http://www.labspaces.net/101549/Those_le...een_as_fun

"Those who value excellence and hard work generally do better than others on specific tasks when they are reminded of those values. But when a task is presented as fun, researchers report in a new study, the same individuals often do worse than those who are less motivated to achieve."

This is the first of your posted articles that I find genuinely interesting. This one I might actually read because that's one hell of an interesting conclusion.

Tobberoth Wrote:This is the first of your posted articles that I find genuinely interesting. This one I might actually read because that's one hell of an interesting conclusion.

Thanks... no, wait...

nest0r Wrote:

Tobberoth Wrote:This is the first of your posted articles that I find genuinely interesting. This one I might actually read because that's one hell of an interesting conclusion.

Thanks... no, wait...

ROFL

Tobberoth Wrote:This is the first of your posted articles that I find genuinely interesting. This one I might actually read (...)

Isn't by chance your last name Scrooge?

nest0r Wrote:

Tobberoth Wrote:This is the first of your posted articles that I find genuinely interesting. This one I might actually read because that's one hell of an interesting conclusion.

Thanks... no, wait...

Don't worry nesty, I appreciate you

*Sniff* みんな...

がんばって！！

How do you find all these articles? They all seem to be of different subjects, from different locations, etc.

Aren't you supposed to be studying Japanese?

mattimus Wrote:がんばって！！

Thanks for indulging my Densha Person dorama moment.

Grinkers Wrote:How do you find all these articles? They all seem to be of different subjects, from different locations, etc.

Aren't you supposed to be studying Japanese?

I think most of the stuff I've posted are from Labspaces or Sciencedaily, now that I look. Though I have a few hundred live bookmarks framing my Firefox window (I use a few addons to streamline it) and a few hundred more RSS feeds in an aggregator program--that's after honing them and my reading habits down over the years. I think there's probably a half dozen sites that I end up finding interesting articles from on a very regular basis.

That study is horribly flawed. -sigh-

For the instance where the motivated student does worse on the 'fun' project, they didn't tell him that the results matter, and they just declared it to be 'fun'... And what if he didn't find it to be fun? Tell him it's fun -and- important and he'll do better than the other student, I'm sure.

The motivated student doesn't fail because he's wired wrong, he fails because he wasn't told there was anything to fail at and he doesn't waste his energy on it.

Now, should the exercise actually have been -fun- to him, he probably would have done better, even if he wasn't told that it was graded.

This is part of the reason I can't respect an individual simply because he/she has published x amount of papers. Quality over quantity motherf****az.

wccrawford Wrote:The motivated student doesn't fail because he's wired wrong, he fails because he wasn't told there was anything to fail at and he doesn't waste his energy on it.

The point is that some people reacted differently to the same situation. In this case, the individuals identified as belonging to the group labeled, somewhat arbitrarily, "motivated students" performed worse than the others. Why is that? That's the interesting part. If they didn't think the task was fun or worth putting energy into while the others did, why?

Here's a link to the study: http://www.psych.uiuc.edu/~dalbarra/pubs...vation.pdf

The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals via: http://albarracin.socialpsychology.org/

Abstract: This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In four studies, chronic differences in achievement motivation were measured and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation, but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation.

The definition of what having fun is on an individual level could be a tricky variable.

bodhisamaya Wrote:The definition of what having fun is on an individual level could be a tricky variable.

Indeed, though going through the paper, the operative definition of fun takes this into account, not merely through defining the term relative to goal-oriented/free-flowing exercises and self-reporting parameters, but in terms of the focus on perception, priming variables and 'framing' (i.e. "others found this fun"). The conclusions of the paper itself are more of a call for further expansion of definitions to incorporate variable individual concerns, rather than focusing on rigid archetypes.