Dealing with a ‘hidden stressor’: emotional disclosure as a coping strategy to overcome the negative effects of motive incongruence on health

Schüler, Julia; Job, Veronika; Fröhlich, Stephanie; Brandstätter, Veronika

doi:10.1002/smi.1241

Cited by 35 publications

(19 citation statements)

References 63 publications

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“…Our present findings are in line with the conclusion by McClelland et al (1989) as well as with many findings that incongruence between implicit and explicit motives has negative effects, regardless of the direction of the discrepancy (Baumann et al, 2005;Kehr, 2004;Schüler, Job, Fröhlich, & Brandstätter, 2009;see Brunstein, 2010, for an overview).…”

Section: Discussionsupporting

confidence: 93%

Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being

2015

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The present study examined the associations of implicit and explicit power motives with the well-being of teachers. Teachers (N = 170) participated in an online assessment, which included measures for implicit motives (assessed by the operant motive test), explicit motives, and well-being. We expected congruently high power motives to be linked with the highest levels of well-being. We tested this assumption using polynomial regressions with response surface analysis. Results were consistent with our hypothesis. Additionally, there was an effect of directional motive incongruence (a combination of a low implicit and a high explicit power motive was associated with higher well-being than a high implicit/low explicit combination), which did not hold when controlling for emotional stability. Results for achievement were comparable, but weaker, and there was no effect for motive incongruence. No significant associations were found for motive (in)congruence in the affiliation domain. Our findings underline the importance of the power motive in understanding individual differences in teachers' well-being. The present study examined the associations of implicit and explicit power motives with the

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Section: Discussionsupporting

confidence: 93%

Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being

2015

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“…Incongruence between implicit and explicit motives, in contrast, has been characterized as ''striving for goals without gaining pleasure from doing so'' or ''a lack of striving for goals which would give rise to positive affect'' (Langens and McClelland 1997;cf. Kazén and Kuhl 2011) and found to impinge on well-being and health as a hidden stressor across the social motives of affiliation (Schüler et al 2009), achievement , and power (Hofer et al 2010). found that people high in action orientation are better able to attune the explicit achievement motive to the implicit achievement motive.…”

Section: Action Orientation and Motive Congruencementioning

confidence: 93%

Guiding others for their own good: Action orientation is associated with prosocial enactment of the implicit power motive

2015

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Prior research has repeatedly documented how people who are implicitly motivated by power motives may hurt other people's interests. However, people may also enact the implicit power motive (nPower) in a prosocial manner. Using an Operant Motive Test, the authors differentiated five enactment strategies within nPower and investigated personality antecedents and personal benefits of a prosocial enactment strategy. Two studies found that demand-related action orientation (i.e., ability to self-regulate positive affect) was associated with prosocial enactment of nPower. Furthermore, prosocial enactment of nPower was associated with a higher explicit power motive among future teachers (Study 1) and future psychologists (Study 2). Finally, there was an indirect effect of action orientation through the prosocial enactment of nPower on the explicit power motive (Studies 1 and 2) and, in turn, on well-being (Study 2). Our integration of motivation and self-regulation research (the ''what'' and ''how'' of goal striving) helps to better understand the dual nature of power motives.

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“…Higher motive incongruence scores thus indicate higher incongruence between implicit and explicit achievement motives. Previous research has demonstrated high validity of motive-incongruence scores (e.g., Baumann et al 2005;Clavadetscher 2003;Kehr 2004;Schüler et al 2009; for similar self-discrepancy measures, see for example Boldero and Francis 2000;Brunstein et al 1998;Higgins 1998). A motive-incongruence score makes theoretical sense when the phenomenon of motive incongruence itself is subject to examination, that is, when the assumption is made that both types of motive incongruence (a high explicit motive combined with a low implicit motive as well as a high implicit motive combined with a low explicit motive) cause intrapersonal motive conflicts that result in impaired physiological and subjective well-being (for a similar line of reasoning, see Baumann et al 2005;Kehr 2004).…”

Section: Methodsmentioning

confidence: 99%

“…Common to many explanations of the negative effects of motive incongruence is some form of intrapersonal conflict or stress (Brunstein et al 1998;McClelland and Jemmott 1980;Kehr 2004;McAdams and Bryant 1987;Schüler et al 2009). Either a high implicit motive is not satisfied by behavior which is elicited by a high explicit motive, (e.g., by the personal goals of a person) or a high explicit motive is not supported by the energy which is exerted in connection with a high implicit motive, so that goal attainment requires extra volitional energy and is exhausting.…”

Section: Motive Incongruence and Its Negative Effectsmentioning

confidence: 99%

Achievement incentives determine the effects of achievement-motive incongruence on flow experience

Schüler

2009

Motiv Emot

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Previous research has shown that incongruence between implicit and explicit achievement motives impairs flow experience. We examined this relationship in a more differentiated manner by arguing that achievement-motive incongruence only exerts negative effects when individuals act in situations in which achievement incentives are present and arouse conflict between the two motives. In nonachievement situations, no negative effects of achievementmotive incongruence on flow experience are expected. Study 1 and Study 2 showed that participants with incongruent implicit and explicit achievement motives reported less flow in achievement-as compared to non-achievementoriented sport situations. In Study 3, we experimentally manipulated achievement and non-achievement situations. Again, motive incongruence impaired the experience of flow in achievement but not in non-achievement situations.

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Dealing with a ‘hidden stressor’: emotional disclosure as a coping strategy to overcome the negative effects of motive incongruence on health

Abstract: Summary Taking the affi liation motive as an example, present research examines whether the negative effects of implicit-explicit motive incongruence on health is

Cited by 35 publications

References 63 publications

Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being

Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being

Guiding others for their own good: Action orientation is associated with prosocial enactment of the implicit power motive

Achievement incentives determine the effects of achievement-motive incongruence on flow experience

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