Achievement Motivation
EPSY 530/PSYCH 525, Fall, 2001
Mon. 5:00-8:00, 2235 ECSW
Instructor: Dr. Theresa Thorkildsen
Office: ECSW 3549, Hours: Before class, and by appointment
Phone: 996-8138 (office), e-mail: thork@uic.edu
http://www.uic.edu/~thork/fair
(web)
In this course, students will explore research on motivation
as it relates to projects they are working on. Some students anticipate
reviewing basic theories of achievement motivation, writing a review of
research as a final project. Other students anticipate extending their
masters thesis or dissertation topics into the field of motivation and will be
looking for guidance. Still other students are ready to design a study
related to achievement motivation. Some topics include:
§ Exploring needs-based theories of motivation.
§ Coordinating issues of motivation and moral development.
§ Determining relationships between social comparison and motivation.
§ Elaborating on how personality traits influence motivation.
§ Considering students’ motivation to complete homework assignments.
§ Identifying the means by which motivation influences the development of literacy.
Assignments and Ground
Rules
Class sessions will be organized in a
workshop fashion with students eliciting advice from their peers and the
instructor on how to develop a strong research project/review of research in
motivation. Student will construct a personal evaluation plan and grades
will reflect their progress in meeting goals negotiated with the instructor.
This class relies heavily on weekly discussions. The most important assignment, therefore, is to prepare something to share with the group before coming to class. Although I do not take formal attendance, everyone's absence is felt. Excessive absences have made it impossible for students in past semesters to follow what is going on, and such students typically end up with relatively low grades in the course.
Instead of tests, students will be asked to participate in a variety of conversations and to construct a final project outlining their progress in the course. Students who have projects underway will be encouraged to continue working on those projects. By the end of the semester, students should be able to summarize major theories in the field of motivation, present the results of a project they have completed, and write an authoritative paper outlining the lessons they have learned.
Readings
We will rely on jigsaw
teaching techniques that require each student to develop expertise in an area
related to motivation. Below is a sample of books to help students get
started in their inquiries.
· Apter, M. J. (Ed.). (2001). Motivational styles in everyday life: A guide to reversal theory. Washington, DC: American Psychological Association.
· Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
· Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
· Boggiano, A. K., & Pittman, T. S. (Eds.). (1992). Achievement and motivation; A social developmental perspective. New York: Cambridge University Press.
· Beck, R. C. (2000). Motivation: Theories and principles (4th ed.). Upper Saddle River, NJ: Prentice Hall.
· Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. New York: Cambridge University Press.
· Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
· Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
· Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
· Deci, E. L., & Flaste, R. (1996). Why we do what we do: The dynamics of personal autonomy. New York: Penguin.
· Finkel, N. J. (2001). Not fair! The typology of commonsense unfairness. Washington, DC: American Psychological Association.
· Nicholls, J. G. (1989) The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
· Pintrich, P. R., & Schunk, D. H. (2000). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
· Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice. Boston: Allyn & Bacon.
· Suls, J., & Wheeler, L. (Eds.). Handbook of social comparison: Theory and research. New York: Kluwer Academic.
· Thorkildsen, T. A., & Nicholls, J. G. (2002). Motivation and the struggle to learn: Responding to fractured experience. Boston: Allyn & Bacon.
· Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage Publications.
· Weiner, B. (1995). Judgments of responsibility: A foundation for a theory of social conduct. New York: The Guilford Press.
· Wong, R. (2000). Motivation: A biobehavioural approach. New York: Cambridge University Press.
Accessibility
UIC strives to ensure the accessibility of programs, classes, and services to
students with disabilities.Reasonable accommodations can be arranged for
students with various types of disabilities, such as documented learning
disabilities, vision or hearing impairments, and emotional or physical
disabilities. If you need accommodations for this class, please let your
instructor know your needs and he/she will help you obtain assistance.
