Motivational Paper

EXP4304.521F19: Motivation 1

EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019

Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of

interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS

instructions are posted under “Files” on CANVAS.

Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.

Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some

students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).

Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF

library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the

deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to

[email protected] with Request for Feedback in Subject Line.

Instructions/Rubric:

• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!

• Please number your responses so that answers directly correspond to the questions provided below

• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3

• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed

• Sample FSS available – see pages 4-7

1. Article: What is the article? (+2)

a) Title of article

b) Name of journal

c) Name of author(s)

2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,

Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination

Theory, Ch. 5, slide 2)

3. Summary: What is the study about? (See a-d below) (+4)

a) What are the main research questions?

b) What is the design of the study?

c) What are its results?

d) Were there any ethical concerns?

4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is

there something that could be done in the future to improve the study?

5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you

think this reading was identified as worthy of further investigation?

6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook

chapter? (+8) What is the value of the article “above and beyond the chapter” if any?

7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;

https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)

EXP4304.521F19: Motivation 2

APA citation basics

(from Paiz et al., 2013; https://owl.english.purdue.edu/owl/resource/560/02/):

When using APA format, follow the author-date method of in-text citation. This means that the author's last name and

the year of publication for the source should appear in the text, for example, (Jones, 1998), and a complete reference

should appear in the reference list at the end of the paper.

If you are referring to an idea from another work but NOT directly quoting the material, or making reference to an entire

book, article or other work, you only have to make reference to the author and year of publication and not the page

number in your in-text reference. All sources that are cited in the text must appear in the reference list at the end of the

paper.

In-text citation capitalization, quotes, and italics/underlining

• Always capitalize proper nouns, including author names and initials: D. Jones.

• If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater

within the title of a source: Permanence and Change. Exceptions apply to short words that are verbs, nouns,

pronouns, adjectives, and adverbs: Writing New Media, There Is Nothing Left to Lose.

o (Note: in your References list, only the first word of a title will be capitalized: Writing new media.)

• When capitalizing titles, capitalize both words in a hyphenated compound word: Natural-Born Cyborgs.

• Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of Hitchcock's Vertigo."

• Italicize or underline the titles of longer works such as books, edited collections, movies, television series,

documentaries, or albums: The Closing of the American Mind; The Wizard of Oz; Friends.

• Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections,

television series episodes, and song titles: "Multimedia Narration: Constructing Possible Worlds"; "The One

Where Chandler Can't Cry."

Short quotations

If you are directly quoting from a work, you will need to include the author, year of publication, and the page number

for the reference (preceded by "p."). Introduce the quotation with a signal phrase that includes the author's last name

followed by the date of publication in parentheses.

According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time"

(p. 199).

Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for

teachers?

If the author is not named in a signal phrase, place the author's last name, the year of publication, and the page number

in parentheses after the quotation.

She stated, "Students often had difficulty using APA style" (Jones, 1998, p. 199), but she did not offer an

explanation as to why.

EXP4304.521F19: Motivation 3

Long quotations

Place direct quotations that are 40 words, or longer, in a free-standing block of typewritten lines, and omit quotation

marks. Start the quotation on a new line, indented 1/2 inch from the left margin, i.e., in the same place you would begin

a new paragraph. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph

within the quotation 1/2 inch from the new margin. Maintain double-spacing throughout. The parenthetical citation

should come after the closing punctuation mark.

Jones's (1998) study found the following:

Students often had difficulty using APA style, especially when it was their first time citing sources. This difficulty

could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for

help. (p. 199)

Summary or paraphrase

If you are paraphrasing an idea from another work, you only have to make reference to the author and year of

publication in your in-text reference, but APA guidelines encourage you to also provide the page number (although it is

not required.)

According to Jones (1998), APA style is a difficult citation format for first-time learners.

APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

Paiz, J.M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2013,

November 13). In-text citations: The basics. Retrieved from https://owl.english.purdue.edu/owl/resource/560/02/

EXP4304.521F19: Motivation 4

FSS #1

Student Name

University of South Florida

For EXP 4304 with Dr. Jennifer Gillespie

EXP4304.521F19: Motivation 5

1. The article that I chose to read for my further study summary is titled New Directions in Goal-Setting Theory located in

the Current Direction in Psychological Science journal. The authors of this article were Edwin A. Locke and Gary P.

Latham.

