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Related Concept Videos

Motivational Bias01:25

Motivational Bias

Cognitive bias results from limitations in thinking and information processing, leading to systematic errors in judgment. Conversely, motivational bias stems from personal desires or emotions, causing distortions in perception to align with self-interest. Motivational bias influences how individuals perceive and attribute causes to events, often shaped by personal needs, goals, and self-esteem preservation. This bias can distort judgment, leading to inaccurate assessments of success, failure,...
Ethnic Identity within a Larger Culture01:27

Ethnic Identity within a Larger Culture

Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
Secondary Motives: Affiliation Motivation and Aggression Motivation01:21

Secondary Motives: Affiliation Motivation and Aggression Motivation

Affiliation motivation is the intrinsic desire to connect with others and belong to a social group, which plays a crucial role in forming and maintaining personal relationships. This type of motivation is essential for psychological well-being, as it provides individuals with a sense of community and support. An example of this is a student who joins a study group in order to feel a sense of connection. People with high affiliation motivation actively seek social approval, take satisfaction in...
Drive-Reduction Theory: Push Theory of Motivation01:27

Drive-Reduction Theory: Push Theory of Motivation

Clark Hull's drive-reduction theory, introduced in the 1940s and 1950s and often termed the "push theory" of motivation, provides a framework for understanding how biological and learned drives influence behavior. Hull suggested that motivation originates from the need to alleviate physiological tension caused by unmet biological necessities. The theory proposes that when a basic need, such as hunger or sleep, goes unfulfilled, it creates an internal imbalance. This imbalance, or drive, pushes...
Self-Serving Bias01:29

Self-Serving Bias

Self-serving bias is a cognitive phenomenon in which individuals attribute positive outcomes to internal factors such as their abilities, intelligence, or effort while attributing negative outcomes to external circumstances. This cognitive distortion helps maintain self-esteem but can also impede objective self-assessment.Theoretical Explanations of Self-Serving BiasTwo primary theories explain the self-serving bias: the cognitive explanation and the motivational explanation.The cognitive...
In- and Out-Groups01:31

In- and Out-Groups

People all belong to a gender, race, age, and social economic group. These groups provide a powerful source of our identity and self-esteem (Tajfel & Turner, 1979) and serve as our in-groups. An in-group is a group that we identify with or see ourselves as belonging to.

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Identity-based motivation: Implications for intervention.

Daphna Oyserman1, Mesmin Destin

  • 1The University of Michigan.

The Counseling Psychologist
|April 26, 2011
PubMed
Summary
This summary is machine-generated.

Children

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The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

Published on: November 19, 2015

Area of Science:

  • Psychology
  • Sociology
  • Education

Background:

  • Academic attainment often falls short of children's aspirations, with specific demographic groups facing greater disparities.
  • Social structural factors significantly influence academic achievement gaps by shaping children's future possibilities and self-perceptions.
  • Understanding the interplay between societal structures and individual motivation is crucial for addressing educational inequalities.

Purpose of the Study:

  • To explore how social structures impact children's academic attainment and college aspirations.
  • To introduce and apply the identity-based motivation (IBM) framework to understand these effects.
  • To identify intervention points at the macro-micro interface to improve educational outcomes.

Main Methods:

  • Articulating the identity-based motivation (IBM) model, a culturally sensitive framework.
  • Examining how identities are dynamically constructed within social contexts.
  • Analyzing how individuals interpret challenges based on their active identities.

Main Results:

  • The IBM model explains how children's perceptions of future possibilities are linked to their identities.
  • Difficulty is perceived as meaningful when aligned with identity-congruent actions.
  • Difficulty signals pointlessness when actions are incongruent with one's identity.

Conclusions:

  • Interventions targeting the macro-micro interface, informed by IBM, can enhance children's academic attainment.
  • Culturally sensitive approaches are vital for addressing educational disparities.
  • Leveraging identity-based motivation can help close the achievement gap for disadvantaged groups.