| Abstract: |
Advanced knowledge plays a significant role in contemporary, science-based
society as a source of wealth and an engine for economic development
(Lehtinen, McMullen, & Gruber, 2019). A person in science (Grosul & Feist,
2014) has cognitive, psychological, motivational, emotional and contextual
characteristics that guide the direction of their work (Araújo, Cruz, &
Almeida, 2017; Lounsbury et al., 2012; Lubinski, Benbow, Shea,
Eftekhari-Sanjani, & Halvorson, 2001). That is why quality scientific research
is found among researchers with a particular combination of attributes that
are not only cognitive, but also non-cognitive (Lubinski et al., 2001) such as
motivation and emotions. The people involved in the work can act based on
internal and prosocial reasons, as well as external ones. Indeed, in keeping
with the theory of self-determination, people involved in a task have a high
level of autonomy if they find the activity itself satisfying (Ryan & Deci,
2000). Also, the theory of self-determination provides a conceptual framework
regarding motivation in specific areas such as learning, the business world
and sports, which explains changes in behaviour and the level of commitment to
the task to achieve the goals set (Ryan, Vansteenkiste, & Soenens, 2019). This
theory stresses intrinsic motivation, referring to the desire to make an
effort due to the interest and well-being that the activity itself creates.
Thanks to this situation of well-being, an optimal state of commitment and
autonomy regarding the task is reached (Gagné & Deci, 2005; Ryan & Deci,
2000). Prosocial motivation can also play a part, focussing more on the desire
to work for the good of others and to contribute to their well-being (Grant,
2007). Material incentives and extrinsic motivation are absent in both
intrinsic and prosocial motivation, and the latter two ending up mutually
reinforcing each other (Kroll & Porumbescu, 2019). Research into what fosters
scientific quality has analysed aspects such as curiosity (Jindal-Snape &
Snape, 2006), creativity (Grosul & Feist, 2014; Tahamtan & Bornmann, 2018),
creativity and motivation (Zhu, Gardner, & Chen, 2018), values (Sato, 2016),
personality (Lounsbury et al., 2012) and emotional and motivational processes
(Araújo et al., 2017; Jindal-Snape & Snape, 2006). Taking into account this
theoretical context, this study specifically aims to analyse the role of
social support as a mediator between self-knowledge of emotion and motivation
in people who work in advanced knowledge. Furthermore, this article aims to
contribute to the preceding research with an analysis on the role of social
support in the relationship between self-emotional appraisal and motivation.
Within emotional processes, the importance of strategies geared towards
emotional control and positive internal dialogue has been observed (Araújo et
al., 2017), which can be boosted by good self-knowledge of emotions. Within
the context of emotional intelligence theory, people with adequate knowledge
and management of their own emotions tend to keep up good interpersonal
relationships and to seek social support (Bucich & MacCann, 2019) for
instrumental or emotional reasons (Goldenberg, Matheson & Mantler, 2006)
because the favourable results will have repercussions on an individual and
collective level (Portes, 1998). That is why social support networks can
provide a source of encouragement and strength to go on working to achieve
goals, giving emotional relief and tranquillity in a comfortable environment
(Holt-Lunstad & Smith, 2012). Moreover, people cope better with challenges and
process information better when they have access to social interlocutors
(Bauer, King & Steger, 2019). These principles are consistent with the Social
Baseline Theory (Beckes & Coan, 2011) on the benefits to be gained by sharing
work to increase the results and reduce the costs of environmental demands.
The social context itself can strengthen an individual's ability to overcome
adversity. Hence, one specific aim of this research is to analyse the role of
social support in the relationship between emotional self-appraisal and
motivation. |