ABSTRACT
This chapter provides a conceptual framework for understanding how implicit motives— that is, nonconsciously operating motivational dispositions for the attainment of certain classes of incentives and the avoidance of certain classes of disincentives (Schultheiss, 2008)—influence successful goal pursuit and positive life outcomes through their effects on learning and memory. After a brief introduction to theory and measurement of implicit motives, we will review evidence that documents motives’ critical involvement in affective responses to incentives and disincentives. We will argue that motive-dependent affect drives learning of stimuli, behaviors, and contexts associated with the affective experience and thus the development of integrated competencies across nondeclarative and declarative domains of knowledge. In doing so, we will also provide a brief review of the neuro-biological substrates of the types of learning and memory influenced by motives and how these substrates interact with each other. Building on the literature on implicit motives and learning and memory, we will propose a virtuous-circle model of motive-driven learning according to which satisfaction of an implicit motive through incentive contact facilitates the acquisition of integrated competencies, which in turn promote successful pursuit of personal goals. Successful goal striving then translates into frequent opportunities for implicit motive satisfaction and closes the circle. We will review evidence in support of this model and, in closing, discuss its implications for educational settings.
