Development of Achievement Motivation

Volume .

By: Allan Wigfield

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Hardcover | 1 February 2002

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392 Pages

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22.86 x 15.88 x 2.54

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Contributors.
Preface.
A. Wigfield and J.S . Eccles, Introduction.
Part 1: Can I Do This Activity?.
D.H. Schunk and F. Pajares, Th e Development of Academic Self-Efficacy.
M.V. Covington and E. Dray, The Developmental Course of Achievement Motivation: A Need-Based Approach.
C.S. Dweck, The Development of Ability Conceptions.
Part 2: Do I Want to Do thi s Activity, and Why?.
A. Wigfield and J.S. Ecc les, The Development of Competence Beliefs, Expectancies for Succes s, and Achievement Values from Childhood Through Adolescence.
S. Graham and A.Z. Taylor, Ethnicity, Gender, and the Develo pment of Achievement Values.
W.S. Grolnick, S.T. Gurlan d, K.F. Jacob, and W. Decourcey, The Development of Self-Determinat ion in Middle Childhood and Adolescence.
K.A. Renninger and S. Hidi, Student Interest and Achievement: Developmental Issue s Raised by a Case Study.
E.M. Anderman, C.C. Austin, a

Industry Reviews

"In this collection of literature reviews and summarized research reports, there are admirably detailed and authoritative discussions of a wide range of constructs and theories related to achievement motivation and its development. They will provide valuable introductions for graduate students and other researchers in developmental and educational psychology, and should serve the important purpose of bringing the two fields closer together." -CONTEMPORARY PSYCHOLOGY "This book is ideal for readers looking for a single-volume work detailing various theoretical models that explain children's achievement motivation. The editors have brought together many of the major writers in achievement motivation... A single-volume collection of this scope is probably unique. It will be enormously helpful to graduate students and faculty." --CHOICE "Prominent scholars in the fields of education, psychology, and human development provide an overview of current theoretical models of children's achievement motivation, with an ephasis on gender and ethnic differences in motivation, and attempt to provide some definitional clarity to a somewhat fragmentary field." --BOOK NEWS

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Non-Fiction Education Educational Psychology Self-Help, Personal Development & Practical Advice Popular Psychology Assertiveness, Motivation & Self-Esteem & Positive Mental Attitude Psychology Social Psychology Business & Management Child & Developmental Psychology