Tentative Outline
|
DATE |
ACTIVITY |
SUGGESTED PREPARATION |
|
August 20 |
Introduction and
identification of interests |
Choose a theorist/author
whose work you plan to explore. |
|
August 27 |
Outlining themes in the
readings |
Find a book/series of
articles to read for your project. |
|
September 3 |
LABOR DAY |
Read about the theorist
whose interests match yours.Skim readings that might be related to your
interests. |
|
September 10 |
Presentation of theories |
Finish reading the book you
selected and compare and contrast the ideas in that work with those of other
theorists. |
|
September 17 |
Presentation of theories |
Compare and contrast ideas
from different theories. |
|
September 24 |
Presentation of theories |
Compare and contrast ideas
from different theories. |
|
October 1 |
Presentation of theories |
Compare and contrast ideas
from different theories. |
|
October 8 |
Presentation of theories |
Compare and contrast ideas
from different theories.Draw a concept map of how various motivational
constructs might be related in your field of interest. |
|
October 15 |
Presentation of theories |
Bring your concept map to
class for discussion.Imagine the design of a study you might conduct to test
your conclusions. |
|
October 22 |
Presentation of theories |
Critique the various
concept maps emerging from our discussion.Revise the design of a study you
might conduct to reflect your new thinking. |
|
|
|
|
|
October 29 |
Presentation of theories |
Finalize the structure of your
project and think about how to present these ideas to the group. |
|
November 5 |
Presentation of projects |
Come prepared to offer your
peers a solid critique of their work and/or present your own. |
|
November 12 |
Presentation of projects |
Come prepared to offer your
peers a solid critique of their work and/or present your own. |
|
November 19 |
Writing workshop |
Come with an outline of the
struggles you are having writing your project and ready to seek advice from
your peers |
|
November 26 |
Presentation of projects |
Come prepared to offer your
peers a solid critique of their work and/or present your own. |
|
December 3 |
|
FINAL PAPERS DUE |
Expectancy-Value Theory
Atkinson, J. W. (1957). Motivational determinants of
risk-taking behavior. Psychological Review, 64, 359-372.
Blumenfeld, P. C., Pintrich, P. R., Meece, J., &
Wessels, K. (1982). The formation and role of self perceptions of ability in elementary
classrooms. Elementary School Journal, 82,
401-420.
Carver, C. S., & Scheier, M. F. (1981). Theory:
Interrupting the feedback loop, and the role of expectancy. In C.S. Carver
& M. F. Scheier, Attention and
self-regulation: A control-theory approach to human behavior (pp. 185-202).
New York: Springer-Verlag.
Carver, C. S., & Scheier, M. F. (1981). Research:
Persistence and task performance.
In C.S. Carver & M. F. Scheier, Attention
and self-regulation: A control-theory approach to human behavior (pp.
203-222). New York: Springer-Verlag.
Carver, C. S., & Scheier, M. F. (1981).
Additional conceptual issues: Achievement motivation, helplessness, and
egotism. In C.S. Carver & M.
F. Scheier, Attention and
self-regulation: A control-theory approach to human behavior (pp. 243-266).
New York: Springer-Verlag.
Carver, C. S., & Scheier, M. F. (1986).
Functional and dysfunctional responses to anxiety: The interaction between
expectancies and self-focused attention. In R. Schwarzer (Ed.), Self-related cognitions in anxiety and
motivation (pp.111-141).
Hillsdale, NJ: Erlbaum.
Dweck, C. S., & Gilliard, D. (1975). Expectancy
statements as determinants of reactions to failure: Sex differences in
persistence and expectancy change. Journal
of Personality and Social Psychology, 32, 1077-1084.
Eccles, J., & Wigfield, A. (1995). In the mind of
the actor: The structure of adolescents’ achievement task values and
expectancy-related beliefs. Personality
and Social Psychology Bulletin, 21, 215-225.
Hamilton, J. O. (1974). Motivation and risk taking
behavior: A test of Atkinson's theory. Journal
of Personality and Social Psychology, 29, 856-864.
Maehr, M. L. (1976). Continuing motivation: An
analysis of a seldom considered educational outcome. Review of Educational Research, 46, 443-462.
Maehr, M. L., & Sjogren, D. D. (1971). Atkinson’s
theory of achievement motivation: First step toward a theory of academic
motivation? Review of Educational
Research, 41, 143-161.
Maehr, M. L., & Videbeck, R. (1968). Predisposition
to risk and persistence under varying reinforcement-success schedules. Journal of Personality and Social
Psychology, 9, 96-100.
