Extended Bibliography

EDPSY 528 Achievement Motivation 2004

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Attribution Theory


 Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76(3), 478-487.

Borkowski, J. S., Weyhing, R. B., & Turner, L. A. (1986). Attributional retraining and the teaching of strategies. Exceptional Children, 53, 130-137.

Clifford, M. M. (1991, April). Strategy attributions: Advantages, determinants, and obstacles. Paper presented at the American Educational Research Association, Chicago.

Covington, M. V., & Omelich, C. L. (1979). Effort: the double-edged sword in school achievement. Journal of Educational Psychology, 71, 169-182.

Covington, M. V., & Omelich, C. L. (1984). An empirical examination of Weiner's critique of attribution research. Journal of Educational Psychology, 76(6), 1214-1225.

Covington, M. V., & Omelich, C. L. (1984). The trouble with pitfalls: A reply to Weiner's critique of attribution research. Journal of Educational Psychology, 76(6), 1199-1213.

Dweck, C. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31(4), 674-685.

Forsterling, F. (1985). Attribution retraining: A review. Psychological Bulletin, 98, 495 512.

Graham, S. (1991). A review of attribution theory in achievement contexts. Educational Psychology Review, 3, 5-39.

Graham, S. (1994). Motivation in African Americans. Review of Educational Research, 64(1), 55-117.

Hudley, C., & Graham, S. (1993). An attributional intervention to reduce peer-directed aggression among African-American boys. Child Development, 64, 124-138.

Jagacinski, C. M., & Nicholls, J. G. (1990). Reducing effort to protect perceived ability: "They'd do it but I wouldn't". Journal of Educational Psychology, 82, 15-21.

Miller, A. (1985). A developmental study of the cognitive basis of performance impairment after failure. Journal of Personality and Social Psychology, 49, 529-538.

Miller, A. (1986). Performance impair ment after failure: mechanism and sex differences. Journal of Educational Psychology, 78, 486-491.

Miller, R., Brickman, P., & Bolen, D. (1975). Attribution versus persuasion as a means for modifying behavior. Journal of Personality and Social Psychology, 31, 430-441.

Nicholls, J. G. (1979). The development of the concepts of effort and ability, perception of academic attainment, and the understanding the difficult tasks require more ability. Child Development, 49, 800-814.

Nicholls, J. G. (1984a). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.

Nicholls, J. G. (1984b). Conceptions of ability and achievement motivation. In R. E. A. a. C. Ames (Ed.), Research on motivation in education, Vol. 1: Student motivation ): Academic Press.

Nicholls, J. G., & Miller, A. T. (1985). Differentiation of the concepts of luck and skill. Developmental Psychology, 21, 76-82.

Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. S. J. Kolligan (Ed.), Competence considered (pp. pp. 11-40): Yale University Press.

Nicholls, J. G., & Miller, A. T. (1983). The differentiation of the concepts of difficulty and ability. Child Development, 54, 951-959.

Nicholls, J. G., & Miller, A. T. (1984). Reasoning about the ability of self and others: A developmental study. Child Development, 55(1990-99).

Nicholls, J. G., Patashnick, M., & Mettetal, G. (1986). Conceptions of ability and intelligence. Child Development, 57, 636-645.

Schunk, D. H. (1982). Effects of effort attributional feedback on children's perceived self efficacy and achievement. Journal of Educational Psychology, 74, 548-556.

Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. S. B. J. Zimmerman (Ed.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Lawrence Erlbaum.

Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78, 201-209.

Stipek, D. J., & Kowalski, P. S. (1989). Learned helplessness in task-orienting versus performance-orienting testing conditions. Journal of Educational Psychology, 81, 384-391.

Weed, K., Ryan, E. B., & Day, J. (1990). Metamemory and attributions as mediators of strategy use and recall. Journal of Educational Psychology, 82(4), 849-855.

Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.

Weiner, B. (1983). Some methodological pitfalls in attributional research. Journal of Educational Psychology, 75(4), 530-543.

Weiner, B. (1992). Human motivation: Metaphors, theories, research. Newbury Park, CA: SAGE.
 

  • Self-efficacy


    Bandura, A. (1982). The assessment and predictive generality of self-percepts of efficacy. Journal of Behavior Theory and Experimental Psychiatry, 13(3), 195-199.

    Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

    Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.

    Bong, M. (1997). Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology, 89(4), 696-709.