Contributors	p. xiii
Preface	p. xv
Introduction
Defining Motivation and its Development	p. 1
Purpose of the Book	p. 4
Organization and Contents of the Book	p. 5
Overview of Chapters Focused on Competence-Related Beliefs	p. 6
Overview of Chapters Focused on Reasons for Engaging in Achievement Activities	p. 7
Chapters Focused on Students' Regulation of their Achievement Behaviors	p. 9
Chapters Focused on Instructional Practices and Student Motivation	p. 9
References	p. 10
Can I Do This Activity?
The Development of Academic Self-Efficacy
Theoretical Background	p. 16
Social Cognitive Theory	p. 16
Relation to Other Constructs	p. 16
Development of Self-Efficacy	p. 18
Familial Influence on Self-Efficacy	p. 18
Peer Influence	p. 18
Role of Schooling	p. 19
Transitional Influences	p. 20
Developmental Changes in Self-Appraisal Skill	p. 21
Gender and Ethnic Differences in Self-Efficacy	p. 22
Gender Differences	p. 22
Ethnic Differences	p. 23
Self-Efficacy for Learning and Achievement	p. 24
Research on Self-Efficacy	p. 25
Educational Correlates of Self-Efficacy	p. 25
Predictive Utility of Self-Efficacy	p. 25
Effects of Instructional Practices on Self-Efficacy	p. 26
Future Research Directions	p. 27
Generality of Self-Efficacy	p. 27
Self-Efficacy Outcomes	p. 27
Technology Self-Efficacy	p. 28
Conclusion	p. 28
References	p. 29
The Developmental Course of Achievement Motivation: A Need-Based Approach
Introduction	p. 33
Self-Worth Theory	p. 35
Self-Determination Theory	p. 38
Stage-Environmental Fit Theory	p. 39
Caring about Learning: A Retrospective Study	p. 40
The Role of Success	p. 42
Grade-Focused Reasons for Learning	p. 44
Competency	p. 45
Autonomy	p. 46
Relatedness	p. 46
Discussion	p. 47
Overview	p. 47
Uniqueness of the Study	p. 49
Integrating Theory and Practice	p. 51
References	p. 53
The Development of Ability Conceptions
Introduction	p. 57
Ability Conceptions in Perspective	p. 58
A Preliminary Note on the Nature of Development	p. 59
"Before" Conceptions of Ability	p. 60
Developing Ability Conceptions	p. 62
The Early Phase of Ability Conceptions (7-and 8-Year-Olds)	p. 62
Ability Conceptions Coalesce and Gain Impact (10-12 Year-Olds)	p. 67
After Conceptions of Ability: Individual Differences that Parallel Developmental Differences	p. 71
Entity vs. Incremental Theories of Intelligence	p. 72
Influences on Children's Conceptions of Intelligence	p. 76
Teachers', Parents', and Evaluators' Conceptions of Ability	p. 77
Gender, Race, and Culture	p. 78
Gender	p. 78
Race	p. 78
Culture	p. 79
Some Broad Questions for Future Research	p. 79
Lessons from the Literature (and More Questions for the Future)	p. 80
References	p. 83
Do I Want to Do this Activity, and Why?
The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood Through Adolescence
Eccles, Wigfield, and Colleagues' Expectancy-Value Model	p. 92
Development of Children's Competence Beliefs, Expectancies for Success, and Achievement Task Values	p. 95
The Structure of Children's Competence Beliefs and Values	p. 95
Changes in the Mean Level of Children's Achievement Beliefs and Values	p. 96
Gender and Ethnic Differences in Competence-Related Beliefs and Expectancies for Success	p. 97
Gender Differences in Beliefs About Competence	p. 98
Gender Differences in Achievement Task Values	p. 99
Ethnic Differences in Competence Beliefs and Values	p. 100
Expectancies, Values, Goals, and Achievement Behaviors	p. 104
Relations Among Competence-Related Beliefs and Subjective Task Values	p. 104
Relations of Competence-Related Beliefs, Achievement Values, and Achievement Goals	p. 106
Competence Beliefs, Achievement Values, and the Self-Regulation of Achievement Behavior	p. 107
Future Research Directions	p. 112
Research on Competence Beliefs	p. 112
Research on Achievement Values	p. 112
Influence of Context on Children's Competence Beliefs and Values	p. 114
Acknowledgments	p. 115
References	p. 115
Ethnicity, Gender, and the Development of Achievement Values
Historical Perspective	p. 123
Perspectives from Other Disciplines	p. 124
A New Empirical Approach to the Study of Achievement Values	p. 126
A Further Exploration of Stereotypes	p. 134
Developmental Concerns	p. 137
Summary: Ethnicity, Gender, and Developing (Declining?) Achievement Values	p. 140
Five Recommendations for Motivation Theory and Research	p. 141
References	p. 144
The Development of Self-Determination in Middle Childhood and Adolescence
Self-Determination Defined	p. 148
The Expression of Self-Determination	p. 149
Does Self-Determination Make a Difference?	p. 151
Sex Differences	p. 153
The Development of Self-Determination	p. 154
Intrinsic Motivation	p. 155
Facilitating Self-Determination for Extrinsically Motivated Activities	p. 158
Facilitating Self-Determination in School	p. 159
Facilitating Self-Determination at Home	p. 162
Self-Determination and Transitions	p. 164
Self-Determination in Multiple Contexts	p. 166
