After completing annotations, then briefly describe how WEIRD you…

haleyjstlukaAfter completing annotations, then briefly describe how WEIRD you…After completing annotations, then briefly describe how WEIRD you think the articles overall actually are in a summary statement (e.g., “50% of the studies are entirely WEIRD and probably would not replicate in non-WEIRD groups,” “15% of the studies are WEIRD in regard to participants, however, the some of the concepts examined show evidence of possible human universality based on the results of multiple studies” – THEN, name the motivation concepts you believe might be universal). Finally, identify the area of motivation and emotion research (as reflected in the weekly topic titles and assigned articles) that you think has been most successful in moving beyond WEIRD. Explain your response.Articles to use:Masuda, T., Batdorj, B., & Senzaki, S. (2020). Culture and attention: Future directions to expand research beyond the geographical regions of weird cultures. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01394Miele, D. B., Scholer, A. A., & Fujit, K. (2019). Metamotivation: Emerging research on the regulation of motivational states. Advances in Motivation Science, 7, 2-42.Murayama, K., Kitagami, S., Tanaka, A., & Raw, J. A. (2016). People’s naiveté about how extrinsic rewards influence intrinsic motivation. Motivation Science, 2(3), 138-142. https://doi.org/10.1037/mot0000040 O’Keefe, P. A., Dweck, C. S., & Walton, G. M. (2018). Implicit theories of interest: Finding your passion or developing it? Psychological Science, 29(10), 1653-1664. https://doi.org/10.1177/0956797618780643Patall, E. A. (2013). Constructing motivation through choice, interest, and interestingness. Journal of Educational Psychology, 105(2), 522-534. https://doi.org/10.1037/a0030307Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26(3), 183-207. https://doi.org/10.1023/a:1021711629417Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E., Crosnoe, R., Muller, C., Walton, G., Duckworth, A., & Yeager, D. S. (2021). How can we inspire nations of learners? an investigation of growth mindset and challenge-seeking in two countries. American Psychologist, 76(5), 755-767. https://doi.org/10.1037/amp0000647Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. Motivation Science, 4(4), 281-300. https://doi.org/10.1037/mot0000091Sansone, C. (2009). What’s interest got to do with it? Potential trade-offs in the self-regulation of motivation. In J. P. Forgas, R. F. Baumeister, & D. M. Tice (Eds.), Psychology of self-regulation: Cognitive, affective, and motivational processes(pp. 35-51). Psychology Press.Scholer, A. A., Miele, D. B., Murayama, K., & Fujita, K. (2018). New Directions in self-regulation: The role of Metamotivational Beliefs. Current Directions in Psychological Science, 27(6), 437-442. https://doi.org/10.1177/0963721418790549 Social SciencePsychology