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Category Archive: models

The NOAM 7 steps approach of progress focused work

The test-and-learn approach

In my post Combining practice based learning and theory based learning I suggested that self-directed learning at its best is characterized by a combination of what I call practice based learning and theory based learning. Practice based learning is learning on the basis of one’s own reflections on one’s own actions. Theory based learning is learning on the basis of systematic knowledge development by others. Click here to read more »

The teleonomic model of subjective well-being

In the post Self-concordance theory I mentioned a causal model of progress by Vasalampi, Salmela-Aro, & Nurmi, (2009) based on self-concordance theory, a theory originally formulated by Sheldon & Kasser (1998; 1999).

Since I am interested in what causes progress under what conditions and with what effects I am interested in such models. I found another model in a chapter by Grosse Holtforth & Michalak (2012) in the Oxford Hanbook of Human Motivation. It is a modified version of the so-called teleonomic model of subjective well-being which was originally formulated by Brunstein & Maier (2002). (Here is more background on the word ‘teleonomic’). This is that model: Click here to read more »

Self-concordance theory

In the post Beneficial effects of a progress focus I listed evidence of how a perception of progress toward goals is associated with such things as increased well-being, motivation, and better physical and mental health. In that post, I also mentioned especially that progress leads to increased well-being in particular when it is related to the fulfillment of the individual’s need for autonomy, competence and relatedness (Sheldon & Kasser, 1998).

Related to that insight is Sheldon and Elliot’s (1999) self-concordance theory.  The self-concordance of goals reflects the degree to which they are consistent with the person’s developing interests and values. Click here to read more »


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