File Name: handbook of competence and motivation .zip
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- Handbook of Competence and Motivation : Theory and Application
- Handbook of competence and motivation
Motivate Lab Publications
In this article, the relation between research emerging from the goals approach to motivation and research emerging from the intrinsic motivation approach is examined.
A review of relevant research suggests that factors promoting learning goals emphasizing the development of competencies are associated with enhanced intrinsic motivation, and that factors promoting performance goals emphasizing the evaluation of competence are associated with diminished intrinsic motivation. It is also suggested that important aspects of the goals approach are often incorporated into conceptions and measures of intrinsic motivation.
Finally, a framework is presented in which adaptive motivation is described in terms of the coordination of achievement goals and intrinsic motivation. This is a preview of subscription content, access via your institution. Rent this article via DeepDyve. Ames, C. Achievement attribution and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76 — Google Scholar.
Achievement goals and classroom structure: Developing a learning orientation. Competitive versus individualistic goal structures: The salience of past performance factors on achievement attributions and affect. Journal of Educational Psychology, 73 — Argyle, M. New York: Cambridge University Press.
Bandura, M. The relationship of conceptions of intelligence and achievement goals to achievement-related cognition, affect and behavior. Unpublished manuscript, Harvard University. Benware, C. Quality of learning with an active versus passive motivational set.
American Educational Research Journal, 21 — Boggiano, A. Performance and motivational deficits of helplessness: The role of motivational orientations.
Journal of Personality and Social Psychology, 49 6 , — Brophy, J. Teacher praise: A functional analysis. Review of Educational Research, 51 1 , 5— Butler, R. Task-involving and ego-involving properties of evaluative situations: The effect of different feedback situations on performance.
Journal of Educational Psychology, 79 — Covington, M. Self-worth and school learning. Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71 — Csikszentmihalyi, M. The dynamics of intrinsic motivation: A study of adolescents.
Ames Eds. New York: Academic Press. Deci, E. When trying to win: Competition and intrinsic motivation. Personality and Social Psychology Bulletin, 7 79— Diener, C. An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36 — An analysis of learned helplessness: Il.
The processing of success. Journal of Personality and Social Psychology, 39 — Dodge, K. Social life as a goal coordination task. Dweck, C. Glaser Eds. Hillsdale, N. The role of expectations and attributions in the alleviation of learned helplessness.
Journal of Personality and Social Psychology, 31 — Achievement motivation. Mussen Gen. Hetherington Vol. IV: Socialization, personality and social development pp. New York: Wiley. A social-cognitive approach to motivation and personality. Psychological Review, 95 — Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25 — Eccles, J. Grade-related changes in the school environment: Effects on achievement motivation.
Nicholls Ed. Elliott, E. Goal: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54 5— Epstein, J. Effective schools or effective students: Dealing with diversity. MacRae Eds. Norwood, NJ: Ablex. Family structures and student motivation: A developmental perspective. Farrell, E.
The role of motivational processes in the transfer of learning. Unpublished doctoral dissertation, Harvard University. Gottfried, A. Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77 — Harter, S. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components.
Developmental Psychology, 17 — Processes underlying the construction, maintenance and enhancement of the self-concept in children. Greenwald Eds. Hillsdale, NJ: Erlbaum. The relationship between perceived competence, affect, and motivational orientation within the classroom: Process and patterns of change. Pitman Eds. Kuhl, J. Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. Kuhl and J. Beckman Eds. Berlin: Springer-Verlag.
Licht, B. Determinants of academic achievement: The interaction of children's achievement orientations with skill area. Developmental Psychology, 20 — Sex differences in attributions among high achievers. Maehr, M. Meaning and motivation: Toward a theory of personal investment.
Allen, D. The power of problem-based learning in teaching introductory science courses. Gijselaers Eds. San Francisco: Jossey-Bass. Amabile, T.
E-raamatut saab lugeda ning alla laadida kuni 6'de seadmesse. E-raamatut ei saa konverteerida teise formaati ega lugeda Amazon Kindle's. Ignoreeri ja kuva leht. Edited by Andrew J. Elliot Andrew J.
In this article, the relation between research emerging from the goals approach to motivation and research emerging from the intrinsic motivation approach is examined. A review of relevant research suggests that factors promoting learning goals emphasizing the development of competencies are associated with enhanced intrinsic motivation, and that factors promoting performance goals emphasizing the evaluation of competence are associated with diminished intrinsic motivation. It is also suggested that important aspects of the goals approach are often incorporated into conceptions and measures of intrinsic motivation. Finally, a framework is presented in which adaptive motivation is described in terms of the coordination of achievement goals and intrinsic motivation. This is a preview of subscription content, access via your institution. Rent this article via DeepDyve. Ames, C.
Handbook of Competence and Motivation. Second Edition Theory and Application Paperback + e-Book (ePub and PDF)? Price: $ $ Pages.
Handbook of Competence and Motivation : Theory and Application
More titles may be available to you. Sign in to see the full collection. With an increased focus on connecting theory to application, the second edition incorporates diverse perspectives on why and how individuals are motivated to work toward competence in school, work, sports, and other settings.
View larger. Elliot , Carol S. Dweck , and David S. Hardcover April 28,
Table of contents. Please choose whether or not you want other users to be able to see on your profile that this library is a favorite of yours. Finding libraries that hold this item The Handbook is an incredible resource for anyone interested in motivation, and an excellent volume to draw from for college teaching. It is a timely contribution to the study of motivation, the development of competence, and the nature and causes of achievement.
Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of adolescent students from seven public secondary schools.
Handbook of competence and motivation
Kurtz-Costes, B. Race and ethnicity in the study of competence motivation. Elliott, C.
This combination of events will lead to decreased effectance motivation in that particular domain. However, in , Andrew J. These results, again, point to the importance of individuals possessing high perceptions of ability or competence in at least one valued achievement domain in order to have an overall high regard for the self. You got to first base again. But for older children and adolescents 12 years and up , coaches and teachers should be sure that their praise is appropriate.
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