Achievement
Motivation
EPSY 530/PSYCH 525
Spring 2010
Thursdays 5:00-8:00, EPASW 3427
Instructor: Dr. Theresa Thorkildsen
Office: EPASW 3549
Hours: Before class and by appointment
Phone: 996-8138 (office), E-mail:
thork@uic.edu
Web: http://tigger.uic.edu/~thork/fair
Purpose
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 or an applied investigation project related to motivation. Some topics that we will discuss this
semester include:
§
Exploring
needs-based theories of motivation.
§
Distinguishing
forms of engagement.
§
Determining
relationships between social comparison and motivation.
§
Elaborating
on how personality traits and definitions of the self influence motivation.
§
Considering
students’ motivation participate in school.
§
Comparing
goal-related theories with classroom expectations.
§
Comparing
self-regulation and other features of the self-system.
§
Exploring
relationships between cultural pressures and personal desires.
§
Comparing
theories of behavior, cognition, and emotion with more holistic theories.
§
Identifying
the means by which motivation influences the development of literacy.
§
Exploring
how feedback and assessment can inhibit or strengthen motivation.
Readings
We will rely on a jigsaw teaching
technique that requires each student to develop expertise in an area related to
motivation. You will be asked to read a
series of assigned journal articles, and a self-selected list of at least 10
journal articles. A structure for
organizing this reading is listed below.
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.
Assignments
Students should organize their time so that
they complete assigned readings before coming to class and be
prepared to discuss the material in them.
Class time will be spent discussing the application of the readings to
particular fields of interest and generating new questions. Students are expected to attend all sessions
and participate in discussions of the readings.
Everyone is also responsible for keeping the class informed about potential
absences, making arrangements to pick up readings, and obtaining any missed
information.
Because
students are enrolled in this course for many different reasons, each student
will negotiate an evaluation plan with the instructor. At the very minimum, everyone will be
required to design and complete an independent project and present their
findings to the class. As part of that
project, students will be required to read at least 10 articles from different
journals and incorporate a critique of those articles into their work. Students who have not read many journal
articles have sometimes written short summaries of various articles and turned
them in for critique during the semester.
Taking advantage of opportunities to receive feedback, either orally or
in writing, can improve comprehension of the technical features of a paper.
The
written project can take any of the following formats: (a) summarize the
findings of a collection of related studies, (b) study the work of a particular
theorist, (c) defend the need for a new study extending an area of
investigation, (d) offer a theoretical critique for a specified content area,
or (e) plan and conduct a practical intervention with students. Throughout the course everyone will be asked
to talk about what they are reading and we will compare papers written for
these different purposes. Toward the end
of the semester, students will be asked to complete a formal presentation of
their work and discuss possible new directions for these projects.
Students
who wish to work toward an 'A' in the course should integrate the
concepts from the assigned and independent readings into their overall program
of study. Their evaluation plan should
demonstrate how they intend to do so.
Because this course can help students learn skills for conducting
original research, assignments should be completed using all the standards of
professional discourse (e.g., APA format, reliance on primary sources). Outstanding work should enhance students’
curriculum vitae. Grades of “B” will
include reading all assignments, oral participation in class discussions, and
an independent paper, any of which reflect work that is not quite in compliance
with standards of excellence expected in a graduate program. A passing grade of “C” will be
possible if students turn in a final project, but come unprepared to participate
on a regular basis. In doctoral
programs, courses where students earn anything less than a “B” are often
retaken.
Enhancing communication. To enhance communication, everyone will be
added to a class listserv that is reserved only for doctoral students or other
students who want to think about doing research. The syllabus will also be posted on the Web
and updated as readings are selected each week.
By
the end of the semester, each student’s topic of interest should be clear to
all the members of our class. Students
typically communicate their interests in several ways: (1) via our class
listserv, (2) through contributions to class discussions, or (3) via more
private conversations with the instructor.
Students and faculty in the COE have learned that when everyone
participates, we can all learn, have fun, and avoid unnecessary
resentments. As is the case in most
academic communities, people who do not join in are typically ignored rather
than punished.
