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Metamotivational knowledge about construal level: Cross-cultural comparisons, performance outcomes, correlates, antecedents, and change

Nguyen, Tina
http://rave.ohiolink.edu/etdc/view?acc_num=osu1649236689153458

Abstract Details

2022, Doctor of Philosophy, Ohio State University, Psychology.
Metamotivation—the monitoring and modulation of the quantity and quality of motivational states to achieve desired ends—is a novel approach in motivation science (Fujita et al., 2019; Miele et al., 2021; Scholer et al., 2018). This approach builds on previous work that demonstrates the performance benefits of matching the right motivational state to the task—i.e., task-motivation fit. Whereas previous research has experimentally manipulated task-motivation fit, the metamotivational approach examines whether and to what extent people can create task-motivation fit on their own. To regulate motivation, this approach suggests that people must have metamotivational knowledge (i.e., understand what kind of motivational state is beneficial for a given task and how to instantiate that motivational state). Taking a metamotivational approach, recent research examined whether people recognize the benefits of engaging in high-level and low-level construal. Whereas high-level construal is a representational process that captures the abstract, essential features of an event, low-level construal is a representational process that captures the concrete, idiosyncratic features of an event (e.g., Liberman & Trope, 2008; Trope et al., 2021). Metamotivation research demonstrates that people understand that high-level construal promotes self-control—a type of self-regulatory challenge that involves prioritizing one’s global (often long-term) goals over local (often short-term) desires—and that low-level construal promotes behavioral precision—a type of self-regulatory challenge that involves tailoring one’s responses to a particular set of local contingencies and contextual cues (e.g., MacGregor et al., 2017; Nguyen et al., 2019). That is, on average, people appear to have metamotivational knowledge that aligns with empirical research on construal level and self-regulation. Research also suggests that there is important variability in such knowledge that is associated with meaningful outcomes in goal pursuit. Thus, metamotivational knowledge has been posited to be an exciting new target for interventions designed to help those who struggle with motivation regulation. In line with this broader aim, the current research offers three essays that extend our understanding of metamotivational knowledge. Chapter 2 examines whether there are cross-cultural similarities or differences in metamotivational knowledge of construal level in the United States (i.e., a Western culture) and Japan (i.e., an Eastern culture). Chapter 3 examines whether an assessment of students’ knowledge of the benefits of high-level and low-level construal predicts consequential outcomes—namely, academic performance. Chapter 3 also provides a preliminary analysis of the psychometric properties and correlates of a metamotivational knowledge assessment of construal level. Finally, Chapter 4 examines potential correlates, antecedents, and outcomes of metamotivational knowledge of construal level, as well as the change in knowledge over time. These essays represent critical extensions of early research on metamotivation and construal level and highlight the generativity of the metamotivational approach. Future directions are discussed in Chapter 5.
Kentaro Fujita, PhD (Advisor)
Lisa K. Libby, PhD (Advisor)
Steven J. Spencer, PhD (Committee Member)
136 p.
Psychology; Social Psychology
motivation; metamotivation; construal level; goal pursuit; self-regulation; culture; performance; change

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Citations

  • Nguyen, T. (2022). Metamotivational knowledge about construal level: Cross-cultural comparisons, performance outcomes, correlates, antecedents, and change [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1649236689153458

    APA Style (7th edition)

  • Nguyen, Tina. Metamotivational knowledge about construal level: Cross-cultural comparisons, performance outcomes, correlates, antecedents, and change. 2022. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1649236689153458.

    MLA Style (8th edition)

  • Nguyen, Tina. "Metamotivational knowledge about construal level: Cross-cultural comparisons, performance outcomes, correlates, antecedents, and change." Doctoral dissertation, Ohio State University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=osu1649236689153458

    Chicago Manual of Style (17th edition)

osu1649236689153458
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This open access ETD is published by The Ohio State University and OhioLINK.
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