    Schunk, D. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173-207.

    Schunk, D. H. (1982). Effects of effort attributional feedback on children's perceived self efficacy and achievement. Journal of Educational Psychology, 74, 548-556.

    Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. S. B. J. Zimmerman (Ed.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Lawrence Erlbaum.

    Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 159-172.

    Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78, 201-209.

    Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.

    Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6(2), 137-148.

    Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
     

  • Goals and Intentions

    Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76(3), 478-487.

    Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In R.

    Ames & C. Ames (Eds.), Research on motivation in education, 1: Student motivation (pp. 177-207). New York: Academic.

    Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.

    Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.

    Ames, C., & R., A. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76, 535-556.

    Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64(2), 287-309.

    Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811 831.

    Blumenfeld, P. C. (1992). Classroom learning and motivation: clarifying and expanding goal theory. Journal of Educational Psychology, 84(3), 272-281.

    Butler, R. (1987). Task-involving and ego-involving properties of evaluation: effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474-482.

    Butler, R. (1989). On the psychological meaning of information about competence: a reply to Ryan and Deci's comment on Butler 1987. Journal of Educational Psychology, 81, 269-272.

    Butler, R. (2000). What learners want to know: The role of achievement goals in shaping information seeking, learning, and interest. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Diego: Academic Press.

    Butler, R., & Neuman, O. (1995). Effects of task and ego achievement goals on help seeking behaviors and attitudes. Journal of Educational Psychology, 87(2), 261+271.

    Carlson, C. I. (1987). Social interaction goals and strategies of children with learning disabilities. Journal of Learning Disabilities, 20(5), 306-311.

    Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76(6), 1038-1050.

    Elliot, A., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.

    Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.

    Elliot, A. J., & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73(1), 171-185.
    
    Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
    
    Epstein, J. L. (1989). Family structures and student motivation: A developmental perspective. In R. A. a. C. Ames (Ed.), Research on motivation in education, Vol. 3: Goals and cognitions (pp. 259-295): Academic Press.

    Erez, M., & Kanfer, F. (1983). The role of goal acceptance in goal setting and task performance. Academy of Management Review, 8, 454-463.

    Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York: Academic Press.

    Frey, K. S., & Ruble, D. N. (1985). What children say when the teacher is not around: conflicting goals in social comparison and performance assessment in the classroom. Journal of Personality and Social Psychology, 48, 550-562.

    Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194.

    Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16(3), 231-247.

    Jagacinski, C., & Nicholls, J. G. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 79, 107-114.

    Jarvinen, D. W., & Nicholls, J. G. (1996). Adolescents' social goals, beliefs about the causes of social success, and satisfaction in peer relations. Developmental Psychology, 32(3), 435-441.

    Johnson, D. S., & Kanfer, R. (1992). Goal-performance relations: The effects of initial task complexity and task practice. Motivation and Emotion, 16, 117-141.

    Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition [Monograph]. Journal of Applied Psychology, 74, 657-690.

    Kanfer, R., Ackerman, P. L., Murtha, T. C., Dugdale, B., & Nelson, L. (1994). Goal setting, conditions of practice, and task performance: A resource allocation perspective. Journal of Applied Psychology, 79, 826-835.

    Lee, O., & Anderson, C. W. (1993). Task engagement and conceptual change in middle school science classrooms. American Educational Research Journal, 30, 585-610.

    Licht, B. G., & Dweck, C. S. (1984). Determinants of academic achievement: the interaction of children's achievement orientations with skill area. Developmental Psychology, 20, 628-636.

    Locke, E. A. (1991). Goal theory vs. control theory: Contrasting approaches to understanding work motivation. Motivation and Emotion, 15(1), 9-27.

    Locke, E. A., & Latham, G. P. (1990). A theory of goal-setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.

    Maehr, M. L. (1983). On doing well in science: Why Johnny no longer excells; Why Sarah never did. In S. G. Paris, G. M. Olson, & H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 179-210). Hillsdale, NJ: Lawrence
    Erlbaum.

    Maehr, M. L., & Anderman, E. M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. The
    Elementary School Journal, 93(5), 593-610.

    Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A school-wide approach. Educational Psychologist, 26.

    Meece, J. L. (1991). The classroom context and students' motivational goals, Advances in motivation and achievement, Vol. 7 (pp. 261-285): JAI Press.

    Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.

    Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85(4), 582-590.

    Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.

