Elsevier S & T

Development of Achievement Motivation

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Table of contents
  • Cover
  • Contentsv
  • Contributorsxiii
  • Prefacexv
  • Introduction1
  • Defining Motivation and its Development1
  • Purpose of the Book4
  • Organization and Contents of the Book5
  • Overview of Chapters Focused on Competence-Related Beliefs6
  • Overview of Chapters Focused on Reasons for Engaging in Achievement Activities7
  • Chapters Focused on Students’ Regulation of their Achievement Behaviors9
  • Chapters Focused on Instructional Practices and Student Motivation9
  • References10
  • Part 1: Can I Do This Activity?13
  • Chapter 1. The Development of Academic Self-Efficacy15
  • Theoretical Background16
  • Development of Self-Efficacy18
  • Transitional Influences20
  • Developmental Changes in Self-Appraisal Skill21
  • Gender and Ethnic Differences in Self-Efficacy22
  • Self-Efficacy for Learning and Achievement24
  • Research on Self-Efficacy25
  • Future Research Directions27
  • Conclusion28
  • References29
  • Chapter 2. The Developmental Course of Achievement Motivation: A Need-Based Approach33
  • Introduction33
  • Caring about Learning: A Retrospective Study40
  • Discussion47
  • References53
  • Chapter 3. The Development of Ability Conceptions57
  • Introduction57
  • BeforeŽ Conceptions of Ability60
  • Developing Ability Conceptions62
  • After Conceptions of Ability: Individual Differences that Parallel Developmental Differences71
  • Influences on Children’s Conceptions of Intelligence76
  • Teachers’, Parents’, and Evaluators’ Conceptions of Ability77
  • Gender, Race, and Culture78
  • Some Broad Questions for Future Research79
  • Lessons from the Literature (and More Questions for the Future)80
  • References83
  • PART 2: Do I Want to Do this Activity, and Why?89
  • Chapter 4. The Development of Competence Beliefs, Expectancies for Success, and Achievement Values F91
  • Eccles, Wigfield, and Colleagues’ Expectancy-Value Model92
  • Development of Children’s Competence Beliefs, Expectancies for Success, and Achievement Task Value95
  • Gender and Ethnic Differences in Competence-Related Beliefs and Expectancies for Success97
  • Expectancies, Values, Goals, and Achievement Behaviors104
  • Future Research Directions112
  • Acknowledgments115
  • References115
  • Chapter 5. Ethnicity, Gender, and the Development of Achievement Values121
  • Historical Perspective123
  • Perspectives from Other Disciplines124
  • A New Empirical Approach to the Study of Achievement Values126
  • Summary: Ethnicity, Gender, and Developing (Declining?) Achievement Values140
  • Five Recommendations for Motivation Theory and Research141
  • References144
  • Chapter 6. The Development of Self-Determination in Middle Childhood and Adolescence147
  • Self-Determination Defined148
  • The Expression of Self-Determination149
  • The Development of Self-Determination154
  • Self-Determination and Transitions164
  • Self-Determination in Multiple Contexts166
  • Summary and Conclusions167
  • Acknowledgment169
  • References169
  • Chapter 7. Student Interest and Achievement: Developmental Issues Raised by A Case Study173
  • Sam, A Seventh Grader175
  • Interest and Achievement187
  • Discussion190
  • Acknowledgments191
  • References191
  • Chapter 8. The Development of Goal Orientation197
  • What is a Goal OrientationŽ?197
  • The Development of Goal Orientation203
  • Goal Orientations in Young Children203
  • Goal Orientation in Adolescents207
  • Discussion213
  • Conclusions217
  • References217
  • Chapter 9. The Contribution of Social Goal Setting to Children's School Adjustment221
  • Perspectives on Social Goals222
  • The Development of Social Goals233
  • Conclusion240
  • References241
  • PART 3: What Do I Need to Do to Succeed?247
  • Chapter 10. The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Fact249
  • What Develops in Self-Regulated Learning?250
  • The Role of Cognitive Factors in the Development of Self-Regulation255
  • The Role of Motivational Factors in the Development of Self-Regulated Learning266
  • Conclusions and Future Directions277
  • Acknowledgment279
  • References279
  • Chapter 11. What Do I Need to Do to Succeed . . .When I Don't Understand What I'm Doing!?: Developme285
  • Introduction285
  • Developmental Theories Related to Students’ Help Seeking287
  • The Role of Teachers288
  • The Role of Peers296
  • Concluding Thoughts and Ideas for Future Research301
  • References303
  • PART 4: Motivation and Instruction307
  • Chapter 12. Good Instruction is Motivating309
  • Teaching and Learning Literature310
  • Achievement Motivation Literature311
  • Mathematics Instruction Study315
  • School Transition Study318
  • Early Childhood Study327
  • Conclusions329
  • References330
  • Chapter 13. Instructional Practices and Motivation During Middle School (With Special Attention to S333
  • What Works in Middle Grades Reform?335
  • Moving Beyond the Textbook in Science Class: The Motivational Benefits of Minds-OnŽ and Hands-O337
  • A Field Study in Two High-Poverty Middle Schools338
  • Active, Meaning-Oriented Instructional Practices in Other Subjects346
  • Acknowledment348
  • References348
  • Index353
Book details
  • Vendor Elsevier S & T
  • SKU 9780127500539R180
  • ISBN-13 9780080491127

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Description eBook delivery & access Reviews
This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance.

Key Features
* Coverage of the major theories and constructs in the motivation field
* Focus on developmental issues across the elementary and secondary school period
* Discussion of instructional and theoretical issues regarding motivation
* Consideration of gender and ethnic differences in motivation