Geneviève L. Lavigne

Passion for an activity and quality of interpersonal relationships: the mediating role of emotions.

Our purpose in this research was to investigate the role of passion (Vallerand et al., 2003) for a given activity in the quality of interpersonal relationships experienced within the context of that activity in 4 studies. Study 1 demonstrated that a harmonious passion was positively associated with the quality of interpersonal relationships within the context of the passionate activity, whereas an obsessive passion was unrelated to it. Furthermore, in line with the broaden-and-build theory (Fredrickson, 2001), results also showed that positive emotions experienced at work fully mediated the relation between harmonious passion and quality of interpersonal relationships. Obsessive passion was not associated with positive emotions. Study 2 replicated the results from Study 1 while controlling for trait extraversion. Also, in Study 2, we examined the negative mediating role of negative emotions between obsessive passion and quality of interpersonal relationships. Finally, Studies 3 and 4 replicated the results of Study 2 with prospective designs and with objective ratings of interpersonal relationships quality. Implications for the dualistic model of passion and the broaden-and-build theory are discussed.

When passion leads to excellence :the case of musicians

This article investigates the relationship between passion and the attainment of an elite level of performance within a population of expert musicians. Furthermore, the mediational role of performance goals and deliberate practice between passion and performance is also explored. Results of the path analysis showed that harmonious passion predicted the use of mastery goals, which in turn predicted the use of deliberate practice and a higher level of performance. On the other hand, obsessive passion positively predicted approach and avoidance goals with both having a direct negative impact on performance attainment. Consistent with previous research on passion, results also showed that harmonious, but not obsessive passion, was a positive predictor of subjective well-being. These results suggest the existence of two different pathways linking passion and elite performance, the harmonious passion path being the most adaptive.

On the costs and benefits of gaming: the role of passion.

The dualistic model of passion defines passion as a strong inclination toward a self-defining activity that a person likes and values and in which he or she invests time and energy. The model proposes two distinct types of passion: harmonious and obsessive passion that predict adaptive and less adaptive outcomes respectively. In the present research, we were interested in assessing both the negative and positive consequences that can result from gaming. Participants (n = 222) were all players involved in massively multiplayer online games. They completed an online survey. Results from a canonical correlation revealed that both harmonious and obsessive passion were positively associated with the experience of positive affect while playing. However, only obsessive passion was also positively related to the experience of negative affect while playing. In addition, only obsessive passion was positively related to problematic behaviors generally associated with excessive gaming, the amount of time spent playing, and negative physical symptoms. Moreover, obsessive passion was negatively related to self-realization and unrelated to life satisfaction. Conversely, harmonious passion was positively associated with both types of psychological well-being. This general pattern of results suggests that obsessive passion for gaming is an important predictor of the negative outcomes of gaming, while harmonious passion seems to account for positive consequences. Future research directions are discussed in light of the dualistic model of passion.

A motivational model of persistence in science education: A self-determination theory approach

The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.AbstractThe purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.

Harmonious passion as an explanation of the relation between signature strengths’ use and well-being at work: Test of an intervention program

Using signature strengths at work has been shown to influence workers’ optimal functioning and well-being. However, little is known about the processes through which signature strengths lead to positive outcomes. The present research thus aimed at exploring the role of having a harmonious passion in the relation between using signature strengths and well-being. For this purpose, an intervention was developed where participants (n = 186) completed three activities aiming at developing their knowledge and use of their signature strengths at work. The results showed (1) that the intervention successfully increased participants’ use of their signature strengths, (2) that participants from the experimental group reported a higher use of their signature strengths at the end of the study than participants from the control group, and (3) that increases in the use of signature strengths reported by participants from the experimental group were related to increases in harmonious passion, which in turn led to higher levels of well-being.

Passion at work and burnout: A two-study test of the mediating role of flow experiences

Vallerand et al. (2003) developed a Dualistic Model of Passion where two types of passion are proposed: harmonious and obsessive passion. They generally predict adaptive and less adaptive outcomes, respectively. We hypothesized that the type of passion one holds towards his/her work should influence ones experience of burnout symptoms. We hypothesized that a harmonious passion for work would lead to low levels of burnout through its facilitation of frequent flow experiences, whereas an obsessive passion would directly lead to high levels of burnout. Two studies (one cross-sectional and one prospective) were conducted and results of structural equation modelling analyses supported the hypotheses.

