I became interested in implicit motives as an undergraduate student, and the interest soon turned into a passion to which I have dedicated all my research ever since. My main areas of research are the endocrine underpinnings of implicit motives, the relationship between implicit and explicit levels of motivation, the role of implicit motives in the processing of facial expressions of emotion, and how implicit motives influence Pavlovian and instrumental learning. Recently, I have also started to examine the ability to quickly name nonverbal stimuli as a fundamental cognitive trait and how this trait interacts with brain asymmetries in perception and motor control in a variety of phenomena related to motivation and personality.

My research is focused on the influence of implicit motives on nonverbal emotional behavior. Thereby I am especially interested in a perceiver's attentional and evaluative processes relating to nonverbal stimuli, with an emphasis on emotional expressions. On the one hand I want investigate the effects of motivational contexts as well as interactive effects of both, senders' and perceivers' implicit motives on perceivers' attentional orienting to emotional faces displayed by senders. On the other hand I want to develop a social intelligence test that measures the ability to correctly evaluate an interactions partner's unconscious needs on basis of her or his nonverbal behavior shown during the report of motivational peek experiences.

Marco Jonczyk

I am a psychology undergraduate student.
Right now I am interested in different measures for implicit motives, including reliability and validity of the picture story exercise.  Currently I participate in the comparison between projective story-writing and a pictorial version of the implicit association test using motive-relevant stimuli, taking the implicit achievement motive in focus.
In the future, physiological correlates of implicit motives might be an interesting subject, for example event-related potentials in electroencephalography (EEG).

My research is centered around effects of motives on implicit learning. After exploring the relationship of implicit and explicit motives meta-analytically, I now turn to links between two main areas of psychology: Motivation and learning.  Since motives play an important role in guiding behavior, it is reasonable to assume that they also influence the acquisition and shaping of new skills. Using an established paradigm of unconscious sequence learning, I will test the effects of implicit-motive reward and frustration on speed and accuracy of implicit learning. A better understanding of motive-dependent learning processes could be beneficial for understanding adaptive and maladaptive social behavior. I am also planning to do a meta-analysis of the relationship of motive congruence and well-being.

I am interested in exploring the mutual relationships beetween neural und psychological processes involved in motivation, cognition and emotion. I am also interested in psychoendocrinology and the role of hormones in the processing of facial expressions of emotion. I have already mastered a content coding system for the assessment of implicit motives. Currently, I assist in conducting a study that analyses the effects of referential competence and emotional intelligence on the congruence between implicit motives and people's self-atrributed motivational needs and goals.

I am interested in how motive-goal-discrepancies emerge and how to deal with them in order to improve well-being and reduce these discrepancies. I therefore developed a training based on a variety of strategies that help people reduce the gap between their motives and their personal goals. I expect the reduction to lead to enhanced wellbeing compared with people. For the future I`d like to further develop and use this approach to reduce motivational discrepancies in a work environment (e.g. as a personnel development instrument).

My research is based on the assumption that the arousal of an implicit motive contributes to the experience of flow and focuses on the role of the implicit power motive in flow. I hypothesize that a person with a high implicit power motive experiences more flow while working on a power-related task than a person with a low implicit power motive. I am testing this hypothesis in studies using competition, group-discussion, and classroom-management tasks to arouse implicit power motivation in laboratory and field settings. Dependent measures include motive changes, salivary hormones, behavioral observation, and learning gains. My research is also dedicated to the development of a non-declarative measure of flow.
http://www.psy.wi.tum.de/Mitarbeiter/Anja_Schiepe

Michael Anuzis
Albert Bertram
Benjamin Dirlikov
Anja Fiedler
Bettina Glaiber
Stacie Graham
Julie Hall
Nicolette Jones
Annette Kordik
Scott Liening
Jeff MacInnes
Alexandra Mader
Elizabeth A. Meier
Tiffiany Murray
Joyce S. Pang
Maika Rawolle
Kathrin Riebel
Andreas Roesch
Ekjyot Saini
Daniel Schad
Ishita Sheth
Steven J. Stanton
Jamie Wazenkewitz
Katy Welsh
Michelle M. Wirth
Diana Yankova

Joachim C. Brunstein, University of Giessen
Stephanie Brown, University of Michigan
Kenneth L. Campbell, University of Massachusetts, Boston
Andy Elliot, University of Rochester
Barbara L. Fredrickson, University of North Carolina at Chapel Hill
Todd M. Thrash, The College of William & Mary
Brenda Volling, University of Michigan
Wilma Bucci, Adelphi University