A Functional-Design Approach to Motivation and Self-Regulation

By Julius Kuhl. 2000

256 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/06bcc93cf8009791a2886b39ecc80e3ae3bc6429

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation? (2006, methodology): “Kuhl and his colleagues (e.g., Kuhl, 2000) pointed out that complying with task and social demands often involves imposing restrictions on one’s own wishes, interests, and expectations (e.g., refraining from engaging in interesting activities, from doing things one’s own way, and from taking initiat”
On the nature of implicit self-esteem: The case of the name letter effect. (2002, background): “Thus, whereas the conscious experience of disunity within the self is psychologically distressing (Deci & Ryan, 2000; McGregor, Zanna, Holmes, & Spencer, in press), the functional multiplicity of the self may be a universal aspect of the human cognitive-affective architecture (Kuhl, 2000).”
Motivation and the Goal Theory of Current Concerns (2011, background): “When the memory is explicit and conscious, Kuhl (2000, 2001) calls it intention memory.”
Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning (2004, background): “However, perceiving the instrumentality or utility value of long-term goals may not be sufficient for engaging in self-regulation or volitional control of actions (Kuhl, 1985, 2000).”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “Reducing anxiety Clarified expectations, as provided by rubrics, may also support student performance by lowering students’ anxiety regarding assignments (Kuhl, 2000; Wolters, 2003).”
Positive education: positive psychology and classroom interventions (2009, unknown): “…(Isen et al. , Positive education 295 1987; Estrada et al. , 1994), and more holistic thinking (Isen et al. , 1991; Kuhl, 1983, 2000), in contrast to negative mood which produces narrower attention (Bolte et al. , 2003), more critical thinking, and more analytic thinking (Kuhl, 1983, 2000).”
Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning (2016, background): “A study by Kuhl (2000) showed that processing styles differ with different emotional states.”
Academic Self‐concept, Implicit Theories of Ability, and Self‐regulation Strategies (2005, background): “Self-discipline and diligence concern the management of effort, which seems to be an important aspect of self-control in terms of persisting in the face of difficult or boring tasks (Corno, 1986; Kuhl, 2000).”
A Cognitive Control Perspective of Self-Control Strength and Its Depletion (2010, background): “In an interesting analysis of self-control, Kuhl (2000) proposed two distinct responses to stress, one state-oriented in nature and the other action-oriented in nature.”
Towards a positive university (2011, background): “In contrast, negative mood narrows the focus of attention (Bolte, Goschke, & Kuhl, 2003) and leads to more critical and analytical thinking (Kuhl, 2000).”
Positive value change during college: Normative trends and individual differences (2005, background): “…much internal information, including their current feelings and their remembered responses to their own past actions, in order to make informed choices about what to do next (Kasser & Sheldon, in press; see also Kuhl, 2000; for further consideration of such parallel-intuitive cognitive networks).”
A neural network model of the structure and dynamics of human personality. (2010, background): “Cervone (2004) and Kuhl (2000) recently proposed other accounts of the intrapersonal structure of personality mechanisms and dynamics.”