• Citer

Motivation and volition in vocational psychology: An action control perspective

par Broonen, Jean-Paul
Editeur scientifique Young, Richard A.;Domene, José F.;Valach, L
Référence Motivation and volition in vocational psychology: An action control perspective, Springer Science+Business Media, New York, Vol. 1, Ed. 1, Counseling and Action: Toward Life-enhancing Work, Relationships, and Identity, page (69-89)
Publication Publié, 2015

Partie d'ouvrage collectif

• Détails
• Contenu

Résumé :

In late modernity societies where pursuit of career in an unstable and rapidly changing occupational structure is so difficult, motivation fueling vocational constructing behaviors appears to be a prerequisite of success. However, motivational processes are only half of the story. In order to overcome internal or external obstacles to a confident and peaceful reflection on their career development, individuals need more than ever to bring into play volition, that is, the capacity to regulate psychological functions such as cognition, motivation, and emotion in order to determine which motivational tendencies are implemented, when, and how. The first aim of this contribution is to present some aspects of this overarching concept originating in experimental and social psychology, and recently also considered by cognitive neurosciences. Taking the psychology of action control as a lens of analysis, the chapter outlines (1) action versus state orientation affect-regulatory competences embedded in Personality Systems Interactions theory (Kuhl, 2000a, 2000b), which proposes an explanation of functional relationships between cognitive and affective systems underlying action; (2) implementation intentions (Gollwitzer, 1993, 1999), that is, a kind of specific plans which differs from goal intentions and may be activated in the post-decisional pre-action phase of the Rubicon Model of Action Phases. As a second aim of the chapter, some applications of these volitional constructs to the vocational domain, until now largely or completely unexplored, are proposed in order to suggest how leading theories in the field can enrich concrete practices to help students and clients, faced to an unsecured world, volitionally construct the future of their career.