency (used to pay for everyday things) to be a store-of-value asset like gold and compete with gold.
* {{Argument against}} An analysis by the Bank for International Settlements (BIS) reports losses of many investors: &quot;Data on major crypto trading platforms over August 2015–December 2022 show that, as a result, a majority of crypto app users in nearly all economies made losses on their bitcoin holdings.&quot;&lt;ref&gt;[https://www.bis.org/publ/bisbull69.htm Crypto shocks and retail losses], 20 Feb 2023, bis.org&lt;/ref&gt;
** {{Objection}} The analysis seems to use asssumptions that are possibly too simplifying.
* {{Argument against}} There might be better cryptocurrencies in regards to profits, energy use (i.e. less harmful for the environment), and anonymity.

==References==
&lt;references/&gt;

==Further reading==
* {{W|Bitcoin#Use for investment and status as an economic bubble}}, wikipedia.org
* [https://www.forbes.com/advisor/au/investing/cryptocurrency/bitcoin-price-prediction/ Bitcoin Price Prediction – Forbes Advisor Australia], forbes.com
* [https://www.brookings.edu/articles/the-brutal-truth-about-bitcoin/ The brutal truth about Bitcoin], brookings.edu
* [https://www.ecb.europa.eu/press/blog/date/2024/html/ecb.blog20240222~0929f86e23.en.html ETF approval for bitcoin – the naked emperor’s new clothes], 2024, ecb.europa.eu
* [https://www.youtube.com/watch?v=o7zazuy_UfI Cryptocurrencies II: Last Week Tonight with John Oliver (HBO)], 24 Apr 2023, youtube.com
* [https://www.nytimes.com/2018/07/31/opinion/transaction-costs-and-tethers-why-im-a-crypto-skeptic.html Opinion | Transaction Costs and Tethers: Why I’m a Crypto Skeptic] by Paul Krugman, 31 Jul 2018, nytimes.com
* [https://medium.com/@CalvinCooper/rebuttal-transaction-costs-and-tethers-why-im-not-a-crypto-skeptic-e21699889943 Rebuttal — Transaction Costs and Tethers: Why I’m Not a Crypto Skeptic] by Calvin Cooper, 2018, medium.com
* [https://www.cnbc.com/2018/07/09/nobel-prize-winning-economist-joseph-stiglitz-criticizes-bitcoin.html Nobel prize-winning economist Joseph Stiglitz criticizes bitcoin] by Ali Montag, 2018, cnbc.com
* [https://www.youtube.com/watch?v=vdPhj3Pw-A0 Wirtschaftsprofessor: Darum hat der Bitcoin keine Zukunft // Mission Money], 2 Mar 2021, youtube.com (in German) -- an interview with Swiss economist Thorsten Hens
* [https://fred.stlouisfed.org/series/CBBTCUSD Coinbase Bitcoin], fred.stlouisfed.org -- bitcoin price development

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      <text bytes="8988" sha1="t79ziozpiand6mtj4qklh8wjcbd96l3" xml:space="preserve">—A Sanctuary for Intellectual and Emotional Growth
[[File:Wisdom_playground.jpg|thumb|300px|A Wisdom Playground]]
{{TOC right | limit|limit=2}}
In an age where the fast pace of life often overshadows the pursuit of deeper understanding and reflection, the concept of a ''Wisdom Playground'' emerges as a sanctuary for intellectual and emotional growth.&lt;ref&gt;[[w:ChatGPT|ChatGPT]] generated this text responding to the prompt: “Write an essay describing a wisdom playground”.&lt;/ref&gt;&lt;sup&gt;,&lt;/sup&gt;&lt;ref&gt;This text appeared earlier as a [https://lelandbeaumont.substack.com/p/the-wisdom-playground substack article] and is used here with permission of the author. &lt;/ref&gt; This imaginative space is designed to cultivate [[wisdom]] through play, interaction, and contemplation, providing a holistic environment where individuals of all ages can explore and develop their inner wisdom.


== The Concept of a Wisdom Playground ==
A Wisdom Playground is more than just a physical space; it is an ecosystem where various elements converge to foster the development of wisdom. This environment integrates elements of nature, art, philosophy, and technology, creating a harmonious blend that stimulates the mind, nurtures the soul, and invigorates the body. The goal is to provide a setting where people can engage in activities that promote reflection, empathy, critical thinking, and emotional intelligence.

== Elements of the Wisdom Playground ==

# '''Nature and Serenity''': The Wisdom Playground is designed with ample green spaces, gardens, and water features. These natural elements are essential in providing a serene environment that encourages contemplation and mindfulness. Walking paths, meditation gardens, and quiet nooks allow individuals to connect with nature and find peace amidst the chaos of daily life.
# '''Interactive Art Installations''': Art plays a crucial role in the Wisdom Playground. Interactive installations that respond to touch, sound, and movement invite participants to engage with art in a personal and meaningful way. These installations challenge individuals to think creatively and see the world from different perspectives.
# '''Philosophical Zones''': Dedicated areas within the playground are designed for philosophical exploration. These zones feature thought-provoking sculptures, murals, and quotes from great thinkers throughout history. Workshops and discussion circles are regularly held to facilitate [[Practicing Dialogue|dialogues]] on philosophical topics, encouraging participants to ponder [[Exploring Existential Concerns|life’s big questions]] and develop their own understanding.
# '''Technology and Innovation Hubs''': While the Wisdom Playground emphasizes natural and artistic elements, it also embraces technology as a tool for learning and growth. Interactive digital displays, virtual reality experiences, and augmented reality installations provide immersive experiences that broaden horizons and stimulate intellectual [[Fostering Curiosity|curiosity]].
# '''Storytelling Corners''': Storytelling is a powerful medium for sharing wisdom across generations. Cozy corners with comfortable seating and storytelling sessions offer a space for people to share their experiences, listen to others, and learn valuable life lessons. These sessions can be intergenerational, allowing wisdom to flow from the older to the younger and vice versa.
# '''Play and Movement Areas''': Physical activity is integral to holistic well-being. Play areas with equipment that encourages physical movement, teamwork, and [[Solving Problems|problem-solving]] are essential components of the Wisdom Playground. These areas are designed not only for children but for adults as well, promoting the idea that [[Playing|play]] is a lifelong activity crucial for maintaining a healthy mind and body.

== The Impact of a Wisdom Playground ==
The creation of a Wisdom Playground has far-reaching impacts on individuals and the community. For children, it provides an environment that nurtures [[Fostering Curiosity|curiosity]], creativity, and [[Emotional Competency|emotional intelligence]] from a young age. For adults, it offers a refuge from the stresses of modern life, a place to reconnect with their inner selves, and an opportunity to engage in lifelong learning.

Communities with access to such a playground are likely to see enhanced [[Creating Communities|social cohesion]], as the space fosters interactions between people of different ages, backgrounds, and perspectives. The Wisdom Playground becomes a hub for [[Creating Communities|community activities]], cultural events, and educational programs, strengthening the fabric of the community.

Moreover, by prioritizing the development of [[wisdom]], such playgrounds contribute to the creation of a more thoughtful, empathetic, and enlightened society. Individuals who frequent the Wisdom Playground are better equipped to navigate the complexities of life, make informed decisions, and contribute positively to the world around them.

== Conclusion ==
In conclusion, the Wisdom Playground represents a visionary approach to personal and communal growth. By integrating nature, art, philosophy, and technology, it creates a nurturing environment that fosters the development of wisdom in its many forms. This sanctuary for intellectual and emotional growth has the potential to transform individuals and communities, making it an invaluable asset in our pursuit of a more enlightened and harmonious world.

== Prototypes ==
Several existing venues hold the potential to be transformed into Wisdom Playgrounds. These include:

# [[w:Esalen_Institute|The Esalen Institute]] is a non-profit American retreat center and intentional community in Big Sur, California, which focuses on humanistic alternative education.
# [[w:Canyon_Ranch|Canyon ranch]] operates several wellness resorts.  
# The [[w:Omega_Institute_for_Holistic_Studies|Omega Institute for Holistic Studies]] is a non-profit educational retreat center located in Rhinebeck, New York.  The institute's stated mission is to &quot;provide hope and healing for individuals and society through innovative educational experiences that awaken the best in the human spirit&quot;.
# The [[w:Santa_Fe_Institute|Santa Fe Institute]] (SFI) is an independent, nonprofit theoretical research institute located in Santa Fe, New Mexico, United States and dedicated to the multidisciplinary study of the fundamental principles of complex adaptive systems, including physical, computational, biological, and social systems.
# [[w:Braver_Angels|Braver Angels]] is a nonprofit dedicated to political depolarization. The organization runs workshops, debates, and other events where &quot;red&quot; (conservative) and &quot;blue&quot; (liberal) participants attempt to better understand one another's positions and discover their shared values.
# A [[w:Salon_(gathering)|salon]] is a gathering of people held by a host created either to please or to educate the guests. 
# Existing parks, playgrounds, libraries, book stores, universities, museums, schools, pubs, community centers, health spas, fitness centers, yoga studios, open spaces, your [[w:Third_place|third place]], and on-line forums could also be transformed into Wisdom Playgrounds that are local and accessible to a large population.

== Wisdom Playground Rules ==
[[File:Wisdom_Playground_Rules.jpg|thumb|300px|Wisdom Playground Rules]]
Like any well-run playground each wisdom playground needs a set of rules.

Here is a proposal:

# [[Living Wisely/Take Care|Stay safe]];
# [[Playing|Have fun]];
# [[Fostering Curiosity|Stay curious]];
# [[Knowing Someone/Asking Better Questions|Ask questions]];
# [[Social Skills/The Power of Active Listening|Listen]];
# Practice [[Emotional Competency|emotional competency]];
# Focus on [[What Matters|what matters]];
# Practice [[Practicing Dialogue|dialogue]];
# [[Living Wisely/Seeking Real Good|Seek real good]];
# [[Finding Common Ground|Find common ground]];
# Expect [[intellectual honesty]];
# [[Possibilities/Curriculum|Create possibilities]];
# [[Cherishing awe|Cherish awe]];
# [[Transcending Conflict|Transcend conflict]];
# [[Coming Together|Come together]];
# [[Doing Good|Do good]];
# Adopt a [[Global Perspective|global perspective]];
# Evolve toward [[Evolving Governments/Good Government|good government]];
# [[Assessing Human Rights/Beyond Olympic Gold|Advance human rights, worldwide]];
# [[Living Wisely|Live wisely]].

[[Practicing Dialogue|Skillful dialogue]] on [[Knowing Someone/Conversation Topics|important topics]] are at the core of each wisdom playground. Consider beginning by exploring the question “[[Exploring Existential Concerns/What Ought We Do?|What ought we do?]]”.  

Adopting these rules can transform many ordinary spaces such as neighborhoods, coffee shops, pubs, parks, libraries, classrooms, and museums into wisdom playgrounds.

==Notes==

{{CourseCat}}
[[Category:Creating Communities]]
&lt;references /&gt;
[[Category:Peace studies]]</text>
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{{title|Coercive control in intimate partner relationships:&lt;br&gt;What role does CC play in IPV partner relationships and how can it be addressed?}}
{{MECR3|1=https://yourlinkgoeshere.com}}
&lt;div align=center&gt;Replace the link in the box above once the multimedia presentation has been published.&lt;/div&gt;
__TOC__

==Overview==

* &lt;big&gt;Explain and describe Coercive Control in intimate partner relationships (illustrate the following three concepts with a case study examples and definitions)&lt;/big&gt;
* &lt;big&gt;Identify the predictors and indicators of Coercive Control in intimate partner relationships&lt;/big&gt;
* &lt;big&gt;Explore some of the motivations and behaviours associated with coercive control in intimate partner violence&lt;/big&gt;
* &lt;big&gt;Summarise the effects of Coercive Control in intimate partner relationships for perpetrators and victim-survivors (support this with a discussion on intersectionality, using quantitative analysis and recommendations from the research)&lt;/big&gt;
* &lt;big&gt;Summarise current evidenced based strategies employed to address coercive control in intimate partner violence&lt;/big&gt;
* &lt;big&gt;Provide accessible links and support resources for perpetrators, victim-survivors, and support networks, engaging with Coercive Control in intimate partner relationships&lt;/big&gt;

;Case study
{{comment:Case study very long and may overwhelm the reader. Consider making more concise.}}
{{robelbox|width=30|theme=3|title=Case Study (Maria)}} &lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Background:''' Maria has lived in Australia for two years with her husband, Santiago (Santi). Their country of birth is Chile. Maria and Santi do not have any children, although Maria has a dog named Javier (pronounced Harvey-air) whom she considers her 'baby'. 

On Friday morning, Maria visits her local Community Centre, with her dog Javier. (Maria is known to the service already, having previously visited with Santi to access migrant support services). However, until today, Maria has never disclosed that she is experiencing intimate partner violence at home with Santi. Maria intends to maintain her relationship with Santi.

On arrival at the Community Centre, Maria was welcomed into the service by a familiar social worker. Maria told the social worker &quot;''I haven’t spoken about this to anyone really before. I’m kind of embarrassed to talk about it, but I just don’t know what to do anymore. I don't know about how it works here in Australia. Back home in Chile, I would stay with my family until things settled down; and my family would talk to him, and try to convince him to stop.''”

Maria then continued, “''Last night my husband Santi came home really angry and straight away punched a hole in the front door. I asked him what was wrong and tried to calm him, but things just escalated so quickly, and the next thing I knew, he was hurting me, and he wouldn’t stop. I managed to get away and ran into the spare room and locked the door. I woke up some time after and the house sounded really quiet. I opened the door and saw him asleep on the couch in the lounge room, so I ran upstairs, grabbed my bag, car keys and Javier, and I drove away. I didn’t have anywhere to go so I drove around for a bit until I found a spot in a church car park that felt safe and slept there. I drove here this morning.''”

“''I have 150 missed calls and 55 texts from Santi today, all saying he is sorry. He promises that he won’t do that again and that he was stressed with work, but I just need a plan to keep safe and know what I can do if I do leave for good. I have no money, nowhere to go, no job ... and who will look after Javier? Can you help me?''”

'''After further discussion, the social worker took down the following case notes about Maria's situation:'''

* Maria locked herself in the room whilst her husband calmed down. 
*  
* Maria hit her head, and was still bleeding. Maria doesn't want to see a doctor because she is afraid that   will make Santi angry, and she has no money to afford the appointment. Maria claims she feels tired, but otherwise ok. 
*  
* Maria feels like she has no friends and her one sister in Australia, lives interstate in Melbourne. 
*  
* Maria is experiencing emotional, financial, physical and social abuse. 
*  
* Santi controls all their the money and Maria does not work. Santi wants Maria to stay at home and tend to the house, to support him. 
* 
* Maria receives an allowance from Santi of $50 each week to buy groceries, and $25 each week to buy Javier's food, pay for her own haircuts, buy her own clothes and any other 'luxuries' such as her mobile phone.
* 
* Maria takes Javier everywhere, and is afraid Santi might hurt him. 

* Maria has no access to the couple's money and plans to return to the relationship later today. 

* Maria has 150 missed calls and 55 texts from Santi all apologising for his behaviour, and explaingin, “he was stressed with work.” 

* Maria has no friends or family she can visit or stay with. 

* Maria hasn’t accessed services for Intimate Partner Violence before. 