2. The source of this article was from your Chapter 2 slideshow: Chapter 2, slide 21 – see

http://www.wku.edu/cebs/doctorate/documents/readings/locke_latham_2006_goal-setting_theory.pdf

3. This study is mainly about the different reasons people set goals for themselves, whether it be goals that they have to

strive to achieve or more realistic goals. There were a few different studies compiled into this article. Eight categories

were created that included individual studies: Affect, Framing, Goal Choice, Goals and Subconscious Priming, Goals

and Traits, Group Goals, Learning Goals, and Macro-Level Goals. Affect had the result of showing that a change in

affect after making a goal was only reality for those individuals that set goals that could have been viewed as “difficult

to attain” (Weise and Freund, 2005). Framing discusses the result of a study performed by Drach-Zahavy and Erez

(2002) showing that people that viewed a newer and more difficult situation as a challenge did better overall than

those that viewed this situation as a threat. Goal Choice, based off the study done by Donovan and Williams (2003),

wanted to know if setting goals for an athlete’s next performance were affected by their previous performance and it

resulted in athletes setting a higher goal for the future to make up for a lower current performance.

Goals and Subconscious Priming focused its study on the relationship between subconscious goals and conscious

goals in relation to performance. This study, created by Bargh & Williams (2006), used a 2X2 design that showed that

subconscious goals did not have much of an effect on performance while conscious goals did. I found the Goals and

Traits category interesting because it discussed that people may choose to make different goals based on their

desired result (Seijts, Latham, Tasa, and Latham 2004). Group Goals was a study done by DeShon, Kozlowski, Schmidt,

Milner, and Wiechmann (2004) that compared the goal effects of people in groups vs. being alone and it resulted in

showing that the stand alone people focused on their own performance while groups focused on the overall

performance of the group. Learning Goals showed a study done by Lathan and Brown (in press) that showed how

knowledge based goals that were more specific resulted in higher GPA’s for MBA athletes rather than goals that were

more broad and long-term. Finally, the category of Macro-Level Goals included a study by Baum and Locke (2004)

EXP4304.521F19: Motivation 6

showing the results of a longitudinal study using motivational and goal growth to study performance of individuals

over a 6 year time span.

These categories briefly describe how research has grown in the concern for goal setting in reference to motivational

studies. All of these categories, and the other 400 + studies that were created pertaining to the topic of goal setting

resulted in showing that the higher the goal, the higher the performance of the person that set the goal. I did not

come across any ethical concerns in this article.

4. I found this study to be well done in the fact that it included many other cited studies to back up the overall result of

the topic they were defending. I think, however, that more information on the 400+ studies that were discussed in

the beginning section would have better solidified the article.

5. I feel this article was an option for further investigation because it directly addressed motivation in the form of goal

setting. It, in my opinion, will help all that are taking this class see that to set goals, or to do much of anything, you

have to have some form of motivation driving that action.

6. One thing in this article that related to the textbook was the fact that motivation is always changing just as setting

goals can be changing, like when someone sets a goal and then changes it due to a past performance. Another thing

that I found similar between this article and the textbook was that studying motivation has been able to show what

people want out of certain situations. This is the same with goal setting because a goal someone sets usually shows

what they desire and are striving for.

References

Bargh, J., & Williams, E. (2006). The automaticity of social life. Current Directions in Psychological Science, 15, 1–4.

EXP4304.521F19: Motivation 7

Baum, J.R., & Locke, E.A. (2004). The relationship of entrepreneurial traits, skill, and motivation to subsequent venture

growth. Journal of Applied Psychology, 89, 587–598.

DeShon, R.P., Kozlowski, W.J., Schmidt, A.M., Milner, K.R., & Wiechmann, D. (2004). Multiple-goal, multilevel model of

feedback effects on the regulation of individual and team performance. Journal of Applied Psychology, 89, 1035–

1056.

Donovan, J.J., & Williams, K.J. (2003). Missing the mark: Effects of time and causal attributions on goal revision in

response to goal performance discrepancies. Journal of Applied Psychology, 88, 379–390.

Drach-Zahavy, A.,& Erez, M. (2002). Challenge versus threat effects on the goal-performance relationship.

Organizational Behavior and Human Performance, 88, 667–682.

Latham, G.P.,& Brown, T.C. (in press). The effect of learning, distal, and proximal goals on MBA self-efficacy and

satisfaction. Applied Psychology: An International Review.

Locke, E. A., & Latham, G. P. (2006). New Directions in Goal- Setting Theory. Current Directions in Psychological Science,

15, 265-268.

Seijts, G.H., Latham, G.P., Tasa, K., & Latham, B.W. (2004). Goal setting and goal orientation: An integration of two

different yet related literatures. Academy of Management Journal, 47, 227–239.

Wiese, B.S., & Freund, A.M. (2005). Goal progress makes one happy, or does it? Longitudinal findings from the work

domain. Journal of Occupational and Organizational Psychology, 78,1–19.