You say to may-toe, i say to-mah-toe 143 before illuminatin

1. You say to-may-toe, I say to-mah-toe 143
Before illuminating the etiology and consequences of
motivational orientation, I
would like to introduce you to the motivational enigma known
as Alec Torelli, who is
profiled in detail in Chapter 9 (p. 251). Before I met Alec, his
wife Ambra informed
me that “Alec regularly travels the world following high-stakes
poker action”
(A. Meda, personal communication, November 20, 2013). On
any given day, Alec can
be found in one of the many opulent casinos throughout the
world, playing in lucrative
tournaments in exotic locales, such as Macau, China, or Monaco
(in Monte Carlo’s
Grand Casino of James Bond fame). As a professional gambler,
you might quickly
surmise that Alec is highly extrinsically motivated, especially
considering that he has
twice played at the finals table in the famed Las Vegas World
Series of Poker, where
the payout to the winner is over $10,000,000! As emphasized in
Chapter 1, however,
snap judgments and quick inferences concerning the meaning of
behaviors should
always be tempered. In this case, the extrinsic inference
concerning Alec is only
marginally true.
I described Alec as “enigmatic” because contrary to intuition,
he does not play

2. in high-risk, high-reward poker tournaments for money alone.
When asked why he
participated, Alec emphasized the opportunity for perfect play
and the potentially
boosting feelings of efficacy as strong motivators of his
behavior. Alec stated,
When I am at the table, I feel I am in control of my own
destiny. Win or lose,
nothing or no one gets in my head. I am totally focused on the
outcome. I decide
if I should fold, raise, or pass; it’s my choice. I use my
advanced knowledge of
mathematics and assess the probability of winning; what
decision should be made
is usually crystal clear. Obviously, winning is important for my
career, but being
right is more important for my state of mind.
A. Torelli, personal communication, May 13, 2014
He added, “Losing is part of the game. Over time, everyone gets
dealt the same
hands; knowing when to fold is the difference between the
ultimate winners and
losers.”
Analyzing Alec’s motives for immersing himself in the risky
career of a tourna-
ment poker player shows an obvious connection to extrinsic
factors. Would Alec
play if there were no promise of economic gain? Probably not.
Does he engage in
the behavior for extrinsic reasons alone? Also unlikely. While
the monetary gains
from winning tournaments are immense, Alec realizes his quest

3. for control by
consciously regulating his willingness to engage in playing and
by making in-game
tactical decisions. Alec’s behavior can be best understood
through the broad theo-
retical lens of self-determination theory (SDT; Ryan & Deci,
2000) introduced in
Chapter 2 (p. 36). SDT contends that individuals strive to create
a unified view of
the self that integrates with their perceptions of their conceptual
and social world.
Individuals elect to immerse themselves in environme nts that
may either impede
or accelerate integration. The foundation of organismic
integration (one compo-
nent of SDT) suggests that reciprocal and harmonious
relationships between the
psychic self and the external world are based upon the
satisfaction of three basic
Hoffman, Bobby. Motivation for Learning and Performance,
Elsevier Science & Technology, 2015. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/amridge/detail.action?docI
D=2074776.
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Motivation for Learning and Performance144
psychological needs: autonomy, competence, and relatedness
(Deci & Ryan, 2002;
also see Principle #11, p. 35). For Alec, the needs for autonomy
and competence are
revealed in his answer to the “why do you play” question. When
Alec plays, he pre-
sumes to be in control of his environment. His choice of
vocation provides the social
context that allows him the opportunity to fulfill his needs
while concurrently allow-
ing him to develop more positive views of the self as he meets
his playing objec-
tives (aka, winning). Alec feels competent when his choices are
correct; he feels
autonomous because he believes it is his own volition, not the
cards, that ultimately
determines his seemingly extrinsically-focused destiny. Alec’s
orientation, although
perhaps statistically infrequent, is supported by neurological
evidence indicating
that individuals exhibit similar biopsychological reactions to
materialistic reward
as they do when having the perception of making a correct
choice (Satterthwaite