* Maria has a safety bag with $15 cash in savings, some clothes, and a couple of things for Javier. (She saw the 'safety bag idea' on a video on social media, and found that helpful). 
&lt;/div&gt;
{{RoundBoxBottom}}

[[File:Figure 1. Gender nuetral Power and Control Wheel.jpg|300x300px|'''Figure 1'''. Gender neutral Power and Control Wheel. Based on Duluth's model.|alt=Figure 1. Gender neutral Power and Control Wheel. Based on Duluth's model.|thumb]]
[[File:Lol question mark.png|left|frameless|150x150px]]

=== Task ===
'''&lt;big&gt;Think about the different elements of Maria's situation.&lt;/big&gt;''' 

&lt;big&gt;Which aspects of her experience align with the Power and Control Wheel?&lt;/big&gt;

&lt;big&gt;Is Maria experiencing Coercive Control in her intimate partner relationship?&lt;/big&gt;

&lt;big&gt;Why? or Why not?&lt;/big&gt;

=== Discussion ===
&lt;big&gt;'''What other important factors might the social worker need to consider when supporting Maria?'''&lt;/big&gt;

== '''Definitions''' ==
{{center top}}
{| border=1 cellspacing=0 cellpadding=5
| '''Terminology'''
| '''Meaning'''
|-
| '''Coercive Control'''
| meaning/define
|-
| '''Intimate Partner'''
| meaning
|-
| '''Victim Survivor'''
| meaning
|-
| '''Intersectionality'''
| meaning
|-
|}
{{center bottom}}Add to table: Gaslighting, feigning distress, love bombing, manipulation to obtain or avoid abandonment, intimidation, isolation from support network, surveillance.

== '''Introduction''' ==
To date, there is neither a universally accepted definition of IPV, nor is there a conceptual framework that would comprehensively capture the the complexities of coercive control. 

=== Duluth's Wheel ===
Coercive Control can be insidious and therefore hard to detect - (Duluth's Wheel){{RoundBoxTop|theme=2}}
=== '''&lt;small&gt;Focus Questions&lt;/small&gt;''' ===
# &lt;big&gt;What are the internal process that give rise to Coercive Control in intimate partner relationships?&lt;/big&gt; 
# &lt;big&gt;How does energy, direction, and persistence present, as indicators of Coercive Control in intimate partner relationships?&lt;/big&gt;
# &lt;big&gt;How are needs, cognitions and emotions related to Coercive Control in intimate partner relationships?&lt;/big&gt;
# &lt;big&gt;What can be done to address Coercive Control in intimate partner relationships?&lt;/big&gt;
{{RoundBoxBottom}}

== '''Psychological Theories (Motivation and Behaviour)''' ==

=== Seligman's Theory of Learned Helplessness ===
The learned helplessness phenomenon is proposed as a model for the emotional numbing and maladaptive passivity sometimes following victimization (Seligman,1983).
* Trauma bonding and cycles of negative reinforcement (Focus Question 1). Trauma bonding can lead to a “Stockholm syndrome” like effect. Victim - survivors may develop strong emotional ties with their abuser due to cycles of abuse, and hot and cold behaviour. Recognising patterns can be crucial for developing strategies to help victim-survivors break these bonds and support their recovery. 
* Cycles of abuse and CC in IPV can lead to learned helplessness making help-seeking hard and difficult for the survivor to escape the situation and seek support. 
* Learned Helplessness Theory can provide insights into why victim-survivors might feel powerless and not engage in help-seeking, and may help design interventions and support options on how to empower them effectively in recovery efforts.

=== Bandura's Social Learning Theory ===
We actually know very little about occasions of IPV, especially how conflicts escalate into IPV. This is because there are relatively few multi-method or multiagent longitudinal studies, which would require evidenced based approaches such as observing couple's interactions, whilst engaged in community or clinically controlled trials.
* Energy, direction and persistence (Focus Question 2)
** Child adjustment and attachment (Bowlby and Ainsworth)
** Social variables and behavioural predictability (e.g. witnessed IPV growing up etc.)
** Bandura’s Social Learning Theory suggests that coercive control in IPV may be learned through family modelling. This insight can be used to design interventions that promote unlearning harmful patterns and adopting healthier relationship dynamics.

=== Maslow's Hierarchy of Needs &amp; Deci and Ryan's Self Determination Theory ===

* Needs, cognitions, and emotions (Focus Question 3)
* Maslow’s Hierarchy of Needs &amp; Deci and Ryan's Self-Determination Theory can inform recovery interventions for victim-survivors by focusing on their autonomy, competence, and relatedness; all of which are key psychological needs that help reduce distress and promote recovery and self- efficacy, (this also links to learned helplessness).

=== Therapy and Safety Planning ===
We know more about risk factors than about protective factors. This is an area of great importance for further research; particularly, as attention paid to these may provide important leverage for prevention.
* Feminist Theory - acknowledging the relationship is abusive
** According to the Control Motive Theory, when men use violence against their female partners, their goal is to influence their current or future behaviour (Johnson, 1995).
** They use violence for control largely because they have been socialised in a patriarchal society to believe that males are supposed to be dominant in the family (Felson, R. and Messner, S., 2000)
* Cognitive Dissonance Theory (Festinger) can help when working with perpetrators by addressing the mismatch between their self-image as good people and their abusive behaviours, motivating them to change.
* Cognitive Behaviour Therapy - Person centred interventions for victim-survivors
* Trauma Informed Care (safety/risk screening, safety plans etc)

===  Quiz (Recap theoretical knowledge) - multiple choice ===

=== '''Case Study (Corey)''' ===
{{RoundBoxTop|theme=3}} content {{RoundBoxBottom}}

== '''Research and Legislation''' ==

=== Quantitative Analysis ===
We know many of the risk factors for IPV and that it is a complex issue with multiple determinants. We know much less however about the moderators on these risk factors - for example, gender, race, age, SES level, level of social support, and the role that the presence of children in the relationship plays (Capaldi et al., 2012).

* A systematic review or meta-analyses that looks into the most efficacious interventions for victim-survivors and perpetrators
** Research into CC in IPV can increase awareness and understanding about CC in IPV for the public and people in these relationships. 
** Positives = recognition of triggers and signs of CC in IPV for those within these relationships
*** increasing public attention and potential downstream funding on this issue.
*** a better understanding and awareness of CC in IPV can have flow on effects from police to law, to case workers, to health services, to organisations, to education, all the way to the public.

=== Legislation and Policy '''(Keep this brief)''' ===
Coercive Control in intimate partner violence is [now widely] recognised in both healthcare and socio-legal contexts (Gulina et al., 2018).

* Recent legislative changes related to coercive control in IPV. 
** The NSW Government has made amendments to the Family Law Act (1975), and has proposed updates to the Crimes Act (1914) Cth.
** The National Plan to Reduce Violence against Women and their Children (2010-2022) has shown a recent focus on the broader subject area. 
** Increases in funding, streamlined protection orders, explicit training programs for frontline workers, and community awareness campaigns. 

== '''Conclusion''' ==

We know that this [intimate partner violence] violence is almost always underpinned by coercive control, and has traumatic and pervasive immediate and long term impacts on victim survivors, their families and communities (Commonwealth of Australia, Attorney-General's Department, 2023). Although it appears that the existing theories of coercive control in IPV are limited in their ability to improve the clinical efficacy of IPV interventions, as well as provide sufficient basis for conducting research. 

Some theoretical frameworks of Coercive Control in IPV provide a number of potential 'answers' over others; however their empirical validity is yet to be determined. Thus, we find ourselves still in need of sufficient research reliability and validity in the filed, in order to systematically examine the context and complexities that the elements of Coercive Control in IPV, present in both theory and practice.

{{Atp/info box unit}}

The Overview is typically consists of one to four paragraphs inbetween the scenario and focus questions. Suggested word count aim for the Overview: 180 to 330 words.
{{tip|Suggestions for this section:
* Engage the reader with a scenario, example, or case study, and an accompanying image
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}}

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'''Focus questions:'''
Break the problem (i.e., the sub-title) down into three to five focus questions. Focus questions can also be used as top-level headings.
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==Key points==
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==Figures==
[[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]]

* Use figures to illustrate concepts, add interest, and to serve as examples
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==Learning features==
Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter.

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* Scenarios or case studies describe applied/real-world examples of concepts in action
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* It is often helpful to present case studies using [[#Feature boxes|feature boxes]].

{{anchor|Feature box}}
;Feature boxes
* Important content can be highlighted in a [[Motivation and emotion/Wikiversity/Feature box|feature box]]. But don't overuse feature boxes, otherwise they lose their effect.
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;Links
* When key words are introduced, use [[Help:Links|interwiki links]] to:
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;Tables
* Use to organise and summarise information
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* [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted

'''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model

{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
! !! Known to self !! Not known to self
|-
| '''Known to others''' || Open area || Blind spot
|-
| '''Not known to others''' || Hidden area || Unknown
|}

;Quizzes
* Using one or two review questions per major section is usually better than a long quiz at the end
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&lt;quiz display=simple&gt;
{Quizzes are an interactive learning feature:
|type=&quot;()&quot;}
+ True
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{Long quizzes are a good idea:
|type=&quot;()&quot;}
- True
+ False
&lt;/quiz&gt;

==Conclusion==
* The Conclusion is arguably the most important section
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{{tip|Suggestions for this section:
* What is the answer to the sub-title question based on psychological theory and research?
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}}

==See also==
Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats:
* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)
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{{tip|Suggestions for this section:
* Present in alphabetical order
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}}

==References==
{{Hanging indent|1=Alloy, L. B., Peterson, C., Abramson, L. Y., &amp; Seligman, M. E. (1984). Attributional style and the generality of learned helplessness. ''Journal of Personality and Social Psychology'', ''46''(3), 681–687. &lt;nowiki&gt;https://doi.org/10.1037/0022-3514.46.3.681&lt;/nowiki&gt;
}}

{{Hanging indent|1=A. S., Gulina, M. A., &amp; Tikhomandritskaya, O. A. (2018). Intimate Partner Violence: An Overview of the Existing Theories, Conceptual Frameworks, and Definitions. ''Psychology in Russia : State of the Art'', ''11''(3), 128–144. &lt;nowiki&gt;https://doi.org/10.11621/pir.2018.0309&lt;/nowiki&gt; 
}}

{{Hanging indent|1=Capaldi, D. M., Knoble, N. B., Shortt, J. W., &amp; Kim, H. K. (2012). A Systematic Review of Risk Factors for Intimate Partner Violence. ''Partner Abuse'', ''3''(2), 231–280. &lt;nowiki&gt;https://doi.org/10.1891/1946-6560.3.2.231&lt;/nowiki&gt;  
}}

{{Hanging indent|1=Commonwealth of Australia, Attorney-General's Department. (2023). National Principles to Address Coercive Control in Family and Domestic Violence. https://www.ag.gov.au/families-and-marriage/publications/national-principles-address-coercive-control-family-and-domestic-violence
}}

{{Hanging indent|1=Dichter, M. E., Thomas, K. A., Crits-Christoph, P., Ogden, S. N., &amp; Rhodes, K. V. (2018). Coercive Control in Intimate Partner Violence: Relationship With Women’s Experience of Violence, Use of Violence, and Danger. ''Psychology of Violence'', ''8''(5), 596–604. &lt;nowiki&gt;https://doi.org/10.1037/vio0000158&lt;/nowiki&gt; 
}}

{{Hanging indent|1=Felson, R. B., &amp; Messner, S. F. (2000). The Control Motive in Intimate Partner Violence. ''Social Psychology Quarterly'', ''63''(1), 86–94. &lt;nowiki&gt;https://doi.org/10.2307/2695883&lt;/nowiki&gt;
}}

{{Hanging indent|1=Peterson, C., &amp; Seligman, M. E. P. (1983). Learned Helplessness and Victimization. ''Journal of Social Issues'', ''39''(2), 103–116. &lt;nowiki&gt;https://doi.org/10.1111/j.1540-4560.1983.tb00143.x&lt;/nowiki&gt;
}}

{{Hanging indent|1=Straus, M. A., &amp; Gozjolko, K. L. (2016). Concordance between partners in “intimate terrorism”: A comparison of two typologies. ''Aggression and Violent Behavior'', ''29'', 55–60. &lt;nowiki&gt;https://doi.org/10.1016/j.avb.2016.06.003&lt;/nowiki&gt; 
}}

List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

APA style example:
{{Hanging indent|1=

Rosenberg, B. D., &amp; Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091
}}
{{tip|Suggestions for this section:
* Important aspects of APA style for references include:
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* The most common mistakes include:
** Incorrect capitalisation
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** Citing sources that weren't read or consulted
}}

==See also==
# [[Motivation and emotion/Book/2017/Intimate partner violence motivation]]
# [[Motivation and emotion/Book/2011/Self-determination theory]]
# [[Motivation and emotion/Book/2021/Coercive control motivation in relationships]]
# [[Motivation and emotion/Book/2021/Domestic violence motivation]]

==External links==
# Domestic and Family Violence Support (NSW Government) https://www.service.nsw.gov.au/guide/domestic-and-family-violence
# Domestic Violence Crisis Service (ACT) https://dvcs.org.au/


Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as presentations, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example:
* [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne)
* [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com)
{{tip|Suggestions for this section:
* Only select links to major external resources about the topic
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}}

[[Category:{{#titleparts:{{PAGENAME}}|3}}]]
[[Category:Motivation and emotion/Book/Domestic violence]]
[[Category:Motivation and emotion/Book/Relationships]]</text>
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{{MECR3|1=https://yourlinkgoeshere.com}}
&lt;div align=center&gt;Replace the link in the box above once the multimedia presentation has been published.&lt;/div&gt;
__TOC__

==Overview==

* &lt;big&gt;Explain and describe Coercive Control in intimate partner relationships (illustrate the following three concepts with a case study examples and definitions)&lt;/big&gt;
* &lt;big&gt;Identify the predictors and indicators of Coercive Control in intimate partner relationships&lt;/big&gt;
* &lt;big&gt;Explore some of the motivations and behaviours associated with coercive control in intimate partner violence&lt;/big&gt;
* &lt;big&gt;Summarise the effects of Coercive Control in intimate partner relationships for perpetrators and victim-survivors (support this with a discussion on intersectionality, using quantitative analysis and recommendations from the research)&lt;/big&gt;
* &lt;big&gt;Summarise current evidenced based strategies employed to address coercive control in intimate partner violence&lt;/big&gt;
* &lt;big&gt;Provide accessible links and support resources for perpetrators, victim-survivors, and support networks, engaging with Coercive Control in intimate partner relationships&lt;/big&gt;

;Case study
{{comment:Case study very long and may overwhelm the reader. Consider making more concise.}}
{{robelbox|width=30|theme=3|title=Case Study (Maria)}} &lt;div style=&quot;{{Robelbox/pad}}&quot;&gt;
'''Background:''' Maria has lived in Australia for two years with her husband, Santiago (Santi). Their country of birth is Chile. Maria and Santi do not have any children, although Maria has a dog named Javier (pronounced Harvey-air) whom she considers her 'baby'. 

On Friday morning, Maria visits her local Community Centre, with her dog Javier. (Maria is known to the service already, having previously visited with Santi to access migrant support services). However, until today, Maria has never disclosed that she is experiencing intimate partner violence at home with Santi. Maria intends to maintain her relationship with Santi.