McClelland, D. C. (1958). Risk taking in children
with high and low need for achievement.
In J. W. Atkinson (Ed.), Motives
in fantasy, action, and society (pp. 306-321). New York: Van Nostrand.
Meece, J. L., Wigfield, A., Eccles, J. S. (1990).
Predictors of math anxiety and its influence on young adolescents’ course
enrollment intentions and performance in mathematics. Special Section:
Motivation and efficacy in education: Research and new directions. Journal of Educational Psychology, 82,
60-70.
Midgley, C., Feldlaufer, H., &
Eccles, J. S. (1989). Change in teacher efficacy and student self- and
task-related beliefs in mathematics during the transition to junior high
school. Journal of Educational
Psychology, 81, 247-258.
Rubovits, P. C., & Maehr, M. L. (1971). Pygmalion
analyzed: Toward an explanation of the Rosenthal-Jacobson findings. Journal of Personality and Social
Psychology, 19, 197-203.
Sorensen, R. L., & Maehr, M. L. (1976). Toward
the experimental analysis of continuing motivation. Journal of Educational Research, 69, 319-322.
Stallings, W. M., Wolff, J. L., & Maehr, M. L.
(1969). Fear of failure and the pass-fail grading option. Journal of Experimental Education, 38, 87-91.
Stuempfig, D. W., & Maehr, M. L. (1970).
Persistence as a function of conceptual structure and quality of feedback. Child Development, 41, 1183-1190.
Wigfield, A. (1994). Expectancy-value theory of
achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
Wigfield, A., & Eccles, J. S. (1992). The
development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
Wigfield, A., & Eccles, J. S. (1994). Children’s
competence beliefs, achievement values, and general self-esteem: Change across
elementary and middle school. Special Issue: Middle grades schooling and early
adolescent development: I. Early adolescents’ psychological characteristics,
relationships with others, and school performance. Journal of Early Adolescence, 14, 107-138.
Wigfield, A., & Eccles, J. S. (2000).
Expectancy-value theory of achievement motivation. Contemporary Educational
Psychology, 25, 68-81.
Zuroff, D. C. & Rotter, J. B. (1985) A history of
the expectancy construct in psychology. In J. B. Dusek (Ed.) Teacher expectancies. (pp. 9-36).
Hillsdale, NJ: Erlbaum.
Rewards
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., Harackiewicz, J. M., Bessette, J.
M., & Main, D. S. (1985). Increasing children’s interest through
performance-contingent reward. Social
Cognition, 3, 400-411.
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.
Boggiano, A. K., & Pittman, T. S. (1992). Achievement and motivation. New York: Cambridge University Press.
Condry, J. & Chambers, J. (1978). Intrinsic
motivation and the process of learning. In M. Lepper & D. Greene (Eds.) The hidden costs of reward: New perspectives
in the psychology of human motivation, (pp. 61-84). Hillsdale, NJ: Erlbaum.
Deci, E. L. (1971). Effects of externally mediated
rewards on intrinsic motivation. Journal
of Personality and Social Psychology, 18, 105-115.
Deci, E. L. (1972). The effects of contingent and
noncontingent rewards and controls on intrinsic motivation. Organizational Behavior and Human
Performance, 8, 217-229.
Deci, E. L. (1972). Intrinsic motivation, extrinsic
reinforcement, and inequity. Journal of
Personality and Social Psychology, 22, 113-120.
Deci, E. L., Benware, C., & Landy, D. (1974). The
attribution of motivation as a function of output and rewards. Journal of Personality, 42, 652-667.
Deci, E. L., Cascio, W. F., Krusell, J. (1975).
Cognitive evaluation theory and some comments on the Calder and Staw critique. Journal of Personality and Social
Psychology, 31, 81-85.
Deci, E. L., Nezlek, J., Sheinman, L. (1981).
Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social
Psychology, 40, 1-10.
Harackiewicz, J. M. (1979). The effects of reward
contingency and performance feedback on intrinsic motivation. Journal of Personality and Social
Psychology, 37, 1352-1363.
Harackiewicz, J. M., & Manderlink, G. (1984). A
process analysis of the effects of performance: Contingent rewards on intrinsic
motivation. Journal of Experimental
Social Psychology, 20, 531-551.