6. et al., 2012).
While Alec’s behavior may seem circumstantially logical,
according to SDT,
motives are not fixed but, instead, operate under a continuum
that predicts a range
of behaviors. Knowing under what circumstances innately
intrinsic motivation shifts
to an extrinsic focus is of great value to the practitioner.
Knowledge of the motive
source can influence not only what goals individuals will set but
also what strategies
they will choose as the mechanism to attain their goals.
Although some ambiguity
exists, an abundance of research supports the view that when it
comes to cultivating
superior learning and performance outcomes, intrinsic motives
are highly coveted and
beneficial (Pintrich & De Groot, 1990; Ryan & Deci, 2000).
What remains elusive are
the specific cognitive triggers that influence motivational
orientation and how orienta-
tion can be used as a reliable predictor to determine which goal
attainment strategies
individuals will use.
Principle #32—The source of motives determines goal
emphasis and strategy choice
When individuals set targets, they undergo a series of largely
implicit cognitive evalu-
ations ascribing a degree of relative importance, value, interest,
and utility to the tasks
under consideration. Goal setting criteria vary among
individuals and are contingent
upon a variety of task-related beliefs, contextual circumstances,

7. and the perceived
social climate of application. The factors individuals consider
during task appraisal
will vary according to the nature of the task, the individual’s
ability perceptions, and
the perceived benefits derived, if and when the task is
completed. In other words,
individual differences in the perception and evaluation of task
goals influence the type
of goals set, the degree of challenge one is willing to accept, the
level of commitment
or effort devoted toward reaching a goal, including which
strategies will be employed
during goal pursuit.
Perhaps the best example of the variety of factors individuals
consider when set-
ting goals is the classic case of a learner studying for an
examination. Some learners
exhibit organized and methodical approaches when planning and
executing study
Hoffman, Bobby. Motivation for Learning and Performance,
Elsevier Science & Technology, 2015. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/amridge/detail.action?docI
D=2074776.
Created from amridge on 2021-02-17 13:16:12.
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Running head: ALL CAPS SHORT TITLE 50 CHARACTERS
OR LESS
1
APA Style Sixth Edition Template: This Is Just an Example
Title That Has a Colon In It
Paul Rose
Southern Illinois University EdwardsvilleAuthor Note
A brief author note (which should be omitted in Paul Rose’s
courses) goes here. This note may include acknowledgment of
funding sources, expressions of gratitude to research assistants,
and contact information for the author who will handle requests.
I have a few notes of my own to share. First, thanks to everyone
who has suggested improvements; I’m sorry I can’t
acknowledge you all here. If anyone else badly needs to email
me, try searching with “paul rose siue”. Second, you are hereby
granted permission to use (and adapt) this document for
learning and research purposes. You may not sell this document
either by itself or in combination with other products or
services. Third, if you use this document, you use it at your own
risk. The document’s accuracy and safety have been thoroughly
evaluated, but they are not guaranteed. Fourth, if you find this
document helpful, I would be grateful if you would click on this
URL: http://goo.gl/DGHoZ. It directs to a harmless Department

10. of Psychology web page at SIUE, and records click-through data
that give me an idea of how many people have found this
document helpful.
Abstract
An abstract is a single paragraph, without indentation, that
summarizes the key points of the manuscript in 150 to 250
words. For simpler papers in Paul Rose’s classes, a somewhat
shorter abstract is fine. The purpose of the abstract is to
provide the reader with a brief overview of the paper. When in
doubt about a rule, check the sixth edition APA style manual
rather than relying on this template. (Although I prefer only
one space after a period, two spaces after a period are suggested
by the sixth-edition APA manual at the top of page 88.) This
document has a history that compels me to give credit where it’s
due. Many years ago I downloaded a fifth-edition template
from an unspecified author’s web site at Northcentral
University. I modified the template extensively and repeatedly
for my own purposes and in the early years I shared my highly-
modified templates only with my own students. By now, I have
edited this document so many times in so many ways that the
current template bears virtually no similarity to the old
Northcentral document. I want to be clear, however, that I am
in debt to an unknown author who spared me the inconvenience
of having to create my own templates from scratch.
Keywords: writing, template, sixth, edition, APA, format, style,
self-discipline
Title of Paper Gets Repeated Here Exactly As It Appears On
The First Page
This is where the body of your paper begins. Note that the title
of your paper appears at the top of your introduction even
though other sections begin with headings like “Method”,
“Results” and so on. The rest of the text in this template
provides hints about properly generating the parts of your APA-
formatted paper. Notice that there is no extra spacing between