    Midgley, C., Anderman, E., & Hicks, L. (in press). Differences between elementary middle school teachers and students: A goal theory approach. Journal of Early Adolescence.

    Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77-86.

    Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18, 2-14.

    Nelson, J. R., Nicholls, J. G., & Gleaves, K. (1996). The effect of personal philosophy on orientation toward school: African American students' views of integrationist versus nationalist philosophies. Journal of Black Psychology, 22(3),
    340-357.

    Newman, R. S. (1991). Goals and self-regulated learning: What motivates children to seek academic help? Advances in Motivation and Achievement, 7, 151-183.

    Newman, R. S., & Schwager, M. T. (1995). Students' helpseeking during problem solving: Effects of grade, goal, and prior achievement. American Educational Research Journal., 32, 352-376.

    Nicholls, J. G. (1984a). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.

    Nicholls, J. G. (1984b). Conceptions of ability and achievement motivation. In R. E. A. a. C. Ames (Ed.), Research on motivation in education, Vol. 1: Student motivation ): Academic Press.

    Nicholls, J. G., & Miller, A. T. (1985). Differentiation of the concepts of luck and skill. Developmental Psychology, 21, 76-82.

    Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.

    Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. S. J. Kolligan (Ed.), Competence considered (pp. pp. 11-40): Yale University Press.

    Nicholls, J. G. (1992). Students as educational theorists. In D. Schunk & J. L. Meece (Eds.), Student perception in the classroom ). Hillsdale, NJ: Erlbaum.

    Nicholls, J. G., Cheung, P. C., Lauer, J., & Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, 1, 63-84.

    Nicholls, J. G., Cobb, P., Wood, T., Yackel, E., & Patashnick, M. (1990). Assessing students' theories of success in mathematics: Individual and classroom differences. Journal for Research in Mathematics Education, 21, 109-122.

    Nicholls, J. G., Cobb, P., Yackel, E., Wood, T., & Wheatley, G. (1990). Students' theories about mathematics and their mathematical knowledge: Multiple dimensions of assessment. In G. Kulm (Ed.), Assessing higher-order thinking in mathematics ). Washington: American Association for the Advancement of Science.

    Nicholls, J. G., & Hazzard, S. (1993). Education as adventure: Lessons from the second grade. New York: Teachers College Press.

    Nicholls, J. G., Patashnick, M., & Mettetal, G. (1986). Conceptions of ability and intelligence. Child Development, 57, 636-645.

    Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents' theories of education. Journal of Educational Psychology, 77, 683-692.

    Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5(4), 269-287.

    Nolen, S. B. (1996). Why study? How reasons for learning influence strategy selection. Educational Psychology Review, 8(4), 335-355.

    Nolen, S. B., & Haladyna, T. M. (1990a). Motivation and studying in high school science. Journal of Research in Science Teaching, 27, 115-126.

    Nolen, S. B., & Haladyna, T. M. (1990b). Personal and environmental influences on students' beliefs about effective study strategies. Contemporary Educational Psychology, 15, 116 130.

    Nolen, S. B., & Haladyna, T. M. (1990c). A construct validation of measures of students' study strategy beliefs and perceptions of teacher goals. Educational and Psychological Measurement, 50, 191-202.

    Paris, S. G., Cross, D. R., & Lipson, M. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252.

    Pintrich, P. R., & Garcia, T. (1993). Intraindividual differences in students' motivation and self-regulated learning. German Journal of Educational Psychology, 7(2 & 3), 99-107.

    Renshaw, P., & Asher, S. (1983). Children's goals and strategies for social interaction. Merrill-Palmer Quarterly, 29, 353-374.

    Renshaw, P. D., & Asher, S. R. (1982). Social competence and peer status: The distinction between goals and strategies. In K. H. Rubin & H. S. Ross (Eds.), Peer relationships and social skills in childhood ). New York: Springer-Verlag.

    Roeser, R. W., & Eccles, J. S. (1998). Adolescents' perceptions of middle school: relation to longitudinal changes in academic and psychological adjustment. Journal of research on adolescence, 8(1), 123-158.

    Roeser, R. W., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological enivronment and early adolescents' psychological and behavioral function in school: the mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422.

    Sansone, C., & Morgan, C. (1992). Intrinsic motivation and education: Competence in context. Motivation and Emotion, 16, 249-270.

    Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.

    Silva, T., & Nicholls, J. G. (1993). College students as writing theorists: Goals and beliefs about the causes of success. Contemporary Educational Psychology, 18, 1-13.

