<< Chapter < Page Chapter >> Page >

Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.

Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.

Eccles, J., Wigfield, A.,&Schiefele, U. (1998). Motivation to succeed. In W. Damon&N. Eisenberg (Eds.), Handbook of child psychology, Volume 3: Social, emotional, and personality development, 5 th edition (pp. 1017-1095). New York: Wiley.

Eisenberger, R.&Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51, 1153-1166.

Elliott, A., McGregor, H.,&Thrash, T. (2004). The need for competence. In E. Deci&R. Ryan (Eds.), Handbook of self-determination research (pp. 361-388). Rochester, NY: University of Rochester Press.

Erikson, E. (1968/1994). Identity, youth, and crisis. New York: Norton.

Flowerday, T., Shraw, G.,&Stevens, J. (2004). Role of choice and interest in reader engagement. Journal of Educational Research, 97, 93-103.

Garner, R., Brown, R., Sanders, S.&Menke, D. (1992). “Seductive details” and learning from text. In A. Renninger, S. Hidi,&A. Krapp (Eds.), The role of interest in learning and development, pp. 239-254. Mahwah, NJ: Erlbaum.

Goddard, R., Hoy, W.,&Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33 (3), 3-13.

Guthrie, J., Wigfield, A.,&Humenick, N. (2006). Influences of stimulating tasks on reading motivation and comprehension. Journal of Educational Research, 99, 232-245.

Harp, S.&Mayer, R. (1998). How seductive details do their damage. Journal of Educational Psychology, 90, 414-434.

Harzckiewicz, J., Barron, K., Tauer, J.,&Elliot, A. (2002). Short-term and long-term consequences of achievement goals. Journal of Educational Psychology, 92, 316-320.

Hidi, S.&Renninger, A. (2006). A four-phase model of interest development. Educational Psychology, 41, 111-127.

Johnson, D.&Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning, 5 th edition. Boston: Allyn&Bacon.

Kohn, A. (1996). No contest: The case against competition. Boston: Houghton Mifflin.

Koestner, R.&Losier, G. (2004). Distinguishing three ways of being highly motivated: a closer look at introjection, identification, and intrinsic motivation. In E. Deci&R. Ryan (Eds.), Handbook of self-determination research (pp. 101-122). Rochester, NY: University of Rochester Press.

Lent, R., Brown, S., Nota, L.,&Soresi, S. (2003). Teaching social cognitive interest and choice hypotheses across Holland types in Italian high school students. Journal of Vocational Behavior, 62, 101-118.

Lindley, L. (2006). The paradox of self-efficacy: Research with diverse populations. Journal of Career Assessment, 14 (1), 143-160.

Mau, W.-C. (2003). Factors that influence persistence in science and engineering career aspirations. Career Development Quarterly, 51, 234-243.

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

Pajares, F.&Schunk, D. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In . Riding&S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.

Pajares, F.&Schunk, D. (2002). Self-beliefs in psychology and education: An historical perspective. In J. Aronson (Ed.), Improving academic achievement (pp. 3-21). New York: Academic Press.

Reynolds, P.&Symons, S. (2001). Motivational variables and children’s text search. Journal of Educational Psychology, 93, 14-22.

Ryan, R.&Lynch, M. (2003). Philosophies of motivation and classroom management. In R. Curren (Ed.), Blackwell companion to philosophy: A companion to the philosophy of education (pp. 260-271). New York, NY: Blackwell.

Sanchez, C.&Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory and Cognition, 34, 344-355.

Sapon-Shevin, M.&Cohen, E. (2004). Conclusion. In Cohen, E., Brody, C.,&Sapon-Shevin, M. (Eds.), Teaching cooperative learning: The challenge for teacher education (pp. 217-224). Albany, NY: State University of New York Press.

Schunk, D.&Zimmerman, B. (1997). Social origins of self-regulatory competence. Educational psychologist, 34 (4), 195-208.

Schwartz, B. (2004). The paradox of choice: Why more is less. New York: Ecco/Harper Collins.

Schunk, D., Pintrich, P., Meese, J. (2008). Motivation in education: Theory, research and applications. New York: Pearson Professional.

Skinner, B. F. (1938). The behavior of organisms. New York: Appleton-Century-Crofts.

Slavin, R. (1995). Cooperative learning, 2 nd edition. Boston: Allyn&Bacon.

Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.

Urdan, T. (2004). Predictors of self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96, 251-254.

Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. Elliot&C. Dweck (Eds.), Handbook of Competence and Motivation, pp. 73-84. New York: Guilford Press.

Wigfield, A.&Eccles, J. (2002). The development of achievement motivation. San Diego, CA: Academic Press.

Wigfield, A., Tonk, S.,&Eccles, J. (2004). Expectancy-value theory in cross-cultural perspective. In D. McInerney&S. van Etten (Eds.), Research on Sociocultural Influences on Motivation and Learning. Greenwich, CT: Information Age Publishers.

Wolters, C. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Educational psychology. OpenStax CNX. May 11, 2011 Download for free at http://cnx.org/content/col11302/1.2
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Educational psychology' conversation and receive update notifications?

Ask