On arrival at the Community Centre, Maria was welcomed into the service by a familiar social worker. Maria told the social worker &quot;''I haven’t spoken about this to anyone really before. I’m kind of embarrassed to talk about it, but I just don’t know what to do anymore. I don't know about how it works here in Australia. Back home in Chile, I would stay with my family until things settled down; and my family would talk to him, and try to convince him to stop.''”

Maria then continued, “''Last night my husband Santi came home really angry and straight away punched a hole in the front door. I asked him what was wrong and tried to calm him, but things just escalated so quickly, and the next thing I knew, he was hurting me, and he wouldn’t stop. I managed to get away and ran into the spare room and locked the door. I woke up some time after and the house sounded really quiet. I opened the door and saw him asleep on the couch in the lounge room, so I ran upstairs, grabbed my bag, car keys and Javier, and I drove away. I didn’t have anywhere to go so I drove around for a bit until I found a spot in a church car park that felt safe and slept there. I drove here this morning.''”

“''I have 150 missed calls and 55 texts from Santi today, all saying he is sorry. He promises that he won’t do that again and that he was stressed with work, but I just need a plan to keep safe and know what I can do if I do leave for good. I have no money, nowhere to go, no job ... and who will look after Javier? Can you help me?''”

'''After further discussion, the social worker took down the following case notes about Maria's situation:'''

* Maria locked herself in the room whilst her husband calmed down. 
* Maria hit her head, and was still bleeding. Maria doesn't want to see a doctor because she is afraid that   will make Santi angry, and she has no money to afford the appointment. Maria claims she feels tired, but otherwise ok. 
* Maria feels like she has no friends and her one sister in Australia, lives interstate in Melbourne. 
* Maria is experiencing emotional, financial, physical and social abuse. 
* Santi controls all their the money and Maria does not work. Santi wants Maria to stay at home and tend to the house, to support him. 
* Maria receives an allowance from Santi of $50 each week to buy groceries, and $25 each week to buy Javier's food, pay for her own haircuts, buy her own clothes and any other 'luxuries' such as her mobile phone.
* Maria takes Javier everywhere, and is afraid Santi might hurt him. 

* Maria has no access to the couple's money and plans to return to the relationship later today. 

* Maria has 150 missed calls and 55 texts from Santi all apologising for his behaviour, and explaingin, “he was stressed with work.” 

* Maria has no friends or family she can visit or stay with. 

* Maria hasn’t accessed services for Intimate Partner Violence before. 

* Maria has a safety bag with $15 cash in savings, some clothes, and a couple of things for Javier. (She saw the 'safety bag idea' on a video on social media, and found that helpful). 
&lt;/div&gt;
{{RoundBoxBottom}}

[[File:Figure 1. Gender nuetral Power and Control Wheel.jpg|300x300px|'''Figure 1'''. Gender neutral Power and Control Wheel. Based on Duluth's model.|alt=Figure 1. Gender neutral Power and Control Wheel. Based on Duluth's model.|thumb]]
[[File:Lol question mark.png|left|frameless|150x150px]]

=== Task ===
'''&lt;big&gt;Think about the different elements of Maria's situation.&lt;/big&gt;''' 

&lt;big&gt;Which aspects of her experience align with the Power and Control Wheel?&lt;/big&gt;

&lt;big&gt;Is Maria experiencing Coercive Control in her intimate partner relationship?&lt;/big&gt;

&lt;big&gt;Why? or Why not?&lt;/big&gt;

=== Discussion ===
&lt;big&gt;'''What other important factors might the social worker need to consider when supporting Maria?'''&lt;/big&gt;

== Definitions ==
{{center top}}
{| border=1 cellspacing=0 cellpadding=5
| '''Terminology'''
| '''Meaning'''
|-
| '''Coercive Control'''
| meaning/define
|-
| '''Intimate Partner'''
| meaning
|-
| '''Victim Survivor'''
| meaning
|-
| '''Intersectionality'''
| meaning
|-
|}
{{center bottom}}Add to table: Gaslighting, feigning distress, love bombing, manipulation to obtain or avoid abandonment, intimidation, isolation from support network, surveillance.

== Introduction ==
To date, there is neither a universally accepted definition of IPV, nor is there a conceptual framework that would comprehensively capture the the complexities of coercive control. 

=== Duluth's Wheel ===
Coercive Control can be insidious and therefore hard to detect - (Duluth's Wheel){{RoundBoxTop|theme=2}}
=== '''&lt;small&gt;Focus Questions&lt;/small&gt;''' ===
# &lt;big&gt;What are the internal process that give rise to Coercive Control in intimate partner relationships?&lt;/big&gt; 
# &lt;big&gt;How does energy, direction, and persistence present, as indicators of Coercive Control in intimate partner relationships?&lt;/big&gt;
# &lt;big&gt;How are needs, cognitions and emotions related to Coercive Control in intimate partner relationships?&lt;/big&gt;
# &lt;big&gt;What can be done to address Coercive Control in intimate partner relationships?&lt;/big&gt;
{{RoundBoxBottom}}

== Psychological Theories (Motivation and Behaviour) ==

=== Seligman's Theory of Learned Helplessness ===
The learned helplessness phenomenon is proposed as a model for the emotional numbing and maladaptive passivity sometimes following victimization (Seligman,1983).
* Trauma bonding and cycles of negative reinforcement (Focus Question 1). Trauma bonding can lead to a “Stockholm syndrome” like effect. Victim - survivors may develop strong emotional ties with their abuser due to cycles of abuse, and hot and cold behaviour. Recognising patterns can be crucial for developing strategies to help victim-survivors break these bonds and support their recovery. 
* Cycles of abuse and CC in IPV can lead to learned helplessness making help-seeking hard and difficult for the survivor to escape the situation and seek support. 
* Learned Helplessness Theory can provide insights into why victim-survivors might feel powerless and not engage in help-seeking, and may help design interventions and support options on how to empower them effectively in recovery efforts.

=== Bandura's Social Learning Theory ===
We actually know very little about occasions of IPV, especially how conflicts escalate into IPV. This is because there are relatively few multi-method or multiagent longitudinal studies, which would require evidenced based approaches such as observing couple's interactions, whilst engaged in community or clinically controlled trials.
* Energy, direction and persistence (Focus Question 2)
** Child adjustment and attachment (Bowlby and Ainsworth)
** Social variables and behavioural predictability (e.g. witnessed IPV growing up etc.)
** Bandura’s Social Learning Theory suggests that coercive control in IPV may be learned through family modelling. This insight can be used to design interventions that promote unlearning harmful patterns and adopting healthier relationship dynamics.

=== Maslow's Hierarchy of Needs &amp; Deci and Ryan's Self Determination Theory ===

* Needs, cognitions, and emotions (Focus Question 3)
* Maslow’s Hierarchy of Needs &amp; Deci and Ryan's Self-Determination Theory can inform recovery interventions for victim-survivors by focusing on their autonomy, competence, and relatedness; all of which are key psychological needs that help reduce distress and promote recovery and self- efficacy, (this also links to learned helplessness).

=== Therapy and Safety Planning ===
We know more about risk factors than about protective factors. This is an area of great importance for further research; particularly, as attention paid to these may provide important leverage for prevention.
* Feminist Theory - acknowledging the relationship is abusive
** According to the Control Motive Theory, when men use violence against their female partners, their goal is to influence their current or future behaviour (Johnson, 1995).
** They use violence for control largely because they have been socialised in a patriarchal society to believe that males are supposed to be dominant in the family (Felson, R. and Messner, S., 2000)
* Cognitive Dissonance Theory (Festinger) can help when working with perpetrators by addressing the mismatch between their self-image as good people and their abusive behaviours, motivating them to change.
* Cognitive Behaviour Therapy - Person centred interventions for victim-survivors
* Trauma Informed Care (safety/risk screening, safety plans etc)

===  Quiz (Recap theoretical knowledge) - multiple choice ===

=== Case Study ===
{{RoundBoxTop|theme=3}} content {{RoundBoxBottom}}

== Research and Legislation ==

=== Quantitative Analysis ===
We know many of the risk factors for IPV and that it is a complex issue with multiple determinants. We know much less however about the moderators on these risk factors - for example, gender, race, age, SES level, level of social support, and the role that the presence of children in the relationship plays (Capaldi et al., 2012).

* A systematic review or meta-analyses that looks into the most efficacious interventions for victim-survivors and perpetrators
** Research into CC in IPV can increase awareness and understanding about CC in IPV for the public and people in these relationships. 
** Positives = recognition of triggers and signs of CC in IPV for those within these relationships
*** increasing public attention and potential downstream funding on this issue.
*** a better understanding and awareness of CC in IPV can have flow on effects from police to law, to case workers, to health services, to organisations, to education, all the way to the public.

=== Legislation and Policy '''(Keep this brief)''' ===
Coercive Control in intimate partner violence is [now widely] recognised in both healthcare and socio-legal contexts (Gulina et al., 2018).

* Recent legislative changes related to coercive control in IPV. 
** The NSW Government has made amendments to the Family Law Act (1975), and has proposed updates to the Crimes Act (1914) Cth.
** The National Plan to Reduce Violence against Women and their Children (2010-2022) has shown a recent focus on the broader subject area. 
** Increases in funding, streamlined protection orders, explicit training programs for frontline workers, and community awareness campaigns. 

== Conclusion ==

Intimate partner violence is almost always underpinned by coercive control, and has traumatic and pervasive immediate and long term impacts on victim survivors, their families and communities (Commonwealth of Australia, Attorney-General's Department, 2023). Although it appears that the existing theories of coercive control in IPV are limited in their ability to improve the clinical efficacy of IPV interventions, as well as provide sufficient basis for conducting research. 

Some theoretical frameworks of Coercive Control in IPV provide a number of potential 'answers' over others; however their empirical validity is yet to be determined. Thus, we find ourselves still in need of sufficient research reliability and validity in the filed, in order to systematically examine the context and complexities that the elements of Coercive Control in IPV, present in both theory and practice.

{{Atp/info box unit}}

The Overview is typically consists of one to four paragraphs inbetween the scenario and focus questions. Suggested word count aim for the Overview: 180 to 330 words.
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}}

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[[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]]

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{{anchor|Feature box}}
;Feature boxes
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;Links
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;Tables
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* [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted

'''Table 1.''' Descriptive Caption Which Explains The Table and its Relevant to the Text - Johari Window Model

{| class=&quot;wikitable&quot; style=&quot;margin: auto;
|-
! !! Known to self !! Not known to self
|-
| '''Known to others''' || Open area || Blind spot
|-
| '''Not known to others''' || Hidden area || Unknown
|}

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&lt;quiz display=simple&gt;
{Quizzes are an interactive learning feature:
|type=&quot;()&quot;}
+ True
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{Long quizzes are a good idea:
|type=&quot;()&quot;}
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&lt;/quiz&gt;

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{{tip|Suggestions for this section:
* What is the answer to the sub-title question based on psychological theory and research?
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}}

==See also==
Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use these formats:
* [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021)
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* [[w:Self determination theory|Self determination theory]] (Wikipedia)
{{tip|Suggestions for this section:
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}}

==References==
{{Hanging indent|1=Alloy, L. B., Peterson, C., Abramson, L. Y., &amp; Seligman, M. E. (1984). Attributional style and the generality of learned helplessness. ''Journal of Personality and Social Psychology'', ''46''(3), 681–687. &lt;nowiki&gt;https://doi.org/10.1037/0022-3514.46.3.681&lt;/nowiki&gt;
}}

{{Hanging indent|1=A. S., Gulina, M. A., &amp; Tikhomandritskaya, O. A. (2018). Intimate Partner Violence: An Overview of the Existing Theories, Conceptual Frameworks, and Definitions. ''Psychology in Russia : State of the Art'', ''11''(3), 128–144. &lt;nowiki&gt;https://doi.org/10.11621/pir.2018.0309&lt;/nowiki&gt; 
}}

{{Hanging indent|1=Capaldi, D. M., Knoble, N. B., Shortt, J. W., &amp; Kim, H. K. (2012). A Systematic Review of Risk Factors for Intimate Partner Violence. ''Partner Abuse'', ''3''(2), 231–280. &lt;nowiki&gt;https://doi.org/10.1891/1946-6560.3.2.231&lt;/nowiki&gt;  
}}

{{Hanging indent|1=Commonwealth of Australia, Attorney-General's Department. (2023). National Principles to Address Coercive Control in Family and Domestic Violence. https://www.ag.gov.au/families-and-marriage/publications/national-principles-address-coercive-control-family-and-domestic-violence
}}

{{Hanging indent|1=Dichter, M. E., Thomas, K. A., Crits-Christoph, P., Ogden, S. N., &amp; Rhodes, K. V. (2018). Coercive Control in Intimate Partner Violence: Relationship With Women’s Experience of Violence, Use of Violence, and Danger. ''Psychology of Violence'', ''8''(5), 596–604. &lt;nowiki&gt;https://doi.org/10.1037/vio0000158&lt;/nowiki&gt; 
}}

{{Hanging indent|1=Felson, R. B., &amp; Messner, S. F. (2000). The Control Motive in Intimate Partner Violence. ''Social Psychology Quarterly'', ''63''(1), 86–94. &lt;nowiki&gt;https://doi.org/10.2307/2695883&lt;/nowiki&gt;
}}

{{Hanging indent|1=Peterson, C., &amp; Seligman, M. E. P. (1983). Learned Helplessness and Victimization. ''Journal of Social Issues'', ''39''(2), 103–116. &lt;nowiki&gt;https://doi.org/10.1111/j.1540-4560.1983.tb00143.x&lt;/nowiki&gt;
}}

{{Hanging indent|1=Straus, M. A., &amp; Gozjolko, K. L. (2016). Concordance between partners in “intimate terrorism”: A comparison of two typologies. ''Aggression and Violent Behavior'', ''29'', 55–60. &lt;nowiki&gt;https://doi.org/10.1016/j.avb.2016.06.003&lt;/nowiki&gt; 
}}

List cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]].

APA style example:
{{Hanging indent|1=

Rosenberg, B. D., &amp; Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091
}}
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}}

==See also==
# [[Motivation and emotion/Book/2017/Intimate partner violence motivation]]
# [[Motivation and emotion/Book/2011/Self-determination theory]]
# [[Motivation and emotion/Book/2021/Coercive control motivation in relationships]]
# [[Motivation and emotion/Book/2021/Domestic violence motivation]]

==External links==
# Domestic and Family Violence Support (NSW Government) https://www.service.nsw.gov.au/guide/domestic-and-family-violence
# Domestic Violence Crisis Service (ACT) https://dvcs.org.au/


Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as presentations, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]]. For example:
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* [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com)
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__TOC__

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Jordan by Lipofsky 16577.jpg|thumb| ''Figure 1''. Michael Jordan's iconic &quot;Flu Game&quot;.{{ic|Explain how this connects with the chapter topic}}]]

;Case study

Few moments in sports history are as iconic as  [[w:Michael Jordan|Michael Jordan]] &quot;Flu Game&quot; during the 1997 NBA Finals, where, despite severe illness, he used Intrapersonal communication to score 38 points, leading the Chicago Bulls to victory. As Jordan battled fever, fatigue, and dehydration, his inner dialogue became the driving force that transformed a moment of vulnerability into one of triumph. This extraordinary event prompts us to ask: What role does inner talk play in the pursuit of high achievement? How can the conversations we have with ourselves propel us to overcome challenges and reach new levels of performance?