Summary and Conclusions	p. 167
Acknowledgment	p. 169
References	p. 169
Student Interest and Achievement: Developmental Issues Raised by a Case Study
Sam, A Seventh Grader	p. 175
Well-Developed Individual Interest and Achievement	p. 175
Less-Developed Interest and Achievement	p. 178
Characteristics of Interest and Achievement	p. 181
Conditions and Possibilities for Interest Development	p. 184
Interest and Achievement	p. 187
Discussion	p. 190
Acknowledgments	p. 191
References	p. 191
The Development of Goal Orientation
What is a "Goal Orientation"?	p. 197
Defining Goal Orientations	p. 198
Reconciling Differences between the Various Definitions	p. 200
The Importance of Goal Orientations	p. 201
The Development of Goal Orientation	p. 203
Goal Orientations in Young Children	p. 203
Self-Perceptions of Ability and Goal Orientations during Childhood	p. 206
Summary	p. 207
Goal Orientation in Adolescents	p. 207
Influences of Goal Orientations during Adolescence	p. 207
Classroom Influences on Goal Orientations during Adolescence	p. 208
School Influences on Goal Orientations during Adolescence	p. 211
Goal Orientations in High School	p. 213
Discussion	p. 213
New Areas of Inquiry	p. 214
Conclusions	p. 217
References	p. 217
The Contribution of Social Goal Setting to Children's School Adjustment
Perspectives on Social Goals	p. 222
Social Goal Setting as a Social--Cognitive Skill	p. 222
Social Goal Pursuit as an Aspect of Competence	p. 225
Social Goals as Generalized Motivational Orientations	p. 228
Coordinating Multiple Perspectives on Social Goal Setting	p. 232
The Development of Social Goals	p. 233
Social Orientations and Needs	p. 234
Context-Specific Competence and Goal Pursuit	p. 236
Social Cognition and Goal Setting	p. 237
Implications for Understanding School Adjustment	p. 238
Conclusion	p. 240
References	p. 241
What Do I Need to Do to Succeed?
The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors
What Develops in Self-Regulated Learning?	p. 250
The Role of Cognitive Factors in the Development of Self-Regulation	p. 255
The Role of Developmental Differences In Working Memory	p. 255
The Role of Prior Content Knowledge in Working Memory Functioning and Self-Regulation	p. 257
The Role of Metacognitive Knowledge in the Development of Self-Regulation	p. 258
The Role of Theories in the Development of Self-Regulation	p. 259
Self-Regulation as a Depletable Resource	p. 263
The Role of Motivational Factors in the Development of Self-Regulated Learning	p. 266
The Role of Efficacy and Competence Judgments	p. 267
The Role of Interest and Value Beliefs	p. 271
The Role of Goal Orientation	p. 272
The Moderating Role of Gender and Ethnicity	p. 274
Conclusions and Future Directions	p. 277
Acknowledgment	p. 279
References	p. 279
What Do I Need to Do to Succeed ...When I Don't Understand What I'm Doing!?: Developmental Influences on Students' Adaptive Help Seeking
Introduction	p. 285
Developmental Theories Related to Students' Help Seeking	p. 287
The Role of Teachers	p. 288
Teacher Involvement	p. 288
Support for Autonomy	p. 291
Support for Competence	p. 293
The Role of Peers	p. 296
Peer Involvement	p. 297
Support for Autonomy	p. 298
Support for Competence	p. 300
Concluding Thoughts and Ideas for Future Research	p. 301
References	p. 303
Motivation and Instruction
Good Instruction is Motivating
Teaching and Learning Literature	p. 310
Achievement Motivation Literature	p. 311
Focus on Challenging, Conceptual Thinking	p. 312
Focus on Learning and Understanding	p. 313
Active Participation and Control	p. 313
Authenticity and Meaningfulness	p. 314
Mathematics Instruction Study	p. 315
Classroom Instruction	p. 315
Student Motivation	p. 316
Findings	p. 316
School Transition Study	p. 318
Assessments of Instruction	p. 320
Student Engagement	p. 322
Academic Achievement	p. 322
Findings	p. 323
Discussion	p. 326
Early Childhood Study	p. 327
Conclusions	p. 329
References	p. 330
Instructional Practices and Motivation During Middle School (with Special Attention to Science)
What Works in Middle Grades Reform?	p. 335
Moving Beyond the Textbook in Science Class: The Motivational Benefits of "Minds-On" and "Hands-On" Learning Opportunities	p. 337
A Field Study in Two High-Poverty Middle Schools	p. 338
Central Tendency and Between-Classroom Variation in Instructional Practices	p. 341
Predicting Motivational Outcomes Based Upon Between-Classroom Variation in Instructional Practices	p. 342
Answers to Additional Key Questions about the Results	p. 345
Active, Meaning-Oriented Instructional Practices in Other Subjects	p. 346
Acknowledgment	p. 348
References	p. 348
Index	p. 353
Table of Contents provided by Syndetics. All Rights Reserved.

Development of Achievement Motivation

Volume .

At a Glance

Hardcover

Industry Reviews

Shipping

How to return your order

Defective items

You Can Find This Book In

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