Medical students' general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs.

Purpose: This study investigated general and subject-specific motivational beliefs from the perspectives of self-determination theory (i.e. intrinsic, identified, introjected, and extrinsic motivation) and achievement goal theory (i.

Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.

Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict).

Motivation towards novel learning content: Perceived similarity of learning content, but not need for cognition, moderates the generalization of motivation.

Background: The generalization of established motivation hypothesis states that individuals use established motivational beliefs to predict motivational beliefs regarding novel learning content on the basis of the perceived similarity between academic domains.

Aims: This study tests the generalization hypothesis by investigating the assumed moderating role of the extent of perceived similarity between known and novel learning content and need for cognition (NFC).

Sample(s): Participants were adult students (n = 576) from various study programs (Study 1) and non-students (n = 628) of whom the majority held at least a bachelor's degree (Study 2).

The Structure of Academic Self-Concept When Facing Novel Learning Content: Multidimensionality, Hierarchy, and Change.

Academic self-concepts of ability are key factors in promoting education and learning throughout students' school career. Yet we know little about their structure and structural change when students leave high school to face novel academic tasks. The present study investigated the structure and structural change of first-year students' study-related self-concepts of ability.

Long-term Outcome of Subacute Thyroiditis.

Background: Subacute thyroiditis (SAT) is a rare inflammatory disease that presents diagnostic challenges. The underlying pathophysiology and prediction of outcomes are elusive. We investigated the long-term follow-up of SAT for up to 30 years and determined predictors for later hypothyroidism.

Aiming at a Moving Target: Theoretical and Methodological Considerations in the Study of Intraindividual Goal Conflict between Personal Goals.

Multiple-goal pursuit and conflict between personal life-defining goals can be considered part of everyday business in most individuals' lives. Given the potentially detrimental effects of goal conflict-for example, impaired well-being or poor performance-the literature on goal conflict is surprisingly scattered due to heterogeneous methodological approaches and technical terms. Little empirical research has addressed the conceptualization of goal conflict against the background of differing understandings from a structure-like and a process-like perspective.

First-Year Students' Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students' Out-of-School Experience.

The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one's ASC and ITV regarding new learning content (here: business administration). First, students' experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration-mathematics-should predict their business administration-specific ASC and ITV.

How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks.

Background: After graduation from secondary school, academic tasks (i.e., learning contents) are no longer structured in terms of school subjects (i.