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We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

This paper aims to introduce a comprehensive framework for quality of context in pervasive context-aware systems. The framework includes the context quality characteristics, the quality policy, the quality calculation methods and the quality control algorithm.

This study used the constructive research method to introduce the framework. The data of a context-aware flooding prediction system to evaluate the approach were used.

The framework improves the quality of captured context by resolving the missing, error context and the context conflicts using the quality characteristics and quality control process that are introduced in the framework.

This work is original. It is based on the author’s PhD work in De Montfort University.

Online games are popular electronic commerce platforms in which gamers use avatars to interact with others. Avatar identification (the extent to which gamers regard avatars as an extension of themselves) is known to be related to online gamer loyalty. However, few studies have examined how avatars could be designed to enhance avatar identification and online gamer loyalty, indicating a gap. Therefore, the purpose of this paper is to contextualize self-affirmation theory into online gaming contexts, identified key theoretical elements and examined how they are related to avatar identification and online gamer loyalty.

This study surveyed 1,348 massively multi-player online role-playing game players, and their responses were analyzed using structural equation modeling.

The analytical results indicate that irreplaceability within a team and avatar customization are positively related to unique avatar image, while avatar customization is positively related to positive avatar image. Moreover, avatar physical attractiveness and avatar ability to achieve are positively related to positive avatar image. Both unique and positive images of an avatar (as perceived by the user) are positively related to avatar identification, and further to online gamer loyalty.

This study proposes new constructs: irreplaceability within a team, avatar ability to achieve, unique avatar image and positive avatar image. Such new constructs provide insights to aid electronic commerce managers in avatar design, thus instilling gamer identification with avatars, and thus loyalty.

As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no common taxonomy for understanding the complex processes through which interventions can produce long-lasting effects. The lack of a common framework results in a number of challenges that limit the ability of intervention scientists to effectively work toward their goal of preparing students to effectively navigate a changing and uncertain world. A comprehensive framework is presented to aid understanding of how interventions that target motivational processes in education produce downstream effects years after implementation. This framework distinguishes between three types of processes through which interventions may produce long-term effects: recursive processes (feedback loops by which positive effects can build on themselves over time), nonrecursive chains of effects (“domino effects” in which proximal outcomes affect distinct distal outcomes), and latent intrapersonal effects (changed habits, knowledge, or perceptions that affect how students respond in different situations in the future). The framework is applied to intervention research that has reported long-term effects of motivation interventions, evidence for the processes described in this framework is evaluated, and suggestions are presented for how researchers can use the framework to improve intervention design. The chapter concludes with a discussion of how the application of this framework can help intervention scientists to achieve their goal of positively influencing students’ lifelong trajectories, especially in times of change and uncertainty.

The purpose of this paper is to examine the effect of self-worth on status consumption, focusing on the mediation of self-enhancement and self-compensation and the moderation of power distance belief (PDB) in the relationship of threats to self-worth and consumer choice.

Experiments are used to collect data. Three studies are designed to test the relationship between self-worth, self-enhancement and self-compensation, PDB and status consumption. In total, 180 MBA students participate Study 1, 186 and 244 undergraduate students participate Studies 2 and 3, respectively. ANOVA and bootstrapping method are adopted to analyze the data by using SPSS version 19.0. Study 1 tests the influence of self-worth on status consumption; Study 2 examines the mediation role of self-enhancement and self-compensation; and Study 3 tests the moderation role of PDB.

Results indicate that situational self-worth perception has dual path effects on status consumption. Both improvements in – and threats to – self-worth have a positive impact on status consumption. Improvements in self-worth affect status consumption through the mediation of self-enhancement motives. Threats to self-worth affect status and non-status consumption through the mediation of the self-compensation motive. In the context of a threat to self-worth, compared with consumers with a low PDB, high-PDB consumers have higher purchase intention for status goods but not non-status goods.

In this study, improvements in – and threats to – self-worth are momentarily manipulated. The authors present one product in each experiment, but what would happen if both status goods and non-status goods were shown to participants? Which one will the authors choose under different self-worth manipulations? And how long can the effects last? These questions should be answered in future research.

This research provides a venue for marketers to introduce and advertise status goods. Marketing practitioners should establish the link between self-worth and status consumption appeals. In the Asia-Pacific markets, Confucian value is important to consumers, and high power distance is important in Confucianism. Thus when developing markets in China, international companies should emphasize Confucian values in the design of advertisements or other promotional items. Further, marketing for status goods should attach importance to the expression of their symbolic meanings.

