The present article includes separate meta-analyses showing that self-concordance and implementation intentions are significantly positively associated with goal progress. Study 1 confirmed the positive relations of both self-concordance and implementation intentions to weekend goal progress. Study 2 confirmed the positive relation of self-concordance with monthly progress on New Year's resolutions but failed to find a direct benefit for implementation intentions. Both studies, however, obtained a significant interaction effect indicating that goal self-concordance and implementation intentions combined synergistically to facilitate goal progress. The article also reports a meta-analysis and results from the 2 studies that demonstrated that goal progress was associated with improved affect over time.

Self-determination theory proposes that prioritizing intrinsic life goals, such as community involvement, is related to well-being, whereas focusing on extrinsic life goals, such as financial success, is associated with lower well-being and that parenting influences the type of life goals that youth adopt. In a sample of 515 Chinese (56% female, mean age = 15.50) and 567 North American (52% male, mean age = 14.17) adolescents, a model of the relationships between parenting, life goals, and well-being was investigated and confirmed for intrinsic life goals. Across societies, autonomy-supportive parenting was associated with the endorsement of intrinsic life goals, which in turn was associated with well-being. Intrinsic life goals partially mediated the relationship between parental autonomy-support and well-being. These findings suggest that, cross-culturally, prioritizing intrinsic life goals is related to increased well-being among adolescents and that parents could encourage intrinsic life goals by being supportive of their children's autonomy.

A longitudinal study examined the relations of maternal autonomy support to children's school adjustment. Autonomy support and other parenting dimensions were measured when children were 5 years old. School measures were teacher-rated academic and social adjustment and achievement in reading and math in grade 3. Regression analyses controlling for age 5 family and child factors (e.g., socioeconomic status [SES], kindergarten adjustment, IQ) revealed that autonomy support was positively related to grade 3 adjustment (social and academic) and reading achievement. Maternal emphasis on school performance was positively related to achievement measures but negatively related to social adjustment. Maternal use of rewards and praise was unrelated to grade 3 school measures. Finally, supplemental analyses revealed that autonomy support was associated with greater consistency in children's adjustment across social and academic domains as well as higher overall adjustment. These results highlight the developmental significance of parental autonomy support in early childhood.

The purpose of the present research was to examine the automatic role of psychological need satisfaction in episodic memories and in their associated networked memories on people's sense of well-being. In each of four studies, participants were asked to describe a main episodic memory and networked memories, that is, other memories related to their main episodic memory. Results of Studies 1 and 2 revealed that levels of need satisfaction in a main episodic memory and in its networked memories both uniquely contributed to the prediction of well-being (based on either participants' or peers' ratings). Study 3 examined the automatic effect of priming an episodic memory network on people's well-being in the here and now. Study 4 revealed that need satisfaction in episodic memory networks predicted changes in well-being over time. In addition, this relationship held after controlling for broad dispositional traits, mental health, and general need satisfaction ratings.

MARK VILLACORTA received his B.Sc. from McGill University and is currently a graduate student in the department of psychology at the University of Michigan. His primary areas of research interest are motivation, self-regulation, and goal orientation. RICHARD KOESTNER received his Ph.D. from the University of Rochester. He is currently an associate professor in psychology at McGill University. His primary areas of research interest are self-regulation and goal-setting. NATASHA LEKES received her B.A. from McGill University and is currently studying community psychology at Harvard University's Graduate School of Education. Her primary areas of research interest are the evaluation of programs and techniques to foster children's motivation, social competence, and moral development.ABSTRACT: A study was conducted to further validate the Motivation Toward the Environment Scale (MTES). Results confirmed both the convergent and discriminant validity of the MTES by showing that peer reports corresponded to self-reports of environmental self-regulation and that environmental self-regulation was relatively distinct from self-regulation in academic and political domains. Results also pointed to some possible sources of autonomous self-regulation. Individuals were more likely to engage in autonomous environmental behaviors if (a) their parents had shown an interest in their developing attitudes about the environment, (b) their peers supported their freedom to make decisions about the environment, and (c) they had already developed life aspirations such as concern for their community. Finally, results 486 AUTHORS' NOTE: This study was funded by grants Downloaded from confirmed the adaptive value of developing an autonomous regulatory style toward environmental activities. Thus, autonomous individuals were shown to report stable proenvironmental attitudes over time, a greater number of environmental behaviors, and higher levels of well-being.