11. the paragraphs or sections.
The major components of your paper (abstract, body,
references, etc.) each begin on a new page. These components
begin with centered headings at the top of the first page. (You
can see how major components of text get divided in this freely
available sample document:
http://www.apastyle.org/manual/related/sample-experiment-
paper-1.pdf ). Some papers have multiple studies in them so the
body could have multiple sections and subsections within it.
Sections can have subsections with headings. For example, a
Method section might have Participants, Materials, and
Procedure subsections if there are enough details to explain to
warrant such headings. The sixth edition of the APA manual,
unlike earlier editions, tells you to bold some headings. Below
are examples.Heading Level 1
Heading Level 2
Heading level 3. (Note the indent and period, and note how the
capitalization works. You will probably never go deeper than
the third heading level.)
Heading level 4.
Heading level 5.Citations and References
Check your assigned reading materials for rules about citations
(which occur within the text of the paper) and references (which
are listed in their own separate section at the end of the paper).
Remember that you can find a lot of answers to formatting
questions with a careful search. When you’re looking at
information online, check the source, and consider whether the
information might refer to an older edition of APA format.
When in doubt, follow the latest edition of the APA manual.
About a References Section
An example of a References section is on the next page. Take
note of the "hanging indent" style and double-spacing (with no
extra spacing between references). The easiest way to create

12. hanging indents is to type your references without worrying
about indentation and when you are finished, select all the
references at once and apply the hanging indents with your word
processor.
Many APA format rules are not mentioned or demonstrated in
this document. You should plan to spend a lot of time looking
up formatting rules (http://www.apastyle.org/ is helpful). If
APA formatting is driving you crazy and you want a distraction,
how about alleviating people’s suffering with a simple click?
Check out The Hunger Site (http://www.thehungersite.com/).
References
Ajournalarticle, R. H., Spud, P. T., & Psychologist, R. M.
(2016). Title of journal article goes here. Journal of Research in
Personality, 22, 236-252. doi:10.1016/0032-026X.56.6.895*
B’Onlinesourcesareconfusing, S. O. (2010). Search for answers
at apastyle.org and include issue numbers after volume numbers
when there is no DOI. Journal of Articles Without Digital
Object Identifiers, 127 (3), 816-826.
Cmagazinearticle, B. E. (2009, July). Note the last names on
this page: Each source type has to be formatted in a different
way. [Special issue]. Prose Magazine, 126 (5), 96-134.
Dbookreference, S. M., Orman, T. P., & Carey, R. (1967).
Google scholar’s “cite” feature is usually accurate and time-
saving. New York, NY: Pearson.
O’encyclopedia, S. E. (1993). Words. In The new encyclopedia
Britannica (vol. 38, pp. 745-758). Chicago, IL: Penguin.
Pchapter, P. R., & Inaneditedvolume, J. C. (2001). Scientific
research papers provide evidence of frustration with giant style
manuals. In P. Z. Wildlifeconservation, R. Dawkins, & J. H.
Dennett (Eds.), Research papers are hard work but boy are they
good for you (pp. 123-256). New York, NY: Simon & Schuster.
Qosenberg, Morris. (1994, September 11). This is how you cite
an online news article that has an author. The Washington Post.

13. Retrieved from
http://www.washingtonpost.com/dir/subdir/2014/05/11/a-d9-
11e3_story.html
* On p. 189, the 6th ed. manual says “We recommend that when
DOIs are available, you include them”—so you can skip the
DOI if you can’t find it. Footnotes like this aren’t appropriate in
a real references section.
Footnotes
1 Some professional journals ask authors to avoid using
footnotes. In an undergraduate paper they are almost never
necessary.
Table 1
Correlations Among and Descriptive Statistics For Key Study
Variables
Variables
M (SD)
Sex
Age
Income
Educ.
Relig.
Dist. Intol.
Sex
1.53 (.50)
.07
-.09
.02
.14
.06
Age
31.88 (10.29)

14. .08
.19*
.20*
.01
Income
2.60 (1.57)
.04
-.14
-.09
Educ.
3.44 (1.06)
-.29*
-.06
Relig.
1.21 (.30)
-.19*
Dist. Intol.
3.75 (1.19)

15. Notes. N’s range from 107 to 109 due to occasional missing
data. For sex, 0 = male, 1 = female. Educ. = education. Dist.
Intol. = distress intolerance. Relig. = religiosity.
* p < .05.
Figure 1. This simple path model, adapted from results in a
Journal of Consumer Behaviour paper, is an example of a
figure. The figure appears on the last page (although in the rare
case that you have an appendix, the appendix would follow the
figure).
Alcohol Consumption
Frugality
Amount that Gets Spent on Alcohol