The Fundamental Need to Belong: On the Distinction Between Growth and Deficit-Reduction Orientations

The need for belongingness (the universal need to form and maintain positive, stable interpersonal relationships) has led to much research over the past decade. Although such a need is universal, some qualitative differences exist in its orientation. Specifically, two belongingness need orientations are proposed: a growth orientation (a belongingness need directed toward interpersonal actualization) and a deficit-reduction orientation (a belongingness need directed toward interpersonal deficit reduction or repair). It is hypothesized that a deficit-reduction orientation to the need to belong is associated with lower levels of intrapersonal and interpersonal psychological functioning compared to a growth orientation. The results of a series of four studies supported the proposed hypotheses. Implications of the proposed model for future research on the need to belong are discussed.

On the dynamic relationships between contextual (or general) and situational (or state) motivation toward exercise and physical activity: a longitudinal test of the top-down and bottom-up hypotheses.

Abstract The present research sought to test key postulates of the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM, Vallerand, 1997) in two different physical activity settings. Specifically, the top‐down and the recursive (bottom‐up) effects were tested with adult participants (n = 89) in a fitness center as well as with high school students (n = 168) in physical activity classes. Study 1 further assessed the positive consequences resulting from a self‐determined situational motivation while Study 2 tested the impact of the perceived motivational climate on students’ situational motivation. Two short‐term longitudinal designs (with three measurement times in Study 1 and five measurement times in Study 2) were used. These models enabled the investigation of the interplay between the contextual and the situational levels of the motivational hierarchy over time. Overall, the results of Study 1 and Study 2 supported the postulates of the HMIEM (Vallerand, 1997). Furthermore, the results of Study 1 showed that self‐determined situational motivation predicted positive outcome variables (i.e., positive emotions and concentration) while the results of Study 2 showed the significant relationship between a perceived mastery climate and self‐determined situational motivation. The present findings allow us to hypothesize the existence of a dynamic process through which changes in contextual self‐determined motivation may take place over time

Contribution of the psychosocial work environment to psychological distress among health care professionals before and during a major organizational change.

The aim of this study was to investigate the relationships between 4 dimensions of the psychosocial work environment (psychological demands, decision latitude, social support, and effort-reward) among health care professionals as well as their psychological distress during a reorganization process. A correlational descriptive design was used for this quantitative study. A total of 159 health care professionals completed the questionnaire at T1, and 141 at T2. First, before the work reorganization, effort-reward imbalance was the sole variable of the psychological work environment that significantly predicted psychological distress. Second, the high overall level of psychological distress increased during the process of organizational change (from T1 to T2). Finally, effort-reward imbalance, high psychological demands, and low decision latitude were all significant predictors of psychological distress at T2, during the organizational change. In conclusion, to reduce the expected negative outcomes of restructuring on health care practitioners, managers could increase the number of opportunities for rewards, carefully explain the demands, and clarify the tasks to be performed by each of the employees to reduce their psychological burden and increase their perceptions of autonomy.

Impact of a pedometer program on nurses working in a health-promoting hospital.

The aim of this research was to describe the impact of a pedometer-based activity program on a subset of nurses in a university-affiliated, multisite health care center in Canada. This study used a longitudinal design with preintervention-postintervention (8 weeks) and follow-up (6 months). At baseline, 60 nurses participated; 51 (85%) remained for the postprogram assessment and 33 (55%) also completed the follow-up questionnaire. Data were collected through self-administered questionnaires (weight, height, fatigue, insomnia, stress and step data) and blood tests (total cholesterol and low-density lipoprotein and high-density lipoprotein cholesterol). At postprogram, participants reported 12 thinsp;912 steps on average per day. At follow-up, 79% of participants indicated that they maintained their physical activity after the pedometer program. A significant decrease in insomnia was evident in postprogram scores compared with baseline scores, and this decrease was maintained at follow-up. A significant decrease in minutes spent sitting per week was also observed from baseline to postprogram and also maintained at follow-up. Participants’ stress and low-density lipoprotein cholesterol levels decreased from baseline to postprogram (marginally significant). Finally, their weight decreased from baseline to follow-up (marginally significant). The pedometer program generated some positive outcomes for nurses after 6 months.