International Conference on Motivation & Emotion 2024

International Conference on Motivation & Emotion 2024 will be held at University of Bern 28. – 30. 8. 2024

The 18th International Conference on Motivation & Emotion 2024 will be held at Unversity of Bern, Switzerland. The chair will be Tina Hascher.

International Conference on Motivation & Emotion 2024

The main theme “Motivation & Emotion: Resources and challenges for teaching, learning, and research” provides a wide umbrella also to the practical aspects of motivational & emotional research.

The 18th International Conference on Motivation & Emotion 2024 will be held from 28. to 30. 8. 2024, preceded by the Summer School from 26. to 27. August 2024.

18th International Conference on Motivation 2024 (SIG 8): 28. – 30. August 2024
Summer School 2024: 26. – 27. August 2024
Location: University of Bern
Organizers: Prof. Dr. Tina Hascher, Dr. phil Dr. phil. Julia Mori, Tatijana Lovrinovic, Kristina Kelava
Deadline for proposal submission: 29. February 2024 (Call, PDF, 83KB)
Deadline for earli bird registration: 31. May 2024
Deadline for registration: 2. August 2024
Programm Overview: https://icm2024.unibe.ch/program/program_overview/index_eng.html
Website: https://icm2024.unibe.ch/index_eng.html

New Book on PSI Theory: Why People Do the Things They Do – Building on Julius Kuhl’s Contributions to the Psychology of Motivation and Volition

PSI Theory

Buildung on the central contributions of Julius Kuhl like the PSI Theory leading researchers including Charles S. Carver and Richard M. Ryan reflect the implications for their own work.

This book is edited by Nicola Baumann, Miguel Kazén, Markus Quirin & Sander L. Koole

The first chapter can be dowloaded here.
The book ISBN: 9780889375406 can be bought here.

Citation: Baumann, N., Kazén, M., Quirin, M., & Koole, S. L. (Eds.). (2018). Why People Do the Things They Do. Göttingen: Hogrefe.

Please find the table of content here.

Workshop: Fostering Learning at University

Workshop LernmotivationThomas Martens conducted a workshop on 30 June 2016 at the TU Dresden with the title “Fostering Learning at University: the Heterogeneity of Motivational Processes”. This workshop showed different ways of learning motivation and how the individual learning processes of students can be promoted. Workshop Lernmotivation

As theoretical basis served the Integrated Model of Learning and Action (IMLA) which divides the typical processes of learning in three main phases (motivation, intention and volition phase) and defines the relationship to the findings in neuro science from Julius Kuhl (2000).

Photo: kanenas.net

Motivation and Educational Perspectives of Gifted Children

Motivation PotenzialentfaltungAt the conference of “Bildung und Begabung” [Education & Giftedness] 31 May 2016 with the title “Perspektive Begabung: Diversität als Chance” [Future of Giftedness: Diversity as an Opportunity] Thomas Martens delivered a keynote entitled “Motivation and Educational Perspectives of Gifted Children”.

While one child follows his interests and develops remarkable skills herein, the other child seems rather lackluster and disinterested. Researcher have long been agreed that motivation is a driving factor when giftedness is translated into performance. As different as young people are so different are their motivation profiles. Family, friends, and teachers – they all influence the development of motivation. This can be promoted by empathetic caregivers or be attenuated in critical phases of life. How can we, in the face of these different conditions, support children and young people developing motivation and regulating them properly? How can school or other learning environments handle these motivation processes? What help can be offered?

A podcast of this talk is online (german only):

Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes

Transitions_smallThis chapter discusses transitions towards learning at university from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst first-year students at university by using mixed distribution models. Five subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative and anxious learning motivation. Findings about these patterns can be used to design didactic measures to support students’ learning processes.

Please find a preview of this chapter here.

Please cite this chapter as: Martens, T. & Metzger C. (in press). Different Transitions of Learning at University: Exploring the Heterogeneity of Motivational Processes. Erscheint in E. Kyndt, V. Donche, K. Trigwell & S. Lindblom-Ylänne (Eds.), Higher Education Transitions: Theory and Research. EARLI Book Series “New Perspecitves on Learning and Instruction”. London: Routledge.

Special Issue paying tribute to Prof. Dr. Willy Lens

Psychologica Belgica is happy to announce the publication of Vol 56(2) alongside a Willy_Lens2. All content is now available to read online.

56: Issue 3 (special issue):
Emerging trends and future directions for the field of motivation psychology: A special issue in honor of Prof. Dr. Willy Lens

Guest edited by Maarten Vansteenkiste & Athanasios Mouratidis

  • Vansteenkiste, M., & Mouratidis, A: Emerging Trends and Future Directions for the Field of Motivation Psychology: A Special Issue in Honor of Prof. Dr. Willy Lens. DOI: http://doi.org/10.5334/pb.354
  • van der Kaap-Deeder, J. et al.: The Pursuit of Self-Esteem and Its Motivational Implications. DOI: http://doi.org/10.5334/pb.277
  • Chen, B. et al.: Where Do the Cultural Differences in Dynamics of Controlling Parenting Lie? Adolescents as Active Agents in the Perception of and Coping with Parental Behavior. DOI: http://doi.org/10.5334/pb.306
  • Cordeiro, P. et al.: The Portuguese Validation of the Basic Psychological Need Satisfaction and Frustration Scale: Concurrent and Longitudinal Relations to Well-being and Ill-being. DOI: http://doi.org/10.5334/pb.252
  • Husman, J., Hilpert, J. C., & Brem, S. K: Future Time Perspective Connectedness to a Career: The Contextual Effects of Classroom Knowledge Building. DOI: http://doi.org/10.5334/pb.282
  • Fryer, L. K. et al.: Understanding Students’ Instrumental Goals, Motivation Deficits and Achievement: Through the Lens of a Latent Profile Analysis. DOI: http://doi.org/10.5334/pb.265
  • Gaudreau, P., & Braaten, A: Achievement Goals and their Underlying Goal Motivation: Does it Matter Why Sport Participants Pursue their Goals?. DOI: http://doi.org/10.5334/pb.266
  • Michou, A. et al.: Building on the Enriched Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Mastery Goals. DOI: http://doi.org/10.5334/pb.281
  • Delrue, J. et al.: Intrapersonal Achievement Goals and Underlying Reasons among Long Distance Runners: Their Relation with Race Experience, Self-Talk, and Running Time. DOI: http://doi.org/10.5334/pb.280
  • Vansteenkiste, M., Fernandez, L., & Mouratidis, A: A Tribute to Dr. Willy Lens. DOI: http://doi.org/10.5334/pb.355

*Picture of Willy Lens by Anja Van den Broeck