This chapter explores the intricate relationship between inner dialogue and motivation, examining how the thoughts we entertain and the words we silently speak to ourselves can shape our abilities, drive our actions, and ultimately determine our success in high-pressure situations. Just as Jordan's relentless self-talk fuelled his historic game, mastering inner dialogue can unlock the potential for peak performance in any aspect of life.
{{RoundBoxBottom}}

According to Van Raalte et al. (2016), '''intrapersonal communication''' (self-talk/inner talk) refers to an individual's internal dialogue used to guide themselves through events. It influences self-regulation, motivation, and focus, and can be applied in various contexts, including high-pressure environments such as sports, academics, and professional settings. The challenge lies in the effects of positive and negative self-talk on motivation and performance. Positive self-talk enhances performance, while negative self-talk can be detrimental (Latinjak et al., 2019; Tod et al., 2017). Understanding how different forms of self-talk affect motivation and performance is crucial for optimising cognitive strategies for high achievement.

Different types of self-talk directly impact performance. For example, motivational self-talk, which involves encouraging self-statements, increases persistence and effort by boosting confidence. It is particularly effective in motivating individuals to overcome challenges, especially in high-pressure settings, by increasing self-efficacy (Theodorakis et al., 2000; Van Raalte et al., 2016). Positive self-talk also increases long-term motivation by regulating emotions and anxiety, building resilience (Hatzigeorgidis et al., 2011). In contrast, negative self-talk, such as &quot;I am going to fail,&quot; leads to increased anxiety and decreased task engagement by fostering self-doubt and reducing motivation (Latinjak et al., 2019). Replacing negative self-talk with positive dialogue is essential for maintaining motivation and achieving high performance (Van Raalte et al., 2016).

Psychological research emphasises self-talk as a tool for maintaining motivational focus, moderated by self-efficacy and self-regulation. Self-regulation, the ability to manage thoughts, emotions, and behaviours, allows individuals to remain focused on goals even in high-pressure contexts (Van Raalte et al., 2016). Self-efficacy, or one’s belief in their ability to succeed, is key to motivation. Increasing self-efficacy and using positive self-talk boosts persistence and effort towards a goal. Those who engage in affirming self-talk are more likely to achieve high-performance outcomes through sustained motivation under challenging circumstances (Hatzgeorgiadis et al., 2011; Latinjak et al., 2019). Cognitive behavioural strategies and mindfulness techniques help individuals shift their self-talk from negative to positive, enhancing motivation and emotional regulation. By identifying their self-talk type, individuals can adjust it to promote higher performance (Beckmann &amp; Kellmann, 2017; Rashid &amp; Seligman, 2018).

This chapter explores key questions to understand the role of self-talk in motivation and performance in high-pressure environments. It examines types of self-talk, underlying psychological mechanisms, and strategies for fostering positive inner dialogue.

'''Quiz'''

Intrapersonal communication, or self-talk, is primarily used to:

a) Communicate with others

b) Guide oneself through events and regulate motivation and focus

c) Create a distraction during stressful tasks

d) Ignore emotions and decisions

Positive self-talk generally enhances performance, while negative self-talk can harm motivation and performance.

* True
* False

&lt;small&gt;Disclaimer: The answers to these questions are provided at the end of the page.&lt;/small&gt;
{{RoundBoxTop|theme=2}}
;Focus questions

* '''What are the different types of inner talk, and how do they impact an individual's motivation and performance?'''
* '''What psychological mechanisms connect inner talk with motivation, and how do they influence an individual's performance?'''
* '''How can individuals cultivate positive inner talk to initiate motivation for high achievement?'''
* '''How does inner talk help individuals navigate obstacles and maintain motivation under high-pressure conditions?'''
{{RoundBoxBottom}}

== Theories ==

Self-talk is crucial in motivating individuals to achieve high performance across many contexts, from professional environments to sports. Several seminal theories, including goal-setting theory, dual-process theory, self-regulation theory, and self-efficacy theory, provide a framework in which inner dialogue plays a crucial role in motivating high performance.

==== Goal-setting theory ====
Locke &amp; Latham (2002) highlight self-talk as a motivational tool that helps individuals stay committed to clear, specific and challenging goals that result in higher performance. Further, they state that self-talk is a motivational tool that helps individuals persist in their goals when obstacles, fatigue or adversity arise. Latham and Locke (2019) highlight that a professional working on a long-term project uses goal setting to break down goals into manageable steps; further, the professional uses positive self-talk to complete the smaller goals and reinforce their completion to maintain motivation under pressure.

[[File:American Express logo (2018).svg|thumb|303x303px]]

One form of self-talk highlighted by Locke and Latham (2019) is goal-directed self-talk. This self-talk reminds individuals of their commitment to a goal, achievement and performance. Top corporate executives like Ken Chenault, the CEO of American Express, use goal-directed self-talk to remain focused during long-term strategies. For example, during the 2008 financial crisis, Chenault employed positive and motivational self-talk to maintain his self-efficacy and lead the company through turmoil. Chenault stated that &quot;the role of a leader is to define reality and give hope&quot; (General Catalyst, 2020); further, Chenault used self-talk to reinforce his ability to stay focussed on long-term strategies, manage his emotions and maintain confidence in himself under a high-pressure situation, to which he ultimately persevered.

==== Dual-process Theory ====
Kahneman’s (2011) dual-process theory explains that humans think in two ways: system one (automatic, fast, prone to errors) and system two (deliberate, accurate). Self-talk helps transition from instinctual, emotional responses (system one) to goal-oriented thinking (system two), particularly in high-pressure environments. For example, Tom Brady’s self-talk during the 2017 Super Bowl comeback helped him stay focused and execute plays with precision, leading to victory (Boston Magazine, 2017)

[[File:Daniel Khaneman and his international best seller; Thinking, Fast &amp; Slow.png|thumb|420x420px|'''Daniel Khaneman{{sp}} and his international best seller; Thinking, Fast &amp; Slow''']]

Croskerry (2009) states that Emergency Room (ER) workers must often balance intuitive and automatic thinking with reflective and deliberate thinking. System One thinking allows staff to quickly assess routine cases, while System 2 becomes crucial in complex situations to make safe decisions and avoid errors. Physicians can use self-talk to engage different ways of thinking and respond to each stimulus accordingly. For example, physicians may utilise dialogue to slow their thinking and question any assumptions before reacting to a case presented in the ER. The transition between an instinctual response, facilitated by self-talk, is essential to delivering optimal patient outcomes (Croskerry, 2009).

==== Self-regulation theory ====
Zimmerman (2000) suggests that self-talk allows individuals to control their behaviour, emotions, and thoughts to pursue personal goals. Self-talk allows individuals to stay focused, manage stress, and overcome adversity that could hinder their performance. It is an efficacious tool of self-regulation, allowing individuals to sustain motivation by reinforcing goal-directed behaviour and emotional control (De La Fuente et al., 2020).

Self-regulating self-talk can be divided into two categories: instructional self-talk, which helps individuals maintain focus on technical aspects of a task, pay attention to detail, and improve execution; and motivational self-talk, which encourages persistence and maintained effort reinforced by self-efficacy and determination (Zimmerman, 2000).

For example, surgeons performing complex operations under immense amounts of pressure often use instructional self-talk to remind themselves to stay on task or follow a system effectively while maintaining emotional control and concentration (Zimmerman &amp; Schunk, 2012). Similarly, air traffic controllers managing crises must exercise great emotional regulation to focus on critical procedures. Further, they can manage their emotions through instructional self-talk, helping them maintain decision-making capabilities under pressure. In contrast, athletes can use motivational self-talk to push through fatigue and maintain effort during high-pressure events or physically demanding efforts (Hatzigeordiafis et al., 2011).

==== Self-efficacy theory ====
Bandura (1977) explains that self-efficacy is the belief in one’s ability to succeed in a task. High self-efficacy individuals persevere through challenges. Positive self-talk, linked to high self-efficacy, counters negative thoughts and reinforces confidence, boosting motivation and performance (Schunk &amp; DiBenedetto, 2020).

[[File:Simone Biles, na prova final da trave nos Jogos Olímpicos Rio 2016.jpg|thumb|362x362px|Simone Biles]]

Simone Biles is one of the greatest gymnasts of all time and often speaks of how she uses self-talk to manage her mental state during competition. She reinforces her belief in her abilities ahead of major events by using affirmations like &quot;you've done this before, you can do this again.&quot; The positive inner dialogue enhances her self-efficacy, helping her perform under high-pressure situations, like the Tokyo Olympics (Daza, 2021).

'''Quiz'''

Multiple Choice: Which theory highlights using self-talk to stay committed to clear, specific, and challenging goals?

a) Dual-Process Theory

b) Goal-Setting Theory

c) Self-Regulation Theory

d) Self-Efficacy Theory

Drop-Down: According to Kahneman's Dual-Process Theory, which type of thinking is deliberate and more accurate?

* System 1
* System 2&lt;br /&gt;

&lt;small&gt;The answers to these questions are provided at the end of the page.&lt;/small&gt;

== Self-talk research ==
Self-talk is a mental strategy that helps individuals regulate their thoughts, emotions, and behaviors, enabling them to stay motivated and perform well under pressure (Van Raalte et al., 2016). Studies indicate that the impact of self-talk on motivation varies, depending on both the type of self-talk and how it is applied (Latinjak et al., 2019). Maintaining motivation in high-pressure situations is key to excelling in different areas, though much of the research has primarily focused on sports performance. This highlights the need for further studies in non-sporting contexts, such as education and professional settings (Beckmann &amp; Kellmann, 2017).

'''Table 1.''' The main types of self talk identified in the research
{| class=&quot;wikitable&quot;
!'''Type of Self-Talk'''
!'''Definition'''
!'''Examples'''
|-
|'''Positive Self-Talk'''
|Encouraging and affirming statements that focus on strengths and potential.
|&quot;I can handle this challenge,&quot; &quot;I’ve prepared well,&quot; &quot;I am capable.&quot;
|-
|'''Negative Self-Talk'''
|Critical, self-defeating, or pessimistic thoughts that focus on weaknesses or failures.
|&quot;I’m not good enough,&quot; &quot;I always mess things up,&quot; &quot;This is too hard for me.&quot;
|-
|'''Instructional Self-Talk'''
|Self-directed speech that provides specific instructions or cues to guide behavior.
|&quot;Keep your eye on the ball,&quot; &quot;Breathe deeply and stay calm,&quot; &quot;Focus on your form.&quot;
|-
|'''Motivational Self-Talk'''
|Statements aimed at increasing energy, effort, and persistence toward a goal.
|&quot;Keep pushing, you’re almost there,&quot; &quot;You’ve got this,&quot; &quot;Stay strong and finish.&quot;
|-
|'''Neutral Self-Talk'''
|Objective, fact-based internal dialogue that lacks emotional content.
|&quot;The meeting is at 3 PM,&quot; &quot;I missed that shot,&quot; &quot;I need to submit the report by Friday.&quot;
|-
|'''Self-Reflective Self-Talk'''
|Thoughtful, introspective dialogue that involves evaluating past experiences or contemplating future actions.
|&quot;What can I learn from this experience?&quot; &quot;How can I improve next time?&quot; &quot;What are my goals for the future?&quot;
|}

=== Types of Self Talk ===
Refer to the figures in the [[Motivation and emotion/Book/2024/Inner talk in achieving high performance#Figures|Figures section]] for a table of self-talk types.

==== Positive self-talk ====
Through reinforcing self-efficacy and helping to regulate emotion, positive self-talk has consistently been shown to enhance performance and motivation (Beckmann &amp; Kellman, 2017; Hatzigeorgiadis et al., 2011). For example, Beckmann and Kellman (2017) conducted an experiment that divided 62 athletes into a self-talk intervention that received training on self-talk strategies and a control group that did not. The athletes were given a &quot;high-pressure task&quot;, usually endurance-based and in their specific sport. Moreover, the results indicated that the self-talk group showed a 15% performance under pressure; for example, timed athletes saw faster completion times.

==== Negative self-talk ====
In contrast, negative self-talk has been shown to have detrimental effects on motivation and performance. In a sporting-based study using 80 competitive athletes, Latinjak et al. (2019) explored the relationship between negative self-talk and athletic performance. Researchers established athletes' base level of self-talk (negative or positive) and, during the study, found that athletes who reported higher levels of negative self-talk exhibited up to a 20% decrease in performance compared to those with neutral or positive self-talk. Latinjak et al. (2019) reported that negative self-talk interrupts cognitive processing and undermines an individual's ability to engage in strategic thinking processes, leading to decreased performance.

==== Motivational self-talk ====
Theodroakis et al. (2000) state that motivational self-talk consists of statements that increase effort and persistence, particularly during challenging tasks. Examples of motivational self-talk are phrases such as &quot;I can do this&quot;. A study of 72 physical education students assessing the effect of motivational self-talk on their endurance-based motor skills found that the self-talk group performed 13% better than the control group, showing that this type of talk can increase performance and resilience to perseverance and performance through challenges.

==== Instructional self-talk ====
Instructional self-talk involves task-specific instructions that help individuals maintain focus and engagement on the technical aspects of their task. Zimmerman &amp; Schunk (2012) found that students who use instructional self-talk during complex problem-solving tasks improve their accuracy by up to 17% compared to those who don't engage in self-talk. Instructional self-talk involves guiding phrases like &quot;First, I need to multiply&quot; that reaffirm focus and engagement with the task while also helping the individual through it.

==== Neutral self-talk ====
According to Van Raalte et al. (2016), Neutral self-talk refers to the fact-based and objective internal dialogue that neither negatively nor positively impacts emotions. Further, they state that neutral self-talk, involving neutral statements like &quot;today was not my day&quot; or &quot;next step is to reattempt&quot;, enables individuals to approach decision-making with a balanced and more objective approach, potentially decreasing the influence emotion can have on decision making.

==== Self-reflective self-talk ====
In his seminal literature, Bandura (2019) states that self-reflective self-talk involves evaluating one's emotions, decisions and behaviour (Bandura, 2019). Further, he positions that individuals who can reflect on and learn from their experiences can become more self-aware and more capable of making informed decisions under pressure. This kind of self-talk encourages individuals to learn from their reflections on themselves and their experiences to critically assess their actions and refine strategies, which is essential for performing under pressure (Morin, 2011). By continuously engaging in reflective dialogue, individuals can adjust their behaviour and stay motivated through challenging events or periods (Bandura, 2019; Morin, 2011).

==== Evaluation of self-talk research ====
Numerous studies highlight the benefits of different types of self-talk in sports. However, there needs to be more in understanding how it applies to other high-pressure contexts, like academia and professional environments. For example, Beckmann and Kellmann (2017) found that positive self-talk enhances resilience in athletes. However, these results do not necessarily translate into different performative contexts as people naturally utilise different types of self-talk for different tasks or events. The most critical aspect of the current research is its focus on physical performance under pressure and not cognitive.

