The Hierarchical Model of Approach-Avoidance Motivation

By A. Elliot. 2006

1,244 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ae06fe807dd002d15e20bf959e64dfccd8a7c505

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Citations in the corpus

Unresolved questions in nudging research: Putting the psychology back in nudging (2017, background): “Research has shown, however, that valorized behaviors increase the evaluation and the motivation to pursue the specific behavior (Elliot, 2006) and should therefore be preferred over de‐valorizing less preferred options.”
Effects of COVID-19 on preferences for private dining facilities in restaurants (2020, background): “Based on the behavioral inhibition system theory (Elliot, 2006), the contagion effect (Argo, Dahl, & Morales, 2006), and the crisis management theory (Barton, 1994), in this paper we examine the effect of perceived threat and the salience of COVID-19 on the preference for restaurants with private di”
Daily recovery from work: The role of activities, effort and pleasure (2011, background): “We chose to focus on pleasure as a positive experience, because of its pivotal role in guiding human action (Elliot, 2006).”
Future thought and behaviour change (2012, background): “In line with classic approaches of motivation, Elliot (2006) argued that: ‘‘a full account of motivation will attend to both direction and energisation’’ (p. 114).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “Researchers have proposed a variety of internal and external sources of goal orientations including need for achievement, fear of failure, perceived competence, theories of intelligence, and classroom/school goal structures (Ames, 1992a, b; Dweck & Leggett, 1988; Elliot, 1999, 2006).”
Neural Circuit Motifs in Valence Processing (2018, positive): “In the simplest terms, motivated behaviors fall into two classes: seeking pleasure and avoiding pain (Berridge, 1999; Elliot, 2006; Elliot and Covington, 2001; Solomon, 1980).”
Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator (2020, background): “…also reported higher levels of attitude toward technology-based self-directed learning, indicating that learning motivation could be considered as an important antecedent for attitude toward technology-based self-directed learning (Elliot, 2006; Schunk and Pajares, 2009; Elliot and Hulleman, 2017).”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, methodology): “Among contemporary social-cognitive theories of motivation, achievement goal theory (Ames 1992; Dweck and Leggett 1988; Elliot 1999, 2006) and expectancy-value models (Eccles et al. 1983; Feather 1992; Pintrich 2003a; Wigfield and Eccles 2000) are dominant.”
Avoidance of Information Technology Threats: A Theoretical Perspective (2009, background): “The approach–avoidance distinction has been recognized as a fundamental, basic concept in motivation and decision theories (Carver and White 1994; Elliot 2006; Elliot and Covington 2001; Steel and Konig 2006; Tversky and Kahneman 1992).”
From entrepreneurial intentions to actions: Self-control and action-related doubt, fear, and aversion (2015, background): “In practical terms our research highlights the essential role of self-control in the implementation of entrepreneurial intentions, and the importance of applying action knowledge and action planning to avoid action doubt stifling entrepreneurial action.”
Motivational mechanisms of employee creativity: A meta-analytic examination and theoretical extension of the creativity literature (2016, background): “Researchers also may investigate whether, when, and how other motivational variables such as approach and avoidance motivation (Elliot, 2006) and promotion and prevention focus (Higgins, 1998) might impact creativity.”
What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019, background): “…success has been found to be positively associated with students’ intrinsic value and utility value (Wigfield, Eccles, Yoon, Harold, Arbreton et al., 1997), their language achievement and career intentions (Elliot, 2006; Harackiewicz, Braaon, Pintrich, Elliot, & Thrash, 2002; Plante et al., 2013).”
The general belongingness scale (gbs): Assessing achieved belongingness (2012, result): “These results are consistent with the hierarchical model posited by Elliot (2006).”
A 3 × 2 achievement goal model (2011, methodology): “We begin by laying out a historical overview of conceptual work on achievement goals and proceed to articulate the need for and nature of the 3 2 achievement goal model.”