A controlled examination of motivational strategies: Is it better to motivate by reviewing positive consequences for goal achievement or negative consequences of not accomplishing goals?

Abstract

Motivation is an integral part of human life and one of the most fundamental aspects of behavior change. Although interventions have been developed to motivate goal-oriented behavior, controlled outcome studies have yet to compare the relative merits of reviewing perceived positive consequences for goal achievement (positive consequences review [PCR]) with reviewing negative consequences of not accomplishing goals (negative consequences review [NCR]). In this study, 93 undergraduate students who were interested in improving motivation for lifestyle behaviors completed baseline measures (i.e., motivation to perform healthy lifestyle behaviors, University of Rhode Island Change Assessment Scale, goal achievement, Positive and Negative Affect Schedule, likelihood of seeking professional assistance). Participants were subsequently randomly assigned to PCR, NCR, or relaxation control conditions. They were reassessed immediately after the respective experimental conditions were implemented and 7 days after baseline. Repeated measures analyses indicated that both PCR and NCR were more efficacious than relaxation in enhancing motivation, goal achievement, and positive affect, with PCR yielding larger effect sizes (ps < .05). No significant interaction effects were found in reducing negative affect and increasing desire to seek professional assistance (ps > .05). Future directions are discussed in light of the results.

Motivational Factors for Undergraduate Students During COVID-19 Remote Learning

“…Students’ participation increases according to positive communication and personal interests ( Garris & Fleck, 2020 ). Motivation driven by reward or consequence is supported by the incentive theory of motivation posits behavior is driven by reward and the drive theory assumes actions to reduce or avoid unfavorable experiences ( Gavrilova et al, 2019 ). The theory of approach–avoidance motivation combines incentive and drive for goal achievement ( Gavrilova et al, 2019 ).…”

“…Furthermore, incentives and undesirable outcomes influence students’ choices to approach or avoid academic engagement. Gavrilova et al (2019) compare the effectiveness of negative or positive consequences to accomplish goals in online course settings concluding that positive consequences encourage completion of goals, and explicit awareness of consequences encourages motivation. The subjectivity of a student's awareness can change expected outcomes when relying on incentives or punishment.…”

“…The subjectivity of a student's awareness can change expected outcomes when relying on incentives or punishment. Situations can shift motivation orientation to achieve desired goals ( Gavrilova et al, 2019 ). Grade retention aims to offer low-achieving students an equal opportunity to learn with their peers by closing learning gaps arguing that students are motivated to not fall behind in school ( Kretschmann et al, 2019 ).…”

“…A large body of literature focuses on student goal achievement and retention. One aim is to help students to increase their motivation to form positive routines (e.g., health-conscious behavior, academic scholarship, and professionalism; Gavrilova et al, 2019 ). Co-occurring risks derive from maladaptive coping skills that arise from academic failure ( Hamm et al, 2019 ).…”

“…Student engagement is connected with goal orientation and motivational factors. The application of negative punishment and positive reinforcement gained support from behavioral therapy methods relative to changing behavior ( Gavrilova et al, 2019 ). Few studies have examined the effectiveness of goal engagement treatment for remote learning or its effect on students with co-occurring risk factors ( Hamm et al, 2019 ).…”