    Stipek, D. J., & Kowalski, P. S. (1989). Learned helplessness in task-orienting versus performance-orienting testing conditions. Journal of Educational Psychology, 81, 384-391.

    Thorkildsen, T. A., & Nicholls, J. G. (in press). Fifth graders' achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology.

    Thorkildsen, T. A., & Nicholls, J. G. (1991). Students' critiques as motivation. Educational Psychologist, 26(3 & 4), 347-368.

    Thorkildsen, T. A., & Nicholls, J. G. (1998). Fifth graders' achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90(2), 179-201.

    Thorkildsen, T. A., Nolen, S. B., & Fournier, J. (1994). What is fair? Children's critiques of practices that influence motivation. Journal of Educational Psychology, 86, 475-486.

    Townsend, M. A. R., & Hicks, L. (1997). Classroom goal structures, social satisfaction, and the perceived value of academic tasks. British Journal of Educational Psychology, 67, 1-12.

    Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65(3), 213-244.
     
     

  • Self-determination


    Deci, E. (1978). Applications of research on the effects of rewards. In M. R. L. a. D. Greene (Ed.), The hidden costs of reward: new perspectives on the psychology of human motivation (pp. pp. 193-203): Lawrence Erlbaum.

    Deci, E., & Ryan, R. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.

    Deci, E. L. (1975). Intrinsic motivation: Plenum.

    Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior: Plenum.

    Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 916-924.

    Grolnick, W., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 83, 508-517.

    Klein, H. J. (1991). Control theory and understanding motivated behavior: A different conclusion. Motivation and Emotion, 15(1), 29-43.

    Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children's behavior: the differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52, 233-248.

    Locke, E. A. (1991). Goal theory vs. control theory: Contrasting approaches to understanding work motivation. Motivation and Emotion, 15(1), 9-27.

    Magnusson, J., & Perry, R. (1989). Stable and transient determinants of students' perceived control: implications for instruction in the college classroom. Journal of Educational Psychology, 81, 362-370.

    Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic extrinsic dichotomy: self-determination in motivation and learning. Motivation and Emotion, 16, 165-185.

    Ryan, R. M., & Deci, E. L. (1989). Bridging the research traditions of task/ego involvement and intrinsic/extrinsic motivation: comment on Butler 1987. Journal of Educational Psychology, 81, 265-268.

    Ryan, R. M., & Deci, E. L. (1996). When paradigms clash: Comments on Cameron and Pierce's claim that reward do not undermine intrinsic motivation. Review of Educational Research, 66(1), 33-38.

    Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.

    Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free choice behavior is not intrinsically motivated. Motivation and emotion, 15, 185-205.  
     

  • Intrinsic & Extrinsic Motivation


    Amabile, T. M., Hennessey, B. A., & Grossman, B. S. (1986). Social influences on creativity: The effects of contracted-for reward. Journal of Personality and Social Psychology, 50, 14-23.

    Boggiano, A. K., Barrett, M., Weiher, A. W., McClelland, G. H., & Lusk, C. M. (1987). Use of the maximal-operant principle to motivate children's intrinsic interest. Journal of Personality and Social Psychology, 53, 866-879.

    Boggiano, A. K., & Main, D. S. (1986). Enhancing children's interest in activities used as rewards: The bonus effect. Journal of Personality and Social Psychology, 51, 1116-1126.

    Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.

    Cameron, J., & Pierce, W. D. (1996). The debate about rewards and intrinsic motivation: Protests and accusations do not alter the results. Review of Educational Research, 66(1), 39-51.

    Cobb, P., Yackel, E., & Wood, T. (1989). Young children's emotional acts while doing mathematical problem-solving. In D. B. McLeod & V. M. Adams (Eds.), Affect and mathematical problem solving: A new perspective ). New York:
    Springer-Verlag.

    Condry, J., & Chambers, J. (1978). Intrinsic motivation and the process of learning. In M. R. Lepper & D. Greene (Eds.), The hidden costs of reward: new perspectives in the psychology of human motivation (pp. pp. 61-84). Hillsdale, NJ: Erlbaum.

    Csikszentmihali, M., & Csikszentmihali, I. S. (Eds.). (1988). Optimal experience: psychological studies of flow in consciousness. Cambridge: Cambridge University Press.