This study contributes to the literature on self-worth and status consumption. It also explores the dual path of the effect of self-worth on status consumption. The motives of self-enhancement and self-compensation are first proposed and tested to explain the mechanism, which differentiates the study from prior work and gives a more reasonable explanation for status and compensatory consumption. The moderation role of PDB delineates the boundary for the effect of a threat to self-worth on status consumption.

This paper aims to develop the understanding of how organizations can derive more value from participating in inter‐organizational learning collaborations.

The collaboration is viewed as one “level” within an extended organizational learning system and both feedback processes between levels and the dynamics within the collaboration itself are explored. Seven learning‐based inter‐organizational learning collaborations are studied using a qualitative exploratory research design. An extensive literature review is used to design the semi‐structured interviews undertaken with participants in the collaborations, as well as the convenor of each.

Multiple forms of value are evident (individual capacity building, operational value, affirmation, reputation and relationship building and learning about how to collaborate more effectively), though subject specific organizational capability building is rarely achieved. Two main factors seemed to influence this: individuals not translating the implications of the learning, and the organizations not transferring and amplify that learning. Building capability required a visible long‐term commitment by leaders to the collaboration.

Confirmatory research is needed to refine the proposed framework of actions to develop the organizational capability to derive value from participating in this kind of collaboration.

A coherent set of actions is proposed for organizations wishing to build the capability to derive more value from participating in inter‐organizational learning collaborations. Recommendations are also generated for those wishing to convene a collaboration.

The contribution is the development of the concept of the organizational capability to participate effectively in inter‐organizational learning collaborations, and the identification of a coherent set of actions required to develop this capability.

The increased complexity of educational processes at times of global change calls for new research and theoretical inquiry to address how changes such as economic, social and political disruption, financial recession, international migration, and new and rapid technological advancements affect education, schools, and student learning and adjustment. Specifically for motivation in education, the fundamental assumption is that, on the one hand, change and challenge have a significant impact on students’ and educators’ motivation to learn and achieve and, on the other hand, motivation can have a significant impact on students’ and educators’ capacity to cope with change and challenge effectively. This chapter introduces the reader to the present volume in the Advances in Motivation and Achievement Series which is dedicated to the role of motivation at times of change and uncertainty.

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.

The aim of this paper is to explore the role of social socialization tactics on the relationship between task‐ and organization‐related information (socialization content) and newcomers' affective commitment to their work organization.

A total of 280 new hires in a Greek service company participated in a survey. Moderated regression analyses were conducted to test research hypotheses.

The results supported the role of investiture‐divestiture tactics as a moderator in the relationship between newcomers' task‐related information acquisition and organizational affective commitment. In addition, serial‐disjunctive tactics were found to moderate the relationship between organization‐related information acquisition and newcomers' affective commitment. The study also demonstrated that both task‐related and organization‐related information acquisition are important to the development of newcomers' affective commitment at the early stages of the socialization process.

Owing to the cross‐sectional design of the research, causality cannot be drawn.

The knowledge of whether, and the extent to which, particular socialization tactics and content areas contribute to newcomers' adjustment would provide organizations a competitive advantage by incorporating them into their socialization programs.

Provision of feedback affirming newcomers' personal characteristics as well as assignment of established role models were found to provide the framework within which the acquisition of task and organization‐related information respectively are related to new hires' affective commitment towards their work organization.

This study aims to investigate how comparing physical aspects of the self to fashion models in mass-mediated images result in body dissatisfaction and what mechanisms could be used to interrupt the potentially harmful emotional and motivational outcomes of such evaluations.

Two experimental design studies are conducted in which objective self-awareness (OSA; self-focus) is manipulated. In the first study, participants are assigned to control vs relevant vs irrelevant standards of appearance, and in the second study, all participants receive relevant standards of appearance and are randomly primed to experience pride or shame.

Focusing on the physical aspect of the self (i.e. state of OSA) and having access to relevant standards of appearance such as viewing images of beautiful fashion models (vs irrelevant standards of appearance such as images of plants) initiate the process of self-standard evaluation that may lead to body image state dissatisfaction (BISDS). Negative emotions mediate the relationship between BISDS and motivations to pursue cosmetic procedures. Pride and shame are two important self-conscious emotions that differently influence these relationships.

The present research identifies how pride could act as a self-affirming factor to intervene the undesirable outcomes of body image dissatisfaction and discourage unnecessary cosmetic procedures. Pride diminishes the motivation to undergo cosmetic procedures by shifting the focus from pursuing unachievable standards of appearance to pride-inducing achievements and self-affirming positive qualities. Shame, however, keeps individuals focused on discrepancies and lowers their ability to think of substitute goals, resulting in enhanced motivations for cosmetic procedures.