==== Implications of self-talk research ====
In its different forms, self-talk is multifaceted in enhancing motivation and performance across many contexts, if used appropriately. Positive and instructional self-talk has been shown to boost performance by reinforcing self-efficacy and also increasing focus as well as engagement while providing task-specific guidance (Beckmann &amp; Kellmann, 2017; Hatzigeorgiadis et al., 2011; Zimmerman &amp; Schunk, 2012), while negative self-talk can undermine motivation and cognitive processes required to perform under high pressure (Latinjak el al., 2019). Further, neutral and self-reflective self-talk offer unique benefits, particularly in environments where strategic reflection and emotional regulation are required to maintain motivation and performance (Morin, 2011; Van Raalte et al., 2016). The research highlights the positive utility of further research and using self-talk to increase motivation and achieve high performance. However, the lack of contextual diversity in the research makes it challenging to understand which types of self-talk should be utilised in which situations.

'''Quiz'''

Multiple Choice: According to research, negative self-talk tends to:

a) Increase performance under pressure

b) Diminish self-efficacy and hinder task engagement

c) Have no impact on performance

d) Improve cognitive flexibility

Yes/No: Is most research on self-talk currently focused on sports performance rather than other high-pressure contexts like professional or academic settings?

* Yes
* No

&lt;small&gt;The answers to these questions are provided at the end of the page.&lt;/small&gt;

== Integration of theory and research ==
{{expand}}

=== Developing and enhancing positive self-talk ===
{{expand}}

==== Cognitive restructuring ====
Cognitive restructuring is a tool used in self-regulation theory in which individuals are asked to identify negative or unhelpful self-talk and beliefs and consciously replace them with affirming thoughts and statements (Zimmerman &amp; Schunk, 2012). Beckmann &amp; Kellmann (2017) demonstrated the influence of self-talk in their athlete study. Participants who received cognitive restructuring training showed increased resilience and motivation during high-pressure endurance tasks. In day-to-day life, this might mean replacing negative thought patterns about a high stakes presentation with more positive ones, as well as questi0oning the validity of the thought; for example, &quot;I am going to fail&quot; might be replaced with &quot;I have faced challenges before, and I can handle this too&quot;, after inquiring about the evidence for the thought. The utility of cognitive restructuring is well demonstrated and documented in high-performance contexts for managing stress, maintaining focus and increasing self-efficacy (Turner et al., 2016). However, more research should be done to assess its influence in another context, such as professional environments, where cognitive demands and emotional stressors differ from those in an athletic setting.

==== Self-coaching ====
Self-coaching is rooted in self-efficacy theory and involves setting specific, achievable goals and using positive self-talk to reinforce one's belief in their ability to achieve them (Bandura, 1997). By setting goals and using affirming statements pertaining to the goals, self-coaching is highly effective in performance contexts; for example, Birrer and Morgan (2010) found that athletes instructed to set specific and actional goals prior to performance saw improved competitive performance. For individuals looking to apply this to other performative contexts, like a deadline in a professional environment, it may involve setting small and manageable goals while using affirming statements to reward the completion of these smaller goals. By doing this, one can progress, maintain motivation throughout a task, and increase self-efficacy throughout the task. The self-efficacy theory supports the effectiveness of self-coaching; however, it suggests that regular reinforcement must be used to maintain motivation, especially when immediate success is not as acquirable (Birrer &amp; Morgan, 2010).

==== Mastery experiences ====
A vital aspect of the self-efficacy theory is Mastery Experiences, in which individuals can build confidence by completing tasks (Bandura, 1986). Luthans et al. (2016) found that those in organisational and athletic settings that reflect on past successes enhanced self-efficacy and motivation. Further, individuals improved their confidence and resilience when facing future challenges. For example, after the successful completion of a project or event, individuals should affirm themselves of their success and reflect on their performance while highlighting any strengths in their performance. Research on this theory shows that it has promising utility. However, it stresses an overreliance on success and lacks an emphasis on resilience, which could make it harder to cope with failure (Bandura, 1986; Luthans et al., 2016).

==== Visualisation and mental rehearsal ====
Dual process theory and self-efficacy theory both emphasise visualisation and mental rehearsal as cognitive tools that are beneficial for helping individuals with performance and motivation when paired with positive self-talk (Bandura, 1997; Kahneman, 2011). Visualisation is the cognitive process in which individuals mentally rehearse a task prior to doing it, while mental rehearsal includes not only visualising the task but going through both the cognitive and motor patterns associated with the event (Feltz &amp; Landers, 1983; Guillet &amp; Collet, 2010). Theodorakis et al. (2000) found athletes who practised visualisation before an event experienced a greater sense of control and readiness, leading to better performance. In an applied sense, if an individual has a challenging work presentation, they could envision themselves speaking confidently, engaging with the audience and receiving positive feedback.

=== Maintaining positive self-talk ===
Positive self-talk supports self-regulation and improves performance (Burnette et al., 2013). Self-reflective self-talk, grounded in self-efficacy and self-regulation theories, helps individuals adjust their thinking patterns. Journaling promotes self-awareness by allowing individuals to replace negative thoughts with more empowering ones (Morin, 2011).

=== Overcoming low motivation, stress and challenges ===
Maintaining self-talk is vital; however, overcoming low motivation, stress or facing challenges relating to high performance requires additional strategies. In the social cognitive theory, Bandura (1986) highlights the role of external factors, like social feedback and support, in enabling self-belief. In support of this, Hatzigeorgiadis et al. (2011) showed that athletes who utilised motivational self-talk in conjunction with constructive feedback improved their performance and motivation. This emphasises the value of productive feedback and social elements in motivation and performance to bolster positive self-talk.

For managing stress, Khaneman (2011) explains that instructional self-talk helps individuals shift from emotionally driven thoughts (system one) to deliberate thoughts (system two). Moreover, Zimmerman and Schunk (2012) found that by breaking larger tasks into smaller goals (steps) and using instructional self-talk to guide individuals through the tasks, the participants experienced increased resilience and focus under pressure.

'''Quiz'''

Multiple Choice: Which strategy involves identifying negative thoughts and consciously replacing them with positive, affirming statements?

a) Self-coaching

b) Cognitive restructuring

c) Goal-directed self-talk

d) Visualisation

Which of the following strategies is an example of cognitive restructuring as used in self-regulation theory?

a) Reflecting on past successes to build confidence.

b) Mentally rehearsing a task before performing it.

c) Replacing the thought &quot;I am going to fail&quot; with &quot;I have faced challenges before and can handle this too.&quot;

d) Setting small, manageable goals and using affirming statements after completing each goal.

&lt;small&gt;Disclaimer: The answers to these questions are provided at the end of the page.&lt;/small&gt;

== Conclusion ==
Self-talk (or intrapersonal communication) profoundly impacts self-regulation, motivation, and performance, and it also plays a crucial role in guiding individuals through demanding events (Van Raalte et al., 2016). Research has consistently shown that negative self-talk diminishes focus and motivation, while positive self-talk can increase self-efficacy and emotional regulation (Latinjak et al., 2019; Tod et al., 2017). Different types of self-talk provide contextual benefits, particularly in high-pressure settings; for example, instructional self-talk helps individuals systematically work through a process, while motivational self-talk helps individuals increase their resilience during a performance (Theodorakis et al., 2000; Hatzigeorgiadis., 2011).

Self-talk is supported by many theories, like goal-setting theory, self-regulation theory, self-efficacy theory and dual process theory, as deliberate intrapersonal communication can improve performance. andmtovation by incresing confidence and focus (bandura, 2017; Kahneman, 2011; Locke &amp; Latham, 2002; Zimmerman, 2000). However, a large part of the research has focussed on high performance in athletes, so further research is required to extend self-talk practices to other high-pressure contexts (Beckmann &amp; Kellmann, 2017).

Understanding, improving and maintaining positive self-talk through well-documented strategies like cognitive restructuring and self-coaching can help individuals overcome challenges, stay motivated and achieve high performance in various settings (Beckmann &amp; Kellmann, 2017; Turner et al., 2016).

'''Quiz'''

What is a crucial takeaway regarding the role of self-talk in high-pressure environments?

a) It only works in athletic contexts

b) Positive self-talk helps regulate emotions and enhances performance

c) Negative self-talk has no effect

d) Self-talk is only helpful for short-term tasks

Theories such as Goal-Setting Theory, Self-Regulation Theory, and Self-Efficacy Theory all support the positive impact of self-talk on motivation and performance.

* True
* False

&lt;small&gt;The answers to these questions are provided at the end of the page.&lt;/small&gt;
== Quiz Answers ==
Overview:

# b)
# True

Theories:

# b)
# System 2

Self-Talk Research:

# b)
# Yes

Integration of Theory and Research:

# b)
# (5)

Conclusions:

# b)
# True

==See also==
* [[Positive thinking]]
* [[w:Self determination theory|Self determination theory]]

== References ==
{{Hanging indent|1=

Bandura, A. (1991). Social cognitive theory of self-regulation. Elsevier.

Bandura, A. (1997). Self-efficacy: The exercise of control. Psycnet.apa.org. https://psycnet.apa.org/record/1997-08589-000

Bandura, A. (2019). Applying theory for human betterment. Perspectives on Psychological Science, 14(1), 12–15. https://doi.org/10.1177/1745691618815165

Birrer, D., &amp; Morgan, G. (2010). Psychological skills training as a way to enhance an athlete’s performance in high-intensity sports. Scandinavian Journal of Medicine &amp; Science in Sports, 20(s2), 78–87. https://doi.org/10.1111/j.1600-0838.2010.01188.x

Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., &amp; Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701. https://doi.org/10.1037/a0029531

ChatGPT. (2024, October 21). Table content [Table generated by ChatGPT]. OpenAI.

Clauss, K. S. (2017, February 13). In a secret Montana cabin, Tom Brady says he feels no pain. Boston Magazine. https://www.bostonmagazine.com/news/2017/02/13/tom-brady-super-bowl-comeback/

Croskerry, P. (2009). A universal model of diagnostic reasoning. Academic Medicine, 84(8), 1022–1028.

Daza, P. (2021). Simone Biles: World class gymnast and mental health advocate. Psychology Today. https://www.psychologytoday.com/us/blog/mind-matters-menninger/202107/simone-biles-world-class-gymnast-and-mental-health-advocate

de la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., &amp; Fadda, S. (2020). Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00022

Feltz, D. L., &amp; Landers, D. M. (1983). The effects of mental practice on motor skill learning and performance: A meta-analysis. Journal of Sport Psychology, 5(1), 25–57. https://doi.org/10.1123/jsp.5.1.25

Guillot, A., Tolleron, C., &amp; Collet, C. (2010). Does motor imagery enhance stretching and flexibility? Journal of Sports Sciences, 28(3), 291–298. https://doi.org/10.1080/02640410903473828

Hatzigeorgiadis, A., Zourbanos, N., Galanis, E., &amp; Theodorakis, Y. (2011). Self-talk and sports performance. Perspectives on Psychological Science, 6(4), 348–356. https://doi.org/10.1177/1745691611413136

Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux.

Kellmann, M., &amp; Beckmann, J. (2017). Sport, Recovery, and Performance. Taylor &amp; Francis Group.

Latinjak, A. T., &amp; Hatzigeorgiadis, A. (2020). Self-talk in sport. Applied Network Science, 4(40). https://doi.org/10.4324/9780429460623

Locke, E. A., &amp; Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705

Locke, E. A., &amp; Latham, G. P. (2019). The development of goal setting theory: A half-century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127

Luthans, K. W., Luthans, B. C., &amp; Palmer, N. F. (2016). A positive approach to management education. Journal of Management Development, 35(9), 1098–1118. https://doi.org/10.1108/jmd-06-2015-0091

Morin, A. (2004). A neurocognitive and socioecological model of self-awareness. Genetic, Social, and General Psychology Monographs, 130(3), 197–224. https://doi.org/10.3200/mono.130.3.197-224

Schunk, D. H., &amp; DiBenedetto, M. K. (2020). Self-efficacy and human motivation. Advances in Motivation Science, 8(1), 153–179. https://doi.org/10.1016/bs.adms.2020.10.001

Schunk, D. H., &amp; Zimmerman, B. (2011). Handbook of Self-Regulation of Learning and Performance. Routledge. https://doi.org/10.4324/9780203839010

Tayyab Rashid, &amp; Seligman, M. E. P. (2018). Positive Psychotherapy: Clinician manual. Oxford University Press.

Theodorakis, Y., Weinberg, R., Natsis, P., Douma, I., &amp; Kazakas, P. (2000). The effects of motivational versus instructional self-talk on improving motor performance. The Sport Psychologist, 14(3), 254. https://doi.org/10.1123/tsp.14.3.253

Tod, D., Hardy, J., &amp; Oliver, E. (2011). Effects of self-talk: A systematic review. Journal of Sport and Exercise Psychology, 33(5), 666–687. https://doi.org/10.1123/jsep.33.5.666

Turner, J. A., Anderson, M. L., Balderson, B. H., Cook, A. J., Sherman, K. J., &amp; Cherkin, D. C. (2016). Mindfulness-based stress reduction and cognitive behavioural therapy for chronic low back pain. PAIN, 157(11), 2434–2444. https://doi.org/10.1097/j.pain.0000000000000635

Van Raalte, J. L., Vincent, A., &amp; Brewer, B. W. (2016). Self-talk: Review and sport-specific model. Psychology of Sport and Exercise, 22, 139–148. https://doi.org/10.1016/j.psychsport.2015.08.004

Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective (pp. 13–39). Academic Press.

}}

=== External links ===
* [https://www.mindtools.com/asf90pz/positive-thinking Mind Tools - Positive Thinking]
* [https://www.psychologytoday.com/us/blog/click-here-happiness/202106/the-power-self-talk Psychology Today - The Power of Self-Talk]

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      <text bytes="34621" sha1="m7pw5qxb1s844ah5d4cf1nucqphuwjg" xml:space="preserve">{{title|Inner talk in achieving high performance:&lt;br&gt;How does inner dialogue influence motivation for high achievement?}}
{{MECR3|1=https://youtu.be/vDUyCbCBmUQ}}
__TOC__

== Overview ==
{{RoundBoxTop|theme=3}}
[[File:Jordan by Lipofsky 16577.jpg|thumb| ''Figure 1''. Michael Jordan's iconic &quot;Flu Game&quot;.{{ic|Explain how this connects with the chapter topic}}]]

;Case study

Few moments in sports history are as iconic as  [[w:Michael Jordan|Michael Jordan]] &quot;Flu Game&quot; during the 1997 NBA Finals, where, despite severe illness, he used Intrapersonal communication to score 38 points, leading the Chicago Bulls to victory. As Jordan battled fever, fatigue, and dehydration, his inner dialogue became the driving force that transformed a moment of vulnerability into one of triumph. This extraordinary event prompts us to ask: What role does inner talk play in the pursuit of high achievement? How can the conversations we have with ourselves propel us to overcome challenges and reach new levels of performance?

This chapter explores the intricate relationship between inner dialogue and motivation, examining how the thoughts we entertain and the words we silently speak to ourselves can shape our abilities, drive our actions, and ultimately determine our success in high-pressure situations. Just as Jordan's relentless self-talk fuelled his historic game, mastering inner dialogue can unlock the potential for peak performance in any aspect of life.
{{RoundBoxBottom}}

According to Van Raalte et al. (2016), '''intrapersonal communication''' (self-talk/inner talk) refers to an individual's internal dialogue used to guide themselves through events. It influences self-regulation, motivation, and focus, and can be applied in various contexts, including high-pressure environments such as sports, academics, and professional settings. The challenge lies in the effects of positive and negative self-talk on motivation and performance. Positive self-talk enhances performance, while negative self-talk can be detrimental (Latinjak et al., 2019; Tod et al., 2017). Understanding how different forms of self-talk affect motivation and performance is crucial for optimising cognitive strategies for high achievement.