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.
Harris, A. M., & Covington, M. V. (1993). The
role of cooperative reward interdependency in success and failure. Journal of Experimental Education, 61,
151-168.
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.
Nelson, S. A., & Dweck, C. S. (1977). Motivation
and competence as determinants of young children’s reward allocation. Developmental Psychology, 13, 192-197.
Social Learning Theory/Social Cognitive Theory
Bandura, A. (1977). Self-efficacy: Toward a unifying
theory of behavioral change. Psychological
Review, 84, 161-215.
Bandura, A. (1979). Self-referent mechanisms in
social learning theory. American
Psychologist, 34, 439-441.
Bandura, A. (1980). Gauging the relationship between
self-efficacy judgment and action. Cognitive
Therapy & Research, 4, 263-268.
Bandura, A. (1982). Self-efficacy mechanism in human
agency. American Psychologist, 37,
122-147.
Bandura, A. (1982). The assessment and predictive
generality of self-precepts of efficacy. Journal
of Behavior Therapy & Experimental Psychiatry, 13, 195-199.
Bandura, A., (1983). Self-efficacy determinants of
anticipated fears and calamities. Journal
of Personality and Social Psychology, 45, 464-468.
Bandura, A. (1984). Representing personal
determinants in causal structures. Psychological
Review, 91, 508-511.
Bandura, A. (1984). Recycling misconceptions of
perceived self-efficacy. Cognitive
Therapy & Research, 8, 231-255.
Bandura, A. (1986). The explanatory and predictive
scope of self-efficacy theory. Special Issue: Self-efficacy theory in
contemporary psychology. Journal of Social
& Clinical Psychology, 4, 359-373.
Bandura, A. (1986). Fearful expectations and avoidant
actions as coeffects of perceived self-inefficacy. American Psychologist, 41, 1389-1391.
Bandura, A. (1988). Self-efficacy conception of
anxiety. Anxiety Research, 1, 77-98.
Bandura, A. (1989). Human agency in social cognitive
theory. American Psychologist, 44,
1175-1184.
Bandura, A. (1989). Regulation of cognitive processes
through perceived self-efficacy. Developmental
Psychology, 25, 729-735.
Bandura, A. (1990). Perceived self-efficacy in the
exercise of control over AIDS infection. Special Issue: Evaluation of AIDS
prevention and education programs. Evaluation
& Program Planning, 13, 9-17.
Bandura, A. (1991). Social cognitive theory of
self-regulation. Special issue: Theories of cognitive self-regulation. Organizational Behavior & Human Decision
Processes, 50, 248-287.
Bandura, A. (1991). Human agency: The rhetoric and
the reality. American Psychologist, 46,
157-162.
Bandura, A. (1992). On rectifying the comparative
anatomy of perceived control: Comments on “Cognates of personal control.” Applied & Preventative Psychology, 1,
121-126.
Bandura, A. (1993). Perceived self-efficacy in
cognitive development and functioning. Educational
Psychologist, 28, 117-148.
Bandura, A., & Adams, N. E. (1977). Analysis of
self-efficacy theory of behavioral change. Cognitive
Therapy & Research, 1, 287-310.
Bandura, A., Adams, N. E., Hardy, A. B., &
Howells, G. N. (1980). Tests of the generality of self-efficacy theory. Cognitive Therapy & Research, 4,
39-66.
Bandura, A., & Cervone, D. (1983).
Self-evaluative and self-efficacy mechanisms governing the motivational effects
of goal systems. Journal of Personality
and Social Psychology, 45, 1017-1028.
Bandura, A., & Cervone, D. (1986). Differential
engagement of self-reactive influences in cognitive motivation. Organizational Behavior & Human Decision
Processes, 38, 92-113.
Bandura, A., Cioffi, D., Taylor, C. B., &
Brouillard, M. E. (1988). Perceived self-efficacy in coping with cognitive
stressors and opioid activation. Journal
of Personality and Social Psychology, 55, 479-488.
Bandura, A., Jeffery, R. W., & Wright, C. L.
(1974). Efficacy of participant modeling as a function of response induction
aids. Journal of Abnormal Behavior, 83,
56-64.
