Recent work has cast doubt on whether the strength of motivation (strength of avoidance or approach tendencies) experienced while viewing emotion-eliciting pictures is dissociable from felt valence (negative versus positive). The present study extended this work by testing specific discrete emotions (amusement, anger, awe, desire, sadness). Previous work has proposed separate motivational direction (avoid versus approach) from valence. In Study 1, participants ( = 60) rated the motivational direction or valence they experienced while viewing 100 pictures that each evoked one of the five discrete emotions. We found significant differences between average motivational direction and valence ratings for sadness, anger, and amusement. Critically, underlying these averages, we found that while valence responses were highly consistent, there was large variability in motivational direction, with some people indicating they wanted to approach and others indicating they wanted to avoid while viewing the same picture. Individual differences in motivational direction were largest for sadness, so in Study 2 ( = 100) we tested whether they were predicted by appraisals of the situation (e.g., ratings of how welcome or useful people believed their help would be). The three appraisals tested accounted for 64% of the variance in motivational direction, after which valence made a very small unique contribution. These findings highlight that motivational direction and valence can diverge. Given the variability in individuals' motivational direction responses, future studies designed to assess the effects of motivational direction on cognitive processes need to tailor stimuli for each participant to ensure they activate the intended motivational direction. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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http://dx.doi.org/10.1037/emo0001165 | DOI Listing |
PLoS Biol
January 2025
Carney Institute for Brain Science, Department of Cognitive & Psychological Sciences, Brown University, Providence, Rhode Island, United States of America.
The basal ganglia (BG) play a key role in decision-making, preventing impulsive actions in some contexts while facilitating fast adaptations in others. The specific contributions of different BG structures to this nuanced behavior remain unclear, particularly under varying situations of noisy and conflicting information that necessitate ongoing adjustments in the balance between speed and accuracy. Theoretical accounts suggest that dynamic regulation of the amount of evidence required to commit to a decision (a dynamic "decision boundary") may be necessary to meet these competing demands.
View Article and Find Full Text PDFAntibodies (Basel)
January 2025
Department of Chemistry and Chemical Biology, Harvard University, Cambridge, MA 02138, USA.
The elicitation of broadly neutralizing antibodies (bnAbs) is a major goal of vaccine design for highly mutable pathogens, such as influenza, HIV, and coronavirus. Although many rational vaccine design strategies for eliciting bnAbs have been devised, their efficacies need to be evaluated in preclinical animal models and in clinical trials. To improve outcomes for such vaccines, it would be useful to develop methods that can predict vaccine efficacies against arbitrary pathogen variants.
View Article and Find Full Text PDFMethodsX
June 2025
Faculty of Design and Art, University of Wuppertal, 42119 Wuppertal, Germany.
Project-based learning, with its emphasis on 'learning by doing', is the dominant teaching method in industrial design. Learners are supposed to be motivated to tackle complex problems such as those in the dynamic field of sustainability. However, it is still unclear how the process of increasing motivation within projects can be systematically targeted for specific sustainability challenges and directed towards potential later pro-environmental behavior.
View Article and Find Full Text PDFFront Public Health
January 2025
College of Education, Guangzhou University, Guangzhou, Guangdong, China.
Purpose: The occupational well-being of early childhood teachers, as a crucial measure of the stability of the early childhood workforce, is increasingly becoming a core topic of interest within the education system. Work-related stressors, particularly work-family conflict, have drawn significant attention for their impact on the occupational well-being of early childhood teachers, becoming a prominent issue in the education field. However, current research rarely explores the relationship between these factors and the underlying mechanisms involved.
View Article and Find Full Text PDFFront Psychol
January 2025
Graduate School, Southwest Jiaotong University, Chengdu, China.
Introduction: This study explores how graduate students' mentorship homegate (or team) support (GSMTS) and challenging-hindering pressures impact their intrinsic motivation for research, identification with research roles, and innovative behaviors.
Methods: Data from 548 graduate students were collected using convenience sampling and analyzed using Amos and SPSS statistical software package via questionnaires distributed to universities in SiChuan province of China.
Result: The findings reveal that (1) research stress can not directly and positively predict innovative behaviors among graduate students, while intrinsic research motivation and research role identification mediate the relationship between research stress and graduate students' innovative behavior; (2) hindering research pressure negatively impacts the intrinsic motivation for research, whereas challenging research pressure has a positive effect; (3) GSMTS directly fosters innovative behaviors among graduate students, with intrinsic motivation and roles' identification for research as sequential mediators; and (4) GSMTS positively moderates the relationship between challenging research pressure and both the intrinsic motivation for research and role identity.
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