Different types of self-talk directly impact performance. For example, motivational self-talk, which involves encouraging self-statements, increases persistence and effort by boosting confidence. It is particularly effective in motivating individuals to overcome challenges, especially in high-pressure settings, by increasing self-efficacy (Theodorakis et al., 2000; Van Raalte et al., 2016). Positive self-talk also increases long-term motivation by regulating emotions and anxiety, building resilience (Hatzigeorgidis et al., 2011). In contrast, negative self-talk, such as &quot;I am going to fail,&quot; leads to increased anxiety and decreased task engagement by fostering self-doubt and reducing motivation (Latinjak et al., 2019). Replacing negative self-talk with positive dialogue is essential for maintaining motivation and achieving high performance (Van Raalte et al., 2016).

Psychological research emphasises self-talk as a tool for maintaining motivational focus, moderated by self-efficacy and self-regulation. Self-regulation, the ability to manage thoughts, emotions, and behaviours, allows individuals to remain focused on goals even in high-pressure contexts (Van Raalte et al., 2016). Self-efficacy, or one’s belief in their ability to succeed, is key to motivation. Increasing self-efficacy and using positive self-talk boosts persistence and effort towards a goal. Those who engage in affirming self-talk are more likely to achieve high-performance outcomes through sustained motivation under challenging circumstances (Hatzgeorgiadis et al., 2011; Latinjak et al., 2019). Cognitive behavioural strategies and mindfulness techniques help individuals shift their self-talk from negative to positive, enhancing motivation and emotional regulation. By identifying their self-talk type, individuals can adjust it to promote higher performance (Beckmann &amp; Kellmann, 2017; Rashid &amp; Seligman, 2018).

This chapter explores key questions to understand the role of self-talk in motivation and performance in high-pressure environments. It examines types of self-talk, underlying psychological mechanisms, and strategies for fostering positive inner dialogue.

'''Quiz'''

Intrapersonal communication, or self-talk, is primarily used to:

a) Communicate with others

b) Guide oneself through events and regulate motivation and focus

c) Create a distraction during stressful tasks

d) Ignore emotions and decisions

Positive self-talk generally enhances performance, while negative self-talk can harm motivation and performance.

* True
* False

&lt;small&gt;Disclaimer: The answers to these questions are provided at the end of the page.&lt;/small&gt;
{{RoundBoxTop|theme=2}}
;Focus questions

* '''What are the different types of inner talk, and how do they impact an individual's motivation and performance?'''
* '''What psychological mechanisms connect inner talk with motivation, and how do they influence an individual's performance?'''
* '''How can individuals cultivate positive inner talk to initiate motivation for high achievement?'''
* '''How does inner talk help individuals navigate obstacles and maintain motivation under high-pressure conditions?'''
{{RoundBoxBottom}}

== Theories ==

Self-talk is crucial in motivating individuals to achieve high performance across many contexts, from professional environments to sports. Several seminal theories, including goal-setting theory, dual-process theory, self-regulation theory, and self-efficacy theory, provide a framework in which inner dialogue plays a crucial role in motivating high performance.

==== Goal-setting theory ====
Locke &amp; Latham (2002) highlight self-talk as a motivational tool that helps individuals stay committed to clear, specific and challenging goals that result in higher performance. Further, they state that self-talk is a motivational tool that helps individuals persist in their goals when obstacles, fatigue or adversity arise. Latham and Locke (2019) highlight that a professional working on a long-term project uses goal setting to break down goals into manageable steps; further, the professional uses positive self-talk to complete the smaller goals and reinforce their completion to maintain motivation under pressure.

[[File:American Express logo (2018).svg|thumb|303x303px]]

One form of self-talk highlighted by Locke and Latham (2019) is goal-directed self-talk. This self-talk reminds individuals of their commitment to a goal, achievement and performance. Top corporate executives like Ken Chenault, the CEO of American Express, use goal-directed self-talk to remain focused during long-term strategies. For example, during the 2008 financial crisis, Chenault employed positive and motivational self-talk to maintain his self-efficacy and lead the company through turmoil. Chenault stated that &quot;the role of a leader is to define reality and give hope&quot; (General Catalyst, 2020); further, Chenault used self-talk to reinforce his ability to stay focussed on long-term strategies, manage his emotions and maintain confidence in himself under a high-pressure situation, to which he ultimately persevered.

==== Dual-process Theory ====
Kahneman’s (2011) dual-process theory explains that humans think in two ways: system one (automatic, fast, prone to errors) and system two (deliberate, accurate). Self-talk helps transition from instinctual, emotional responses (system one) to goal-oriented thinking (system two), particularly in high-pressure environments. For example, Tom Brady’s self-talk during the 2017 Super Bowl comeback helped him stay focused and execute plays with precision, leading to victory (Boston Magazine, 2017)

[[File:Daniel Khaneman and his international best seller; Thinking, Fast &amp; Slow.png|thumb|420x420px|'''Daniel Khaneman{{sp}} and his international best seller; Thinking, Fast &amp; Slow''']]

Croskerry (2009) states that Emergency Room (ER) workers must often balance intuitive and automatic thinking with reflective and deliberate thinking. System One thinking allows staff to quickly assess routine cases, while System 2 becomes crucial in complex situations to make safe decisions and avoid errors. Physicians can use self-talk to engage different ways of thinking and respond to each stimulus accordingly. For example, physicians may utilise dialogue to slow their thinking and question any assumptions before reacting to a case presented in the ER. The transition between an instinctual response, facilitated by self-talk, is essential to delivering optimal patient outcomes (Croskerry, 2009).

==== Self-regulation theory ====
Zimmerman (2000) suggests that self-talk allows individuals to control their behaviour, emotions, and thoughts to pursue personal goals. Self-talk allows individuals to stay focused, manage stress, and overcome adversity that could hinder their performance. It is an efficacious tool of self-regulation, allowing individuals to sustain motivation by reinforcing goal-directed behaviour and emotional control (De La Fuente et al., 2020).

Self-regulating self-talk can be divided into two categories: instructional self-talk, which helps individuals maintain focus on technical aspects of a task, pay attention to detail, and improve execution; and motivational self-talk, which encourages persistence and maintained effort reinforced by self-efficacy and determination (Zimmerman, 2000).

For example, surgeons performing complex operations under immense amounts of pressure often use instructional self-talk to remind themselves to stay on task or follow a system effectively while maintaining emotional control and concentration (Zimmerman &amp; Schunk, 2012). Similarly, air traffic controllers managing crises must exercise great emotional regulation to focus on critical procedures. Further, they can manage their emotions through instructional self-talk, helping them maintain decision-making capabilities under pressure. In contrast, athletes can use motivational self-talk to push through fatigue and maintain effort during high-pressure events or physically demanding efforts (Hatzigeordiafis et al., 2011).

==== Self-efficacy theory ====
Bandura (1977) explains that self-efficacy is the belief in one’s ability to succeed in a task. High self-efficacy individuals persevere through challenges. Positive self-talk, linked to high self-efficacy, counters negative thoughts and reinforces confidence, boosting motivation and performance (Schunk &amp; DiBenedetto, 2020).

[[File:Simone Biles, na prova final da trave nos Jogos Olímpicos Rio 2016.jpg|thumb|362x362px|Simone Biles]]

Simone Biles is one of the greatest gymnasts of all time and often speaks of how she uses self-talk to manage her mental state during competition. She reinforces her belief in her abilities ahead of major events by using affirmations like &quot;you've done this before, you can do this again.&quot; The positive inner dialogue enhances her self-efficacy, helping her perform under high-pressure situations, like the Tokyo Olympics (Daza, 2021).

'''Quiz'''

Multiple Choice: Which theory highlights using self-talk to stay committed to clear, specific, and challenging goals?

a) Dual-Process Theory

b) Goal-Setting Theory

c) Self-Regulation Theory

d) Self-Efficacy Theory

Drop-Down: According to Kahneman's Dual-Process Theory, which type of thinking is deliberate and more accurate?

* System 1
* System 2&lt;br /&gt;

&lt;small&gt;The answers to these questions are provided at the end of the page.&lt;/small&gt;

== Self-talk research ==
Self-talk is a mental strategy that helps individuals regulate their thoughts, emotions, and behaviors, enabling them to stay motivated and perform well under pressure (Van Raalte et al., 2016). Studies indicate that the impact of self-talk on motivation varies, depending on both the type of self-talk and how it is applied (Latinjak et al., 2019). Maintaining motivation in high-pressure situations is key to excelling in different areas, though much of the research has primarily focused on sports performance. This highlights the need for further studies in non-sporting contexts, such as education and professional settings (Beckmann &amp; Kellmann, 2017).

'''Table 1.''' The main types of self talk identified in the research
{| class=&quot;wikitable&quot;
!'''Type of Self-Talk'''
!'''Definition'''
!'''Examples'''
|-
|'''Positive Self-Talk'''
|Encouraging and affirming statements that focus on strengths and potential.
|&quot;I can handle this challenge,&quot; &quot;I’ve prepared well,&quot; &quot;I am capable.&quot;
|-
|'''Negative Self-Talk'''
|Critical, self-defeating, or pessimistic thoughts that focus on weaknesses or failures.
|&quot;I’m not good enough,&quot; &quot;I always mess things up,&quot; &quot;This is too hard for me.&quot;
|-
|'''Instructional Self-Talk'''
|Self-directed speech that provides specific instructions or cues to guide behavior.
|&quot;Keep your eye on the ball,&quot; &quot;Breathe deeply and stay calm,&quot; &quot;Focus on your form.&quot;
|-
|'''Motivational Self-Talk'''
|Statements aimed at increasing energy, effort, and persistence toward a goal.
|&quot;Keep pushing, you’re almost there,&quot; &quot;You’ve got this,&quot; &quot;Stay strong and finish.&quot;
|-
|'''Neutral Self-Talk'''
|Objective, fact-based internal dialogue that lacks emotional content.
|&quot;The meeting is at 3 PM,&quot; &quot;I missed that shot,&quot; &quot;I need to submit the report by Friday.&quot;
|-
|'''Self-Reflective Self-Talk'''
|Thoughtful, introspective dialogue that involves evaluating past experiences or contemplating future actions.
|&quot;What can I learn from this experience?&quot; &quot;How can I improve next time?&quot; &quot;What are my goals for the future?&quot;
|}

=== Types of self-talk ===
Refer to the figures in the [[Motivation and emotion/Book/2024/Inner talk in achieving high performance#Figures|Figures section]] for a table of self-talk types.

==== Positive self-talk ====
Through reinforcing self-efficacy and helping to regulate emotion, positive self-talk has consistently been shown to enhance performance and motivation (Beckmann &amp; Kellman, 2017; Hatzigeorgiadis et al., 2011). For example, Beckmann and Kellman (2017) conducted an experiment that divided 62 athletes into a self-talk intervention that received training on self-talk strategies and a control group that did not. The athletes were given a &quot;high-pressure task&quot;, usually endurance-based and in their specific sport. Moreover, the results indicated that the self-talk group showed a 15% performance under pressure; for example, timed athletes saw faster completion times.

==== Negative self-talk ====
In contrast, negative self-talk has been shown to have detrimental effects on motivation and performance. In a sporting-based study using 80 competitive athletes, Latinjak et al. (2019) explored the relationship between negative self-talk and athletic performance. Researchers established athletes' base level of self-talk (negative or positive) and, during the study, found that athletes who reported higher levels of negative self-talk exhibited up to a 20% decrease in performance compared to those with neutral or positive self-talk. Latinjak et al. (2019) reported that negative self-talk interrupts cognitive processing and undermines an individual's ability to engage in strategic thinking processes, leading to decreased performance.

==== Motivational self-talk ====
Theodroakis et al. (2000) state that motivational self-talk consists of statements that increase effort and persistence, particularly during challenging tasks. Examples of motivational self-talk are phrases such as &quot;I can do this&quot;. A study of 72 physical education students assessing the effect of motivational self-talk on their endurance-based motor skills found that the self-talk group performed 13% better than the control group, showing that this type of talk can increase performance and resilience to perseverance and performance through challenges.

==== Instructional self-talk ====
Instructional self-talk involves task-specific instructions that help individuals maintain focus and engagement on the technical aspects of their task. Zimmerman &amp; Schunk (2012) found that students who use instructional self-talk during complex problem-solving tasks improve their accuracy by up to 17% compared to those who don't engage in self-talk. Instructional self-talk involves guiding phrases like &quot;First, I need to multiply&quot; that reaffirm focus and engagement with the task while also helping the individual through it.

==== Neutral self-talk ====
According to Van Raalte et al. (2016), Neutral self-talk refers to the fact-based and objective internal dialogue that neither negatively nor positively impacts emotions. Further, they state that neutral self-talk, involving neutral statements like &quot;today was not my day&quot; or &quot;next step is to reattempt&quot;, enables individuals to approach decision-making with a balanced and more objective approach, potentially decreasing the influence emotion can have on decision making.

==== Self-reflective self-talk ====
In his seminal literature, Bandura (2019) states that self-reflective self-talk involves evaluating one's emotions, decisions and behaviour (Bandura, 2019). Further, he positions that individuals who can reflect on and learn from their experiences can become more self-aware and more capable of making informed decisions under pressure. This kind of self-talk encourages individuals to learn from their reflections on themselves and their experiences to critically assess their actions and refine strategies, which is essential for performing under pressure (Morin, 2011). By continuously engaging in reflective dialogue, individuals can adjust their behaviour and stay motivated through challenging events or periods (Bandura, 2019; Morin, 2011).

==== Evaluation of self-talk research ====
Numerous studies highlight the benefits of different types of self-talk in sports. However, there needs to be more in understanding how it applies to other high-pressure contexts, like academia and professional environments. For example, Beckmann and Kellmann (2017) found that positive self-talk enhances resilience in athletes. However, these results do not necessarily translate into different performative contexts as people naturally utilise different types of self-talk for different tasks or events. The most critical aspect of the current research is its focus on physical performance under pressure and not cognitive.

==== Implications of self-talk research ====
In its different forms, self-talk is multifaceted in enhancing motivation and performance across many contexts, if used appropriately. Positive and instructional self-talk has been shown to boost performance by reinforcing self-efficacy and also increasing focus as well as engagement while providing task-specific guidance (Beckmann &amp; Kellmann, 2017; Hatzigeorgiadis et al., 2011; Zimmerman &amp; Schunk, 2012), while negative self-talk can undermine motivation and cognitive processes required to perform under high pressure (Latinjak el al., 2019). Further, neutral and self-reflective self-talk offer unique benefits, particularly in environments where strategic reflection and emotional regulation are required to maintain motivation and performance (Morin, 2011; Van Raalte et al., 2016). The research highlights the positive utility of further research and using self-talk to increase motivation and achieve high performance. However, the lack of contextual diversity in the research makes it challenging to understand which types of self-talk should be utilised in which situations.