Bandura, A., Oleary, A., Taylor, C. B., Gauthier, J
et al. (1987). Perceived self-efficacy and pain control: Opioid and nonopioid
mechanisms. Journal of Personality and
Social Psychology, 53, 563-571.
Bandura, A., Reese, L., & Adams, N. E. (1982).
Microanalysis of action and fear arousal as a function of differential levels
of perceived self-efficacy. Journal of
Personality and Social Psychology, 43, 5-21.
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.
Bandura, A., & Wood, R. (1989). Effect of
perceived controllability and performance standards on self-regulation of
complex decision making. Journal of
Personality and Social Psychology, 56, 805-814.
Bussey, K., & Bandura, A. (1984). Influence of
gender constancy and social power on sex-linked modeling. Journal of Personality and Social Psychology, 47, 1292-1302.
Bussey, K., & Bandura, A. (1992). Self-regulatory
mechanisms governing gender development. Child
Development, 63, 1236-1250.
Jourden, F. J., Bandura, A., & Banfield, J. T.
(1991). The impact of conceptions of ability on self-regulatory factors and
motor skill acquisition. Journal of Sport
& Exercise Psychology, 13, 213-226.
Kalechstein, A., & Nowicki, S. (1994). Social
learning theory and the prediction of achievement in telemarketers. Journal of Social Psychology, 134,
547-548.
Ozer, E. M., & Bandura, A. (1990). Mechanisms
governing empowerment effects: A self-efficacy analysis. Journal of Personality and Social Psychology, 58, 472-486.
Schunk, D. H. (1981). Modeling and attributional
effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73,
93-105.
Schunk, D. H. (1982). Effects of effort attributional
feedback on children's perceived self-efficacy and achievement. Journal of Educational Psychology, 74,
584-566.
Schunk, D. H. (1982). Progress self-monitoring:
Effects on children’s self-efficacy and achievement. Journal of Experimental Education, 51, 89-93.
Schunk, D. H. (1983). Developing children’s
self-efficacy and skills: The roles of social comparative information and goal
setting. Contemporary Educational
Psychology, 8, 76-86.
Schunk, D. H. (1983). Ability versus effort
attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75,
848-856.
Schunk, D. H. (1983). Reward contingencies and the
development of children’s skills and self-efficacy. Journal of Educational Psychology, 75, 511-518.
Schunk, D. H. (1984). Enhancing self-efficacy and
achievement through rewards and goals: Motivational and informational effects. Journal of Educational Research, 78,
29-34.
Schunk, D. H. (1984). Sequential attributional
feedback and children’s achievement behaviors. Journal of Educational Psychology, 76, 1159-1169.
Schunk, D. H. (1984). Self-efficacy perspective on
achievement behavior. Educational
Psychologist, 19, 48-58.
Schunk, D. H. (1985). Self-efficacy and classroom
learning. Psychology in the Schools, 22,
208-223.
Schunk, D. H. (1985). Participation in goal setting:
Effects on self-efficacy and skills of learning-disabled children. Journal of Special Education, 19,
307-317.
Schunk, D. H. (1986). Vicarious influences on
self-efficacy for cognitive skill learning. Special Issue: Self-efficacy theory
in contemporary psychology. Journal of
Social and Clinical Psychology, 4, 316-327.
Schunk, D. H. (1989). Self-efficacy and cognitive
achievement: Implications for students with learning problems. Journal of Learning Disabilities, 22,
14-22.
Schunk, D. H. (1989). Self-efficacy and achievement
behaviors. Educational Psychology Review,
1, 173-208.
Schunk, D. H. (1990). Goal setting and self-efficacy
during self-regulated learning. Special Issue: Self-regulated learning and
academic achievement. Educational
Psychologist, 25, 71-86.
Schunk, D. H. (1991). Self-efficacy and academic
motivation. Special Issue: Current issues and new directions in motivational
theory and research. Educational
Psychologist, 26, 207-231.
Schunk, D. H. (2000).
Coming to terms with motivation constructs. Contemporary Educational
Psychology, 25, 116-119.
Schunk, D. H., & Gunn, T. P. (1985). Modeled importance
of task strategies and achievement beliefs: Effect on self-efficacy and skill
development. Journal of Early
Adolescence, 5, 247-258.
