Achievement and motivation : a social-developmental perspective
著者
書誌事項
Achievement and motivation : a social-developmental perspective
（Cambridge studies in social and emotional development）
Cambridge University Press, 2010
- : pbk
大学図書館所蔵 件 / 全3件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
注記
"First paperback edition 2010"--T.p. verso
内容説明・目次
内容説明
Achievement and Motivation was originally published in 1993. It provides a comprehensive review of research conducted on the topic in the late 1980s and early 1990s. Most particularly, it focuses on the research of those in the field who tackle the issue from a social-developmental perspective. The basic theme concerns the relation between motivation (why one does something) and achievement (how one performs on a variety of tasks and activities) in education settings specifically. It successfully engages with educational concerns about student interest in learning and their subsequent performance. It will still be a useful point of reference for any readers involved in the social-developmental study of achievement and motivation in schools, as it comprehensively documents the progression of this topic in the years leading up to its 1993 publication.
目次
- 1. Psychological perspectives on motivation and achievement Thane S. Pittman and Ann K. Boggiano
- Part I. Intrinsic Motivation: 2. The initiation and regulation of intrinsically motivated learning and achievement Edward L. Deci and Richard M. Ryan
- 3. Intrinsic and extrinsic motivational orientations in peer interactions Thane S. Pittman, Ann K. Boggiano and Deborah S. Main
- 4. The motivation for creativity in children Teresa M. Amabile and Beth A. Hennessey
- Part II. Competence and Motivation: 5. The relationship between perceived competence, affect, and motivational orientation within the classroom: processes and patterns of change Susan Harter
- 6. Competence processes and achievement motivation: implications for intrinsic motivation Judith M. Harackiewicz, George Manderlink and Carol Sansone
- 7. Developmental changes in competence assessment Diane N. Ruble, Ellen H. Grosovsky, Karin S. Frey and Renae Cohen
- Part III. Motivation and Achievement: 8. When achievement is not intrinsically motivated: a theory of internalization and self-regulation in school Richard M. Ryan, James P. Connell and Wendy S. Grolnick
- 9. Children's achievement-related behaviors: the role of extrinsic and intrinsic motivational orientations Cheryl Flink, Ann K. Boggiano, Deborah S. Main. Marty Barrett and Phyllis A. Katz
- 10. On being psyched up but not psyched out: an optimal pressure model of achievement motivation Philip R. Costanzo, Erik Woody and Pamela Slater
- 11. Self-handicapping and achievement Janet Morgan Riggs
- 12. Divergent approaches to the study of motivation and achievement: the central role of extrinsic/intrinsic orientations Ann K. Boggiano and Thane S. Pittman
- Name index
- Subject index.
「Nielsen BookData」 より