'''Quiz'''

Multiple Choice: According to research, negative self-talk tends to:

a) Increase performance under pressure

b) Diminish self-efficacy and hinder task engagement

c) Have no impact on performance

d) Improve cognitive flexibility

Yes/No: Is most research on self-talk currently focused on sports performance rather than other high-pressure contexts like professional or academic settings?

* Yes
* No

&lt;small&gt;The answers to these questions are provided at the end of the page.&lt;/small&gt;

== Integration of theory and research ==
{{expand}}

=== Developing and enhancing positive self-talk ===
{{expand}}

==== Cognitive restructuring ====
Cognitive restructuring is a tool used in self-regulation theory in which individuals are asked to identify negative or unhelpful self-talk and beliefs and consciously replace them with affirming thoughts and statements (Zimmerman &amp; Schunk, 2012). Beckmann &amp; Kellmann (2017) demonstrated the influence of self-talk in their athlete study. Participants who received cognitive restructuring training showed increased resilience and motivation during high-pressure endurance tasks. In day-to-day life, this might mean replacing negative thought patterns about a high stakes presentation with more positive ones, as well as questi0oning the validity of the thought; for example, &quot;I am going to fail&quot; might be replaced with &quot;I have faced challenges before, and I can handle this too&quot;, after inquiring about the evidence for the thought. The utility of cognitive restructuring is well demonstrated and documented in high-performance contexts for managing stress, maintaining focus and increasing self-efficacy (Turner et al., 2016). However, more research should be done to assess its influence in another context, such as professional environments, where cognitive demands and emotional stressors differ from those in an athletic setting.

==== Self-coaching ====
Self-coaching is rooted in self-efficacy theory and involves setting specific, achievable goals and using positive self-talk to reinforce one's belief in their ability to achieve them (Bandura, 1997). By setting goals and using affirming statements pertaining to the goals, self-coaching is highly effective in performance contexts; for example, Birrer and Morgan (2010) found that athletes instructed to set specific and actional goals prior to performance saw improved competitive performance. For individuals looking to apply this to other performative contexts, like a deadline in a professional environment, it may involve setting small and manageable goals while using affirming statements to reward the completion of these smaller goals. By doing this, one can progress, maintain motivation throughout a task, and increase self-efficacy throughout the task. The self-efficacy theory supports the effectiveness of self-coaching; however, it suggests that regular reinforcement must be used to maintain motivation, especially when immediate success is not as acquirable (Birrer &amp; Morgan, 2010).

==== Mastery experiences ====
A vital aspect of the self-efficacy theory is Mastery Experiences, in which individuals can build confidence by completing tasks (Bandura, 1986). Luthans et al. (2016) found that those in organisational and athletic settings that reflect on past successes enhanced self-efficacy and motivation. Further, individuals improved their confidence and resilience when facing future challenges. For example, after the successful completion of a project or event, individuals should affirm themselves of their success and reflect on their performance while highlighting any strengths in their performance. Research on this theory shows that it has promising utility. However, it stresses an overreliance on success and lacks an emphasis on resilience, which could make it harder to cope with failure (Bandura, 1986; Luthans et al., 2016).

==== Visualisation and mental rehearsal ====
Dual process theory and self-efficacy theory both emphasise visualisation and mental rehearsal as cognitive tools that are beneficial for helping individuals with performance and motivation when paired with positive self-talk (Bandura, 1997; Kahneman, 2011). Visualisation is the cognitive process in which individuals mentally rehearse a task prior to doing it, while mental rehearsal includes not only visualising the task but going through both the cognitive and motor patterns associated with the event (Feltz &amp; Landers, 1983; Guillet &amp; Collet, 2010). Theodorakis et al. (2000) found athletes who practised visualisation before an event experienced a greater sense of control and readiness, leading to better performance. In an applied sense, if an individual has a challenging work presentation, they could envision themselves speaking confidently, engaging with the audience and receiving positive feedback.

=== Maintaining positive self-talk ===
Positive self-talk supports self-regulation and improves performance (Burnette et al., 2013). Self-reflective self-talk, grounded in self-efficacy and self-regulation theories, helps individuals adjust their thinking patterns. Journaling promotes self-awareness by allowing individuals to replace negative thoughts with more empowering ones (Morin, 2011).

=== Overcoming low motivation, stress and challenges ===
Maintaining self-talk is vital; however, overcoming low motivation, stress or facing challenges relating to high performance requires additional strategies. In the social cognitive theory, Bandura (1986) highlights the role of external factors, like social feedback and support, in enabling self-belief. In support of this, Hatzigeorgiadis et al. (2011) showed that athletes who utilised motivational self-talk in conjunction with constructive feedback improved their performance and motivation. This emphasises the value of productive feedback and social elements in motivation and performance to bolster positive self-talk.

For managing stress, Khaneman (2011) explains that instructional self-talk helps individuals shift from emotionally driven thoughts (system one) to deliberate thoughts (system two). Moreover, Zimmerman and Schunk (2012) found that by breaking larger tasks into smaller goals (steps) and using instructional self-talk to guide individuals through the tasks, the participants experienced increased resilience and focus under pressure.

'''Quiz'''

Multiple Choice: Which strategy involves identifying negative thoughts and consciously replacing them with positive, affirming statements?

a) Self-coaching

b) Cognitive restructuring

c) Goal-directed self-talk

d) Visualisation

Which of the following strategies is an example of cognitive restructuring as used in self-regulation theory?

a) Reflecting on past successes to build confidence.

b) Mentally rehearsing a task before performing it.

c) Replacing the thought &quot;I am going to fail&quot; with &quot;I have faced challenges before and can handle this too.&quot;

d) Setting small, manageable goals and using affirming statements after completing each goal.

&lt;small&gt;Disclaimer: The answers to these questions are provided at the end of the page.&lt;/small&gt;

== Conclusion ==
Self-talk (or intrapersonal communication) profoundly impacts self-regulation, motivation, and performance, and it also plays a crucial role in guiding individuals through demanding events (Van Raalte et al., 2016). Research has consistently shown that negative self-talk diminishes focus and motivation, while positive self-talk can increase self-efficacy and emotional regulation (Latinjak et al., 2019; Tod et al., 2017). Different types of self-talk provide contextual benefits, particularly in high-pressure settings; for example, instructional self-talk helps individuals systematically work through a process, while motivational self-talk helps individuals increase their resilience during a performance (Theodorakis et al., 2000; Hatzigeorgiadis., 2011).

Self-talk is supported by many theories, like goal-setting theory, self-regulation theory, self-efficacy theory and dual process theory, as deliberate intrapersonal communication can improve performance. andmtovation by incresing confidence and focus (bandura, 2017; Kahneman, 2011; Locke &amp; Latham, 2002; Zimmerman, 2000). However, a large part of the research has focussed on high performance in athletes, so further research is required to extend self-talk practices to other high-pressure contexts (Beckmann &amp; Kellmann, 2017).

Understanding, improving and maintaining positive self-talk through well-documented strategies like cognitive restructuring and self-coaching can help individuals overcome challenges, stay motivated and achieve high performance in various settings (Beckmann &amp; Kellmann, 2017; Turner et al., 2016).

'''Quiz'''

What is a crucial takeaway regarding the role of self-talk in high-pressure environments?

a) It only works in athletic contexts

b) Positive self-talk helps regulate emotions and enhances performance

c) Negative self-talk has no effect

d) Self-talk is only helpful for short-term tasks

Theories such as Goal-Setting Theory, Self-Regulation Theory, and Self-Efficacy Theory all support the positive impact of self-talk on motivation and performance.

* True
* False

&lt;small&gt;The answers to these questions are provided at the end of the page.&lt;/small&gt;
== Quiz Answers ==
Overview:

# b)
# True

Theories:

# b)
# System 2

Self-Talk Research:

# b)
# Yes

Integration of Theory and Research:

# b)
# (5)

Conclusions:

# b)
# True

==See also==
* [[Positive thinking]]
* [[w:Self determination theory|Self determination theory]]

== References ==
{{Hanging indent|1=

Bandura, A. (1991). Social cognitive theory of self-regulation. Elsevier.

Bandura, A. (1997). Self-efficacy: The exercise of control. Psycnet.apa.org. https://psycnet.apa.org/record/1997-08589-000

Bandura, A. (2019). Applying theory for human betterment. Perspectives on Psychological Science, 14(1), 12–15. https://doi.org/10.1177/1745691618815165

Birrer, D., &amp; Morgan, G. (2010). Psychological skills training as a way to enhance an athlete’s performance in high-intensity sports. Scandinavian Journal of Medicine &amp; Science in Sports, 20(s2), 78–87. https://doi.org/10.1111/j.1600-0838.2010.01188.x

Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., &amp; Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701. https://doi.org/10.1037/a0029531

ChatGPT. (2024, October 21). Table content [Table generated by ChatGPT]. OpenAI.

Clauss, K. S. (2017, February 13). In a secret Montana cabin, Tom Brady says he feels no pain. Boston Magazine. https://www.bostonmagazine.com/news/2017/02/13/tom-brady-super-bowl-comeback/

Croskerry, P. (2009). A universal model of diagnostic reasoning. Academic Medicine, 84(8), 1022–1028.

Daza, P. (2021). Simone Biles: World class gymnast and mental health advocate. Psychology Today. https://www.psychologytoday.com/us/blog/mind-matters-menninger/202107/simone-biles-world-class-gymnast-and-mental-health-advocate

de la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., &amp; Fadda, S. (2020). Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00022

Feltz, D. L., &amp; Landers, D. M. (1983). The effects of mental practice on motor skill learning and performance: A meta-analysis. Journal of Sport Psychology, 5(1), 25–57. https://doi.org/10.1123/jsp.5.1.25

Guillot, A., Tolleron, C., &amp; Collet, C. (2010). Does motor imagery enhance stretching and flexibility? Journal of Sports Sciences, 28(3), 291–298. https://doi.org/10.1080/02640410903473828

Hatzigeorgiadis, A., Zourbanos, N., Galanis, E., &amp; Theodorakis, Y. (2011). Self-talk and sports performance. Perspectives on Psychological Science, 6(4), 348–356. https://doi.org/10.1177/1745691611413136

Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux.

Kellmann, M., &amp; Beckmann, J. (2017). Sport, Recovery, and Performance. Taylor &amp; Francis Group.

Latinjak, A. T., &amp; Hatzigeorgiadis, A. (2020). Self-talk in sport. Applied Network Science, 4(40). https://doi.org/10.4324/9780429460623

Locke, E. A., &amp; Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705

Locke, E. A., &amp; Latham, G. P. (2019). The development of goal setting theory: A half-century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127

Luthans, K. W., Luthans, B. C., &amp; Palmer, N. F. (2016). A positive approach to management education. Journal of Management Development, 35(9), 1098–1118. https://doi.org/10.1108/jmd-06-2015-0091

Morin, A. (2004). A neurocognitive and socioecological model of self-awareness. Genetic, Social, and General Psychology Monographs, 130(3), 197–224. https://doi.org/10.3200/mono.130.3.197-224

Schunk, D. H., &amp; DiBenedetto, M. K. (2020). Self-efficacy and human motivation. Advances in Motivation Science, 8(1), 153–179. https://doi.org/10.1016/bs.adms.2020.10.001

Schunk, D. H., &amp; Zimmerman, B. (2011). Handbook of Self-Regulation of Learning and Performance. Routledge. https://doi.org/10.4324/9780203839010

Tayyab Rashid, &amp; Seligman, M. E. P. (2018). Positive Psychotherapy: Clinician manual. Oxford University Press.

Theodorakis, Y., Weinberg, R., Natsis, P., Douma, I., &amp; Kazakas, P. (2000). The effects of motivational versus instructional self-talk on improving motor performance. The Sport Psychologist, 14(3), 254. https://doi.org/10.1123/tsp.14.3.253

Tod, D., Hardy, J., &amp; Oliver, E. (2011). Effects of self-talk: A systematic review. Journal of Sport and Exercise Psychology, 33(5), 666–687. https://doi.org/10.1123/jsep.33.5.666

Turner, J. A., Anderson, M. L., Balderson, B. H., Cook, A. J., Sherman, K. J., &amp; Cherkin, D. C. (2016). Mindfulness-based stress reduction and cognitive behavioural therapy for chronic low back pain. PAIN, 157(11), 2434–2444. https://doi.org/10.1097/j.pain.0000000000000635

Van Raalte, J. L., Vincent, A., &amp; Brewer, B. W. (2016). Self-talk: Review and sport-specific model. Psychology of Sport and Exercise, 22, 139–148. https://doi.org/10.1016/j.psychsport.2015.08.004

Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective (pp. 13–39). Academic Press.

}}

=== External links ===
* [https://www.mindtools.com/asf90pz/positive-thinking Mind Tools - Positive Thinking]
* [https://www.psychologytoday.com/us/blog/click-here-happiness/202106/the-power-self-talk Psychology Today - The Power of Self-Talk]

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==Motivation==
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# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] – How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}

# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <id>2718605</id>
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      <timestamp>2025-06-15T22:23:41Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
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      <comment>/* Motivation */ # [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] – How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}

# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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    <revision>
      <id>2718606</id>
      <parentid>2718605</parentid>
      <timestamp>2025-06-15T22:25:28Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment># [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] – How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */ # [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] – How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}

# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}

# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}

# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}

# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Emotion */ # [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}

# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Emotion */ # [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <timestamp>2025-06-15T22:48:28Z</timestamp>
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        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}

# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <minor />
      <comment>/* Motivation */</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */ # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}

# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */ # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory?</comment>
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==Motivation==
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}

# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory?</comment>
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==Motivation==
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}

# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}

# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <timestamp>2025-06-15T23:01:01Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
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      <comment>/* Motivation */ # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory?</comment>
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==Motivation==
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}

# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}

# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */</comment>
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==Motivation==
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}

# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Emotion */ # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}

# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}

# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <id>2718633</id>
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      <timestamp>2025-06-15T23:55:59Z</timestamp>
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        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}

# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}


# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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    <revision>
      <id>2718634</id>
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      <timestamp>2025-06-15T23:58:27Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}

# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
      <sha1>ij7tbc3uw7ap3751ckl5f2o3wul1rhg</sha1>
    </revision>
    <revision>
      <id>2718635</id>
      <parentid>2718634</parentid>
      <timestamp>2025-06-16T00:03:26Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment># [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience?</comment>
      <origin>2718635</origin>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}

# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */ # [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}

# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Emotion */ # [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}

# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Boredom and substance use/]] - What role does boredom play in motivating substance use?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}

# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */ # [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <timestamp>2025-06-16T01:19:39Z</timestamp>
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        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}

# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <timestamp>2025-06-16T01:33:12Z</timestamp>
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        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}

# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}

# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <timestamp>2025-06-16T02:56:26Z</timestamp>
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        <id>10242</id>
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      <comment>/* Emotion */ # [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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    <revision>
      <id>2718666</id>
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      <timestamp>2025-06-16T02:57:40Z</timestamp>
      <contributor>
        <username>Jtneill</username>
        <id>10242</id>
      </contributor>
      <comment>/* Motivation */ # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations?</comment>
      <origin>2718666</origin>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires?</comment>
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      <text bytes="18607" sha1="kfnew9te41g6g65c4yv9hgeg50ld9bh" xml:space="preserve">{{/Banner}}
==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <username>Jtneill</username>
        <id>10242</id>
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      <comment>/* Motivation */ # [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}

# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <comment>/* Motivation */</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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        <id>10242</id>
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      <comment>/* Motivation */ # [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}}

# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}

# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] – What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] – How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] – What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}

# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] – What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] – What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] – How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] – How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] – How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] – How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] – How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] - How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}
# [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] - How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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      <timestamp>2025-06-16T04:50:38Z</timestamp>
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        <username>Jtneill</username>
        <id>10242</id>
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      <comment>/* Motivation */ # [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity?</comment>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|User Name}}

# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}
# [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] - How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}
# [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] - How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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==Motivation==
# [[/Adenosine and sleep motivation/]] - How does adenosine accumulation drive the motivation to sleep? {{ME-By|User Name}}
# [[/Affiliation motivation across cultures/]] - How do individualistic versus collectivistic societies shape the expression and satisfaction of affiliation needs? {{ME-By|User Name}}
# [[/Automaticity in goal striving/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}}
# [[/Autonomy and intrinsic motivation in SDT/]] - How does the need for autonomy influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}}
# [[/Boredom and substance use/]] - What role does boredom play in motivating substance use? {{ME-By|User Name}}
# [[/Broaden-and-build theory and motivation/]] - How do positive emotions expand cognitive resources and motivational repertoires? {{ME-By|User Name}}
# [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}}
# [[/Coercion and therapeutic alliance/]] - How do coercive practices in mental health care undermine trust and therapeutic relationships? {{ME-By|User Name}}
# [[/Coercive control in intimate partner violence/|Coercive control in intimate partner violence]] - What role does CC play in IPV and how can it be addressed? {{ME-By|User Name}}
# [[/Cognitive dissonance and balance theory in social attitudes/]] - What is the role of cognitive dissonance and balance theory in social attitudes? {{ME-By|User Name}}
# [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Cortical structures and motivational drive/]] - How do cortical regions modulate motivational impulses and energy? {{ME-By|User Name}}
# [[/Cost-benefit motivation and effort regulation/]] - How do individuals dynamically adjust effort investment based on changing cost-benefit ratios during goal pursuit? {{ME-By|User Name}}
# [[/Cultural differences in achievement motivation/]] - How do individualistic versus collectivistic values shape achievement goals and motivational strategies? {{ME-By|User Name}}
# [[/Dark triad and power seeking motivation/]] - How do dark triad traits influence power seeking motivations? {{ME-By|User Name}}
# [[/Defensive avoidance and goal pursuit/]] - What is defensive avoidance and how does it impact goal pursuit? {{ME-By|User Name}}
# [[/Defensive pessimism and performance/]] - What is defensive pessimism and how does it impact performance? {{ME-By|User Name}}
# [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these two goal phases? {{ME-By|User Name}}
# [[/Domestic energy conservation motivation/]] - How can domestic energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Encouragement and motivation/]] - How does encouragement influence persistence and effort? {{ME-By|User Name}}
# [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies can mitigate its impact? {{ME-By|User Name}}
# [[/Executive function and motivation/]] - What role does executive function play in motivational processes such as planning, inhibition, and cognitive control? {{ME-By|User Name}}
# [[/Fixed vs growth mindset/]] - How do beliefs about ability and change affect motivation and behaviour? {{ME-By|User Name}}
# [[/Game of dice task and decision-making/]] - What does the Game of Dice Task reveal about risk-based decision-making? {{ME-By|User Name}}
# [[/GLP-1 receptor agonists and hunger/]] - How do GLP-1 receptor agonists such as semaglutide affect subjective feelings of hunger and appetite regulation? {{ME-By|User Name}} 
# [[/Goal striving dynamics/]] - What is the role of pushing and coasting? {{ME-By|User Name}}
# [[/Grit and academic achievement/]] - How does grit contribute to academic achievement? {{ME-By|User Name}}
# [[/Homeostasis and basic drives/]] - What is the role of homeostatic regulation in driving basic physiological needs? {{ME-By|User Name}}
# [[/Hunger and satiety cue awareness/]] - How do psychological processes affect our ability to recognise and respond to internal eating cues? {{ME-By|User Name}}
# [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}}
# [[/Incentive theory of motivation/]] - How do external incentives influence approach and avoidance behaviour? {{ME-By|User Name}}
# [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}}
# [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}}
# [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|User Name}}
# [[/Melatonin and circadian motivation/]] - How does melatonin influence motivation across the sleep-wake cycle? {{ME-By|User Name}}
# [[/Mental contrasting and motivation/]] - How does mental contrasting effect motivation? {{ME-By|User Name}}
# [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}}
# [[/Mindsets and personality/]] - What is the relationship between mindsets and personality? {{ME-By|User Name}}
# [[/Motivational fluctuation/]] - What factors contribute to the rise and fall of motivational intensity over time? {{ME-By|User Name}}
# [[/Mobile phone use motivation/]] - What are the motivations for mobile phone use? {{ME-By|User Name}}
# [[/Motivation for using AI companions/]] - What psychological needs drive the use of AI companions? {{ME-By|User Name}}
# [[/Neural mechanisms of delayed gratification/]] - What brain systems are involved in the ability to delay gratification? {{ME-By|User Name}}
# [[/Neurodivergence and motivation/]] - How do neurological variations influence motivation? {{ME-By|User Name}}
# [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}}
# [[/Opponent process theory and motivation/]] - What role do opposing affective states play in motivation? {{ME-By|User Name}}
# [[/Pain avoidance motivation/]] - How does avoidance of physical pain shape motivated action? {{ME-By|User Name}}
# [[/Play motivation/]] - What motivates play? {{ME-By|User Name}}
# [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}}
# [[/Positive emotion and approach motivation/]] - How do positive emotional states enhance goal pursuit and achievement behaviours? {{ME-By|User Name}}
# [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}}
# [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}}
# [[/Procrastination and temporal discounting/]] - How does valuing immediate rewards over future outcomes contribute to procrastination? {{ME-By|User Name}}
# [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}}
# [[/Role-playing game motivation/]] - What are the key psychosocial elements of RPGs that enhance player engagement? {{ME-By|User Name}}
# [[/Scarcity mindset and decision-making/]] - How does a scarcity mindset impact cognitive flexibility, motivational processes, and decision-making quality? {{ME-By|User Name}}
# [[/Self-control and ego depletion recovery/]] - How do people restore self-control resources after depletion and what factors influence recovery? {{ME-By|User Name}}
# [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}}
# [[/Self-disclosure motivation/]] - What motivates people to share personal information with others? {{ME-By|User Name}}
# [[/Self-regulation across the lifespan/]] - How does self-regulation develop from childhood through ageing and what drives these changes? {{ME-By|User Name}}
# [[/Sexual motivation across the lifespan/]] - How does sexual motivation change from adolescence to old age? {{ME-By|User Name}}
# [[/Standing desks and motivation/]] - How does standing versus sitting affect task motivation and productivity? {{ME-By|User Name}}
# [[/Staff retention motivation/]] - How can organisations and managers motivate long-term retention of employees? {{ME-By|User Name}}
# [[/Subcortical structures and motivational drive/]] - How do brainstem and midbrain regions generate basic motivational impulses and energy? {{ME-By|User Name}}
# [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}}
# [[/Theory of basic human values/]] - What is the theory of basic human values and how does it explain motivation? {{ME-By|User Name}}
# [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}}
# [[/Thirst regulation/]] - What mechanisms regulate the motivational drive to seek hydration? {{ME-By|User Name}}
# [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}}
# [[/Transactive goal dynamics theory and motivation/]] - What is transactive goal dynamics theory and how does it impact motivation? {{ME-By|User Name}}
# [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}}
# [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}}
# [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}}
# [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}}

==Emotion==
# [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}}
# [[/AI companions and loneliness/]] - How effective are AI companions in reducing loneliness? {{ME-By|User Name}}
# [[/Amygdala and fear motivation/]] - What role does the amygdala play in threat-related motivational responses and avoidance behaviours? {{ME-By|User Name}}
# [[/Appraisals and anger/]] - How do cognitive appraisals trigger and shape the experience of anger? {{ME-By|User Name}}
# [[/Aversion to happiness/]] - What are the psychological mechanisms behind aversion to happiness? {{ME-By|User Name}}
# [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}}
# [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}}
# [[/Biofeedback and emotion/]] - How does awareness of physiological states influence emotion? {{ME-By|User Name}}
# [[/Body neutrality and emotional well-being/]] - How does viewing one's body neutrally influence emotional well-being? {{ME-By|User Name}}
# [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}}
# [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}}
# [[/Cognitive strategies and emotion regulation/]] - What cognitive strategies are most effective for managing emotions? {{ME-By|User Name}}
# [[/Coping with anticipatory stress/]] - What strategies are effective for managing stress about upcoming events? {{ME-By|User Name}}
# [[/Cultivating awe/]] - What practices or environments foster the experience of awe? {{ME-By|User Name}}
# [[/Cultivating joy through daily practices/]] - What psychological practices help foster joy in everyday life? {{ME-By|User Name}}
# [[/Cultivating self-compassion/]] - What psychological techniques promote the development of self-compassion? {{ME-By|User Name}}
# [[/Cultural differences in grief/]] - How do cultures vary in their emotional responses to grief? {{ME-By|User Name}}
# [[/Defence mechanisms and emotion regulation/]] - How do psychological defence mechanisms regulate emotion under stress? {{ME-By|User Name}}
# [[/Dialectical behaviour therapy and emotion regulation/]] - How does DBT help in managing and regulating emotions? {{ME-By|User Name}}
# [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|User Name}}
# [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}}
# [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}}
# [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|User Name}}
# [[/Emotional usability/]] - What is emotional usability and how can it be enhanced? {{ME-By|User Name}}
# [[/Expressive writing and emotion regulation/]] - How does writing about emotions help regulate emotional states? {{ME-By|User Name}}
# [[/Fear of failure and procrastination/]] - How does fear of failure reduce motivation and increase procrastination? {{ME-By|User Name}}
# [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}}
# [[/Guided meditation and emotion regulation/]] - How can guided meditation be used to regulate emotion? {{ME-By|User Name}}
# [[/Imaginative play and emotion regulation/]] - How does pretend play help children develop emotion regulation? {{ME-By|User Name}}
# [[/Inner voice in anxiety/]] - What role does the inner voice play in maintaining or alleviating anxiety? {{ME-By|User Name}}
# [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}}
# [[/Lighting and mood/]] - How does exposure to different lighting conditions affect mood? {{ME-By|User Name}}
# [[/Love styles and relationship satisfaction/]] = How do love styles affect compatibility and long-term relationship outcomes? {{ME-By|User Name}}
# [[/Mental health in astronauts/]] - How do space missions affect the emotional well-being of astronauts? {{ME-By|User Name}}
# [[/Metacognition and emotional regulation/]] - How does metacognitive awareness influence emotion regulation strategies? {{ME-By|User Name}}
# [[/Mindful eating and food satisfaction/]] - How does mindfulness in eating enhance satisfaction and reduce compulsive eating behaviors? {{ME-By|User Name}}
# [[/Music and social bonding/]] - How does shared musical experience foster emotional connection and group cohesion? {{ME-By|User Name}}
# [[/Neurodiversity and emotion/]] - How does neurodiversity affect emotion and emotion regulation? {{ME-By|User Name}}
# [[/Neuroscience of interest/]] - What brain mechanisms underlie the experience of interest and its motivational effects? {{ME-By|User Name}}
# [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}}
# [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}}
# [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}}
# [[/Polyvagal theory/]] - What is polyvagal theory, how does it explain the relationship between the autonomic nervous system and emotion regulation, and what are its applications? {{ME-By|User Name}}
# [[/Rational compassion/]] - What is rational compassion and how can it be cultivated? {{ME-By|User Name}}
# [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}}
# [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}}
# [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}}
# [[/Self-blame and trauma/]] - How does self-blame affect emotional recovery from traumatic experiences? {{ME-By|User Name}}
# [[/Self-disclosure and well-being/]] - What is the relationship between self-disclosure and psychological well-being? {{ME-By|User Name}}
# [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}}
# [[/Self-transcendent emotions/]] - What are self-transcendent emotions and how can they be cultivated? {{ME-By|User Name}}
# [[/Smiling and emotion expression across cultures/]] - How does the meaning of a smile vary between cultures? {{ME-By|User Name}}
# [[/Social media and emotion regulation/]] - How is social media used to manage and regulate emotions? {{ME-By|User Name}}
# [[/Social media and happiness/]] - What is the relationship between social media use and happiness? {{ME-By|User Name}}
# [[/Spirituality and mental health/]] - How does spirituality contribute to mental health and emotional well-being? {{ME-By|User Name}}
# [[/Stockholm syndrome emotion/]] - What are the emotional aspects of Stockholm syndrome? {{ME-By|User Name}}
# [[/Stress and psychological well-being/]] - How does stress influence psychological well-being? {{ME-By|User Name}}
# [[/Tattoo regret/]] - What causes tattoo regret and what can be done about it? {{ME-By|User Name}}
# [[/Time perception and emotion/]] - How do emotional states distort our perception of time? {{ME-By|User Name}}
# [[/Uncanny valley and emotion/]] - What is the uncanny valley phenomenon, what are its consequences, and what can be done about it? {{ME-By|User Name}}
# [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}}
# [[/Working from home and mental health/]] - How does working from home influence worker psychological well-being? {{ME-By|User Name}}
# [[/World happiness/]] - What are the global determinants of happiness? {{ME-By|User Name}}

==Motivation and emotion==
# [[/Fun/]] - What emotional and motivational processes underlie the experience of fun? {{ME-By|User Name}}
# [[/Motivational dimensional model of affect/]] - What is the motivational dimensional model of affect and what are its implications? {{ME-By|User Name}}
# [[/Psychological determinants of endurance performance/]] - What are the psychological determinants of endurance performance? {{ME-By|User Name}}
# [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}}
# [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}}

[[Category:Motivation and emotion/Book/2025]]</text>
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  <page>
    <title>Weblearning</title>
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      <timestamp>2025-06-15T14:04:29Z</timestamp>
      <contributor>
        <username>Derek J Moore</username>
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      <text bytes="301" sha1="iot7ipy8emyov7lx0rj7uppq3bpushn" xml:space="preserve">&lt;br/&gt;{{Center|{{Template:Event_tabs|1|registration|missions|gallery}}}}

Hello Wikipedian's. 
Welcome to [[Wikiversity]], an initiative to [[:meta:Education |open up the sum of all knowledge]]    to everyone in the world.

Weblearning is a small open education consultancy, that is run by Derek Moore.</text>
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  <page>
    <title>User:Mattroberts1987/sandbox</title>
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      <id>2718690</id>
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      <comment>Sandbox for women in prision film</comment>
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      <text bytes="494" sha1="ob9ll917gqflyjp129drrdq65mb9jv6" xml:space="preserve">== The 'Women in Prision' Genre ==

=== Introduction ===
The ' Women in Prison' film is a type of [[wikipedia:Exploitation_film|exploitation]] film that  features imprisioned women who are subject to sadistic physical and sexual abuse. It is closely linked to the [[wikipedia:Nazi_exploitation|Nazi Exploitation]] film, the [[wikipedia:Sexploitation_film|Sexploitation]] film and the [[wikipedia:Nunsploitation|Nunsploitation]] film

=== History ===

=== Revisionist 'Women in Prision films ===</text>
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