    Csikszentmihalyi, M., & Larson, R. (1984). Being adolescent: Conflict and growth in the teenage years. New York: Basic Books.

    Deci, E. (1978). Applications of research on the effects of rewards. In M. R. L. a. D. Greene (Ed.), The hidden costs of reward: new perspectives on the psychology of human motivation (pp. pp. 193-203): Lawrence Erlbaum.

    Deci, E. L. (1975). Intrinsic motivation: Plenum.

    Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior: Plenum.

    Dweck, C. S. (1985). Intrinsic motivation, perceived control, and self-evaluation maintenance: An achievement goal analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education, 2: The classroom milieu (pp. 289-305). New York: Academic.

    Elliot, A., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.

    Harackiewicz, J. M., Manderlink, G., & Sansone, C. (1984). Rewarding pinball wizardry: Effects of evaluation and cue value on intrinsic interest. Journal of Personality and Social Psychology, 47, 287-300.

    Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and information components. Developmental Psychology, 17(3), 300 312.

    Harter, S., & Jackson, B. (1992). Trait vs. nontrait conceptualizations of intrinsic/extrinsic motivational orientation. Motivation and Emotion, 16(3), 209-230.

    Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16(3), 231-247.

    Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children's behavior: the differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52, 233-248.

    Kohn, A. (1996). By all available means: Cameron and Pierce's defense of extrinsic motivators. Review of Educational Research, 66(1), 1-4.

    Lepper, M. R., & Cordova, D. I. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, 16(3), 187-208.

    Lepper, M. R., & Greene, D. (1975). Turning play into work: effects of adult surveillance and extrinsic rewards on children's intrinsic motivation. Journal of Personality and Social Psychology, 31, 479-486.

    Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic rewards: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology, 28, 129-137.

    Lepper, M. R., Keavney, M., & Drake, M. (1996). Intrinsic motivation and extrinsic rewards: A commentary on Cameron and Pierce's meta-analysis. Review of Educational Research, 66(1), 5-32.

    Maehr, M. L. (1976). Continuing motivation: An analysis of a seldom-considered educational outcome. Review of Educational Research, 46, 443-462.

    Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.

    Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic extrinsic dichotomy: self-determination in motivation and learning. Motivation and Emotion, 16, 165-185.

    Ryan, R. M., & Deci, E. L. (1989). Bridging the research traditions of task/ego involvement and intrinsic/extrinsic motivation: comment on Butler 1987. Journal of Educational Psychology, 81, 265-268.

    Ryan, R. M., & Deci, E. L. (1996). When paradigms clash: Comments on Cameron and Pierce's claim that reward do not undermine intrinsic motivation. Review of Educational Research, 66(1), 33-38.

    Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free choice behavior is not intrinsically motivated. Motivation and emotion, 15, 185-205.

    Sansone, C., & Morgan, C. (1992). Intrinsic motivation and education: Competence in context. Motivation and Emotion, 16, 249-270.

    Schiefele, U. (1990). The influence of topic interest, prior knowledge, and cognitive capabilities on text comprehension. In K. B. J. M. Pieters, & P. R. J. Simons (Ed.), Learning Environments (pp. 323-337): Springer.

    Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.

    Schiefele, U., & Csikszentmihalyi, M. (in press). Interest and the quality of experience in classrooms. European Journal of Psychology of Education.

    Thomas, S., & Oldfather, P. (1997). Intrinsic motivations, literacy, and assessment practices: "That's My Grade. That's Me.". Educational Psychologist, 32(2), 107-123.

    Self-Directed Learning

     

    Alexander, P. (2004). A model of domain learning: reinterpreting expertise as a multidimensional, multistage process. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Earlbaum Associates.

    Alexander, P. A. (1995). Superimposing a situation-specific and domain-specific perspective on an account of self-regulated learning. Educational Psychologist, 30(4), 189-193.

    Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories. Educational Psychologist, 30(4), 195-200.

    Corno, L. (1992). Encouraging students to take responsibility for learning and performance. The Elementary School Journal, 93(1), 70-83.

    Corno, L. (1993). The best-laid plans: modern conceptions of volition and educational research. Educational Researcher, 22(2), 14-22.

    Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 191-225). Mahwah, NJ: Lawrence Erlbaum Associates.

    Paris, S. G., Cross, D. R., & Lipson, M. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252.

    Pintrich, P., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

    Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30(4), 207-212.

    Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. S. B. J. Zimmerman (Ed.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Lawrence Erlbaum.

    Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 159-172.

    Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.

    Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.

    Interest

    Benton, S. L., Corkill, A. J., Sharp, J. M., Downey, R. G., & Khramtsova, I. (1995). Knowledge, Interest, and Narrative Writing. Journal of Educational Psychology, 87(1), 66-79.

    Butler, R. (2000). What learners want to know: The role of achievement goals in shaping information seeking, learning, and interest. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Diego: Academic Press.

    Deci, E. (1998). The relation of interest to motivation and human needs: The self-determination theory viewpoint. In A. K. L. Hoffmann, K. A. Renninger, & J. Baumert (Ed.), Interest and learning (pp. 146-162). Kiel, Germany: Institute for Science Education (IPN).

    Deci, E. (1999). An overview of intrinsic motivation and interest research. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

    Deci, E. L., & Ryan, R. M. (2000). The support of autonomy and the control of behavior. In E. T. Higgins (Ed.), (pp. 128-145). Philadelphia, PA, US: Psychology Press.

    Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73(6), 1284-1295.

    Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.

    Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. In K. A. Renninger, S. Hidi & A. Krapp (Eds.), The role of interest in learning and development (pp. 215-238). Hillsdale, NJ: Erlbaum.

    Hidi, S., & Berndorff, D. (1998). Situational interest and learning. In L. Hoffman, A. Krapp, K. A. Renninger & J. Baumert (Eds.), Interest and lerning; Proceedings of the Seeon conference on interest and gender (pp. 74-90). Kiel, Germany: IPN.

    Hidi, S., Berndorff, D., & Ainley, M. (2002). Children's argument writing, interest and self-efficacy: An intervention study. Learning & Instruction, 12(4), 429-446.

    Hidi, S., & McLaren, J. (1991). Motivational factors and writing: The role of topic interestingness. European Journal of Psychology of Education, 6, 187-197.

    Hoffman, L. (2002). Promoting girls' interest and achievement in physics classes for beginners. Learning & Instruction, 12(4), 447-465.

    Krapp, A. (2002). Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning & Instruction, 12, 383-409.

    Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi & A. Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Erlbaum.

    Krapp, A., Hoffmann, L., & Renninger, K. A. (1996). Considerations about the content and structure of a theory of interest. Paper presented at the Seeon Conference on Interest and Gender, Seeon, Germany.

    Mitchell, M. (1993). Situational Interest: Its Multifaceted Structure in the Secondary School Mathematics Classroom. Journal of Educational Psychology, 85(3), 424-436.

    Pintrich, P. R., Ryan, A. M., & Patrick, H. (1998). The differential impact of task value and mastery orientation on males' and females' self-regulated learning. In A. K. L. Hoffmann, K. A. Renninger, & J. Baumert (Ed.), Interest and learning (pp. 337-352). Kiel, Germany: Institute for Science Education (IPN).

    Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. Eccles (Eds.), The development of achievement motivation (pp. 173-195). San Diego, CA: Academic Press.

    Renninger, K. A., Hoffman, L., & Krapp, A. (1998). Interest and gender: Issues of development and learning. In A. K. L. Hoffmann, K. A. Renninger, & J. Baumert (Ed.), Interest and learning (pp. 9-21). Kiel, Germany: Institute for Science Education (IPN).

    Rheinberg, F. (1998). Theory of interest and research on motivation to learn. In A. K. L. Hoffmann, K. A. Renninger, & J. Baumert (Ed.), Interest and learning (pp. 126-145). Kiel, Germany: Institute for Science Education (IPN).

    Schiefele, U. (1990). The influence of topic interest, prior knowledge, and cognitive capabilities on text comprehension. In J. M. Pieters, K. Breuer & P. R. J. Simons (Eds.), Learning Environments (pp. 323-337). New York: Springer-Verlag.

    Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.

    Schiefele, U. (2001). The role of interest in motivation and learning. In J. M. Collis & S. Messick (Eds.), Intelligence and personality: Bridging the gap in theory and measurement. (pp. 163-193). Mahwah, NJ: Erlbaum.

    Schiefele, U., & Csikszentmihalyi, M. (in press). Interest and the quality of experience in classrooms. European Journal of Psychology of Education.

    Schiefele, U., & Krapp, A. (1996). Topic interest and free recall of expository text. Learning and Individual Differences, 8, 141-160.




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