Schunk, D. H., & Gunn, T. P. (1986).
Self-efficacy and skill development: Influence of task strategies and attributions.
Journal of Educational Psychology, 79,
238-244.
Schunk, D. H., & Hanson, A. R. (1985). Peer
models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77,
313-322.
Schunk, D. H., & Hanson, A. R. (1989). Influence
of peer-model attributes on children’s beliefs and learning. Journal of Educational Psychology, 81,
431-434.
Schunk, D. H., & Hanson, A. R. (1989).
Self-modeling and children’s cognitive skill learning. Journal of Educational Psychology, 81, 155-163.
Schunk, D. H., Hanson, A. R., & Cox, P. D.
(1987). Peer-model attributes and children’s achievement behaviors. Journal of Educational Psychology, 79,
54-61.
Schunk, D. H., & Lilly, M. W. (1984). Sex
differences in self-efficacy and attributions: Influence of performance
feedback. Journal of Early Adolescence, 4,
203-213.
Schunk, D. H., & Rice, J. M. (1987). Enhancing
comprehension skill and self-efficacy with strategy value information. Journal of Reading Behavior, 19,
285-302.
Schunk, D. H., & Rice, J. M. (1993). Strategy
fading and progress feedback: Effects on self-efficacy and comprehension among
students receiving remedial reading services. Journal of Special Education, 27, 257-276.
Schunk, D. H., & Swartz, C. W. (1993). Writing
strategy instruction with gifted students: Effects of goal and feedback on
self-efficacy and skills. Roeper Review,
15, 225-230.
Schunk, D. H., & Swartz, C. W. (1993). Goals and
progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18,
337-354.
Wiedenfeld, S. A., Oleary, A., Bandura, A., Brown,
S., et al. (1990). Impact of perceived self-efficacy in coping with stressors
on components of the immune system. Journal
of Personality and Social Psychology, 59, 1082-1094.
Wood, R., & Bandura, A. (1989). Impact of
conceptions of ability on self-regulatory mechanisms and complex decision
making. Journal of Personality and Social
Psychology, 56, 407-415.
Wood, R., Bandura, A., & Bailey, T. (1990).
Mechanisms governing organizational performance in complex decision-making
environments. Organizational Behavior
& Human Decision Processes, 46, 181-201.
Zimmerman, B. J., & Bandura, A. (1994). Impact of
self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.
Zimmerman, B., Bandura, A., & Martinez, P. M.
(1992). Self-motivation for academic attainment: The role of self-efficacy
beliefs and personal goal setting. American
Educational Research Journal, 29, 663-676.
Zimmerman, B. J.
(2000). Self-efficacy: An essential motive to learn. Contemporary
Educational Psychology, 25, 82-91.
Attribution Theory
Benesh, M., & Weiner, B. (1982). On emotion and
motivation: From the notebooks of Fritz Heider. American Psychologist, 37, 887-895.
Brown, J., & Weiner, B. (1984). Affective
consequences of ability versus effort ascriptions: Controversies, resolutions,
and quandaries. Journal of Educational
Psychology, 76, 146-158.
Caprara, G. V., Pastorelli, C., & Weiner, B.
(1994). At-risk children’s causal inferences given emotional feedback and their
understanding of the excuse-giving process. European
Journal of Personality, 8, 31-43.
Covington, M. V., & Omelich, C. L. (1979). Are
causal attributions causal? A path analysis of the cognitive model of
achievement motivation. Journal of
Personality and Social Psychology, 37, 1487-1504.
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).
Controversies or consistencies? A reply to Brown and Weiner. Journal of Educational Psychology, 76,
159-168.
Covington, M. V., & Omelich, C. L. (1984). An
empirical examination of Weiner’s critique of attribution research. Journal of Educational Psychology, 76,
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,
1199-1213.
Covington, M. V., & Omelich, C. L. (1985).
Ability and effort valuation among failure-avoiding and failure-accepting
students. Journal of Educational
Psychology, 77, 446-459.
Folkes, V. S., & Weiner, B. (1977). Motivational
determinants of coalition formation. Journal
of Experimental Social Psychology, 13, 536-542.
Forsterling, F. (1985). Attributional retraining: A
review. Psychological Bulletin, 18,
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