Integrating and Contextualizing Motivation: Ford's Motivational Systems Theory.

In this study we will show how to conceptualize a Borderline Personality Disorder case with sexual perversions in terms of Interpersonal Motivational Systems and of Metacognitive functioning models, in order to allow a more targeted and effective clinical treatment. To this end, after a theoretical discussion we will analyse some psychotherapy transcripts.In order to support our reflections and therapeutic choices we decided to refer to the metacognitive functioning model according to the Metacognitive- Interpersonal model (Semerari, 1999b; Dimaggio and Semerari, 2003; Carcione et al., 2008; Dimaggio et al., 2008; Dimaggio et al., 2009) and to the Interpersonal Motivational Systems theory within the Cognitive-Evolutionary model (Lichtenberg, 1989; Lichtenberg, Lachman and Fosshage, 1992, 1996; Liotti, 2001, 2005; Liotti, Cortina and Dazzi, 2008).

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Cultural Disposition Influences in Workgroups: A Motivational Systems Theory of Group Involvement Perspective

Small Group Research ◽

10.1177/1046496418797443 ◽

2018 ◽

Vol 50 (1) ◽

pp. 81-137

Author(s):

Verlin B. Hinsz ◽

Ernest Park ◽

Angela K.-y. Leung ◽

Jared Ladbury

Keyword(s):

Cultural Heritage ◽

Systems Theory ◽

Theoretical Foundation ◽

Cultural Dimensions ◽

Response Patterns ◽

Motivational Systems ◽

Theoretical Context ◽

Motivational Systems Theory ◽

Group Members ◽

Group Involvement

Modern organizations often involve workgroup members who have different cultural heritage. This article provides an examination of how different cultural dimensions (e.g., uncertainty avoidance, individualism–collectivism) influence the ways that workgroups and their members respond to situations that involve threats and rewards. The threats and rewards activate distinct response patterns that are associated with a motivational systems theory of group involvement. Based on this theoretical foundation, a cultural dispositions approach is applied to reveal how culture could impact the ways group members respond (cognitively, affectively, motivationally) to situations that involve varying degrees of threats or rewards. This focus on cultural dispositions locates this article in the larger theoretical context of persons within situations that account for complexities of threat and reward cues as well as groups, organizations, and cultures. Consequently, this article has broad implications to the scientific and applied science communities interested in multicultural workgroups.

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La terapia di coppia: un'influenza dall'ottica intersoggettiva

INTERAZIONI ◽

10.3280/int2008-002003 ◽

2009 ◽

pp. 16-29

Author(s):

Rosemary Segalla

Keyword(s):

Systems Theory ◽

Attachment Theory ◽

Social Constructivism ◽

Couples Therapy ◽

Point Of View ◽

Unique Point ◽

Motivational Systems ◽

Motivational Systems Theory ◽

The Face ◽

History Of

- The author redefines the analytic style adopted in couples therapy and in group therapy in light of self psychology, intersubjectivity perspective, relational psychoanalysis, neuropsychology, attachment theory, motivational systems theory and of social constructivism. With this synthesis emerges a theoretical eclecticism which is coherent and finally free from the obligation of adhering to a unique point of view. This allows maximum freedom to the therapist. In Segalla's work, the couple appears to be a therapeutic challenge more difficult and with greater risks compared to more traditional couple settings. In the face of the greater complexity and unpredictability of multiple settings (in our case the trio constituted by the couple and the therapist) the author suggests, also by a clinical example, the use, besides that of the analyst and his/her own history, of theoretical grids more articulated, less one-sided, and more adapted to comprehend the therapeutic contexts of the couple.

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Motivational Systems Theory And The Academic Performance Of College Students

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v4i7.1561 ◽

2007 ◽

Vol 4 (7) ◽

Cited By ~ 5

Author(s):

Michael M. Campbell

Keyword(s):

College Students ◽

Academic Performance ◽

Systems Theory ◽

Learning Strategies ◽

The United States ◽

Motivational Systems ◽

Gender And Race ◽

Business Degrees ◽

Motivational Systems Theory ◽

The Impact

This study explored the validity of the Motivational Systems Theory (MST) as a measure of performance of college students pursuing business degrees and the level of academic performance attained across gender and race lines. This goal is achieved by investigating the relationships between motivational strategies, biological factors, responsive environment factors, skill/prior ability, and academic performance of these college students and the impact on the level of academic performance by the college students’ gender and race. The unit of analysis used in this study was 259 college students pursuing business degrees in an institution of higher learning in the south-eastern region of the United States. The instrument of choice was the Motivated Strategies for Learning Questionnaire (MSLQ) which was used in prior studies to survey the relationship between motivation and learning strategies and performance of students in the disciplines of arts and sciences, philosophy, psychology and natural sciences. The MSLQ will be used to obtain students responses to 50 questions pertaining to their college experience as relates to their motivation and application of learning strategies. The results indicated that the motivational systems theory is a valid predictor of performance. The female students’ levels of academic performance were higher than their male counterparts irrespective of race. The biological trait, test anxiety, impacted Caucasian females more than the other gender or race groups. ANOVA confirmed that statistically significant relationships existed between academic performance and demographic variables gender and race. MANOVA confirmed that the differences in performance levels across gender and race lines were statistically significant. The results strongly supported the premise that the levels of academic performance are impacted significantly across gender and race lines for college students pursuing degrees in accredited business programs.

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