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Meta-analytic evidence of low convergence between implicit and explicit measures of the needs for achievement, affiliation, and power.

ABSTRACT: The correlation between implicit and explicit motive measures and potential moderators of this relationship were examined meta-analytically, using Hunter and Schmidt's (2004) approach. Studies from a comprehensive search in PsycINFO, data sets of our research group, a literature list compiled by an expert, and the results of a request for gray literature were examined for relevance and coded. Analyses were based on 49 papers, 56 independent samples, 6151 subjects, and 167 correlations. The correlations (?) between implicit and explicit measures were 0.130 (CI: 0.077-0.183) for the overall relationship, 0.116 (CI: 0.050-0.182) for affiliation, 0.139 (CI: 0.080-0.198) for achievement, and 0.038 (CI: -0.055-0.131) for power. Participant age did not moderate the size of these relationships. However, a greater proportion of males in the samples and an earlier publication year were associated with larger effect sizes.

SUBMITTER: Kollner MG

PROVIDER: S-EPMC4126572 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature

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Meta-analytic evidence of low convergence between implicit and explicit measures of the needs for achievement, affiliation, and power.

Köllner Martin G MG Schultheiss Oliver C OC

Frontiers in psychology 20140808

The correlation between implicit and explicit motive measures and potential moderators of this relationship were examined meta-analytically, using Hunter and Schmidt's (2004) approach. Studies from a comprehensive search in PsycINFO, data sets of our research group, a literature list compiled by an expert, and the results of a request for gray literature were examined for relevance and coded. Analyses were based on 49 papers, 56 independent samples, 6151 subjects, and 167 correlations. The corre ...[more]

PMID: 25152741

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Project description:Many determinants leading to the use of different coercive measures in psychiatry have been widely studied and it seems that staff attitudes play a crucial role when it comes to the decision-making process about using coercion. However, research results about staff attitudes and their role in the use of coercive measures are inconsistent. This might be due to a focus on self-report studies asking for explicit answers, which involves the risk of bias. This study aimed to expand research on this topic by examining the impact of explicit and implicit staff attitudes on the use of coercive measures in clinical practice. In addition, the influence of gender, profession (nurses, psychiatrists), and years of professional experience as well as their influence on staff attitudes were examined. An adaption of the implicit association measure, the Go/No-Go Association Task (GNAT), with the target category coercion and distracter stimuli describing work load, as well as the explicit questionnaire Staff Attitudes to Coercion Scale (SACS) was completed by staff (N = 149) on 13 acute psychiatric units in 6 hospitals. Data on coercive measures as well as the total number of treated cases for each unit was collected. Results showed that there was no association between staff's implicit and explicit attitudes toward coercion, and neither measure was correlated with the local frequency of coercive measures. ANOVAs showed a significant difference of the GNAT result for the factor gender (F = 9.32, p = 0.003), demonstrating a higher tendency to justify coercion among female staff members (M = -0.23, SD = ±0.35) compared to their male colleagues (M = -0.41, SD = ±0.31). For the SACS, a significant difference was found for the factor profession (F = 7.58, p = 0.007), with nurses (M = 2.79, SD = ±1.40) showing a more positive attitude to the use of coercion than psychiatrists (M = 2.15, SD = ±1.11). No significant associations were found regarding the extent of professional experience. Results indicate a complex interaction between implicit and explicit decision-making processes dependent on specific contexts. We propose future research to include primers for more context-related outcomes. Furthermore, differences in gender suggest a need to direct attention toward occupational safety and possible feelings of anxiety in the workplace, especially for female staff members.

Project description:A motivational downturn in mathematics during secondary school has been well documented for many students. As a way to address this, creating personally relevant tasks is supposed to increase students' motivation for mathematical tasks. According to recent research, topics relating to affiliation, achievement, and power are personally relevant for young people. Prior research showed that motive imagery in school tasks increases students' task-related intrinsic value and success expectancies. The present study examined the effect of motive topics in word problems on students' task performance. We contextualized mathematical tasks either with affiliation, achievement, and power topics or with neutral topics not related to motive topics. The tasks were comparable regarding their mean word count, text, and mathematical complexity. In three experimental studies (N1 = 56, N2 = 63, N3 = 62), the students solved four tasks for each motive topic and neutral tasks, respectively. The dependent variables were task performance, intrinsic values, and expectancies of success. Repeated measures analyses of variance with the four-level, within-subjects factor motive imagery revealed positive effects of motive imagery in word problems on students' task performance. This was particularly true for achievement-related tasks compared with neutral tasks. The results also indicated slightly positive effects for affiliation-related word problems on students' performance. In addition, the intrinsic value for affiliation-related (Experiment 1) and achievement-related tasks (Experiment 3) was higher than for neutral tasks. Power imagery did not affect students' task performance; it negatively affected students' intrinsic value compared with neutral tasks. Task-related success expectancies were not influenced by motive imagery. The present study replicates and extends previous findings that indicate that tasks referring to affiliation and achievement imagery are more appealing to students and can benefit their performance.

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Meta-analytic evidence of low convergence between implicit and explicit measures of the needs for achievement, affiliation, and power.

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Meta-analytic evidence of low convergence between implicit and explicit measures of the needs for achievement, affiliation, and power.

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