Academic Honesty
One major issue that seems
to be cropping up across classes in the COE is some form of academic
dishonesty, intentional or accidental.
Two issues seem especially important to discuss as part of our course
activities: plagiarism and the use of assignments for more than one course.
First, your review of
research should represent your
version of the main information you were able to obtain from the readings. You should ideally try to avoid quoting
information directly from the articles you are reading, but may want to do so
on a rare occasion. This is an
acceptable practice IF you accurately cite the place in the article you are
quoting from; including the last name of all the authors, the year of the
publication, and the page number where the language appears. Similarly, you should ideally try to support
all your ideas with empirical evidence.
There is a wide variety of information what would qualify as evidence
and a set of formal rules for citing these sources properly. You can find the rules that we use in the field
of Education in the Publication Manual of
the American Psychological Association.
Failure to cite your sources for borrowed ideas is an act of plagiarism.
Second, in this
course, you are encouraged to use information from other courses. That sort of sharing is very helpful among
professionals. Many students will be
using this course as one of several lenses into which they explore their area
of research. Be sure to consider the evaluation
rubric that will be used to evaluate your review of research, but it is
perfectly acceptable to invite more than one professor to read your literature
review. Grading rubrics offer an outline
of how to meet the requirements of the assignments and definitely differ across
courses, but adapting material for each course is accepted professional
practice as you become less dependent on coursework and have your own research
identity. We will discuss
academic dishonesty further as part of the course.
Tentative Outline
|
DATE |
ACTIVITY |
SUGGESTED PREPARATION |
|
Jan. 14th |
Introduction and identification of interests. Definitions |
Explore research via Web of Science. |
|
Jan. 21st |
Review of basic motivation theories. Review course goals and compare with others in the
class. Design a schedule for
completing tasks. Determine
if your reading list includes a balance of: articles based on original data,
literature reviews, conceptual reviews, persuasive essays. |
Read or re-read some of the classic papers listed. Outline the major ideas that strike you as
relevant to your research and practical interests. |
|
Jan. 28th |
What is personal engagement and why are we mindful of it? Kids in Sports video |
Read Thorkildsen paper |
|
Feb. 4th |
Personal engagement Bandura video |
Read about theories that match your interests. Write a reaction paper/journal entry |
|
Feb 11th |
Personal engagement |
Read about theories that match your interests. Write a reaction paper/journal entry |
|
Feb. 18th |
Personal engagement |
Read about theories that match your interests. Write a reaction paper/journal entry |
|
Feb. 25th |
What is civic engagement and why are we mindful of it? |
Design a plan of action to help you explore a civic
issue. Read about theories that match
your interests. Write a reaction
paper/journal entry. |
|
Mar. 4th ! |
Civic engagement |
Come to class ready to report on what you discovered when
involved in civic activities. Read
about theories that match your interests.
Write a reaction paper/journal entry. |
|
Mar. 11th |
Civic engagement |
Come to class ready to report on what you discovered when
involved in civic activities. Read
about theories that match your interests.
Write a reaction paper/journal entry. |
|
Mar. 18th |
What is civil engagement and why are we mindful of it? |
Find an example of civil discourse and bring it to class to
discuss with your group members. Read about theories that match your
interests. Write a reaction
paper/journal entry. |
|
Mar. 25th |
No class—Spring Break |
|
|
Apr. 1st |
Civil engagement |
Find an example of civil discourse and bring it to class to
discuss with your group members. Read about theories that match your
interests. Write a reaction
paper/journal entry. |
|
Apr. 8th |
Civil engagement |
Find an example of civil discourse and bring it to class to
discuss with your group members. Read about theories that match your
interests. Write a reaction
paper/journal entry. |
|
Apr. 15th |
Writing workshop |
Help the class think with you about your project. |
|
Apr. 22nd |
Project presentations |
Help the class think with you about your project. |
|
Apr. 29th |
No class—AERA |
|
|
May 6th |
GRADUATION!!! |
Final paper due by May 7th |
Assigned Readings
Jan. 14th :
Definitions and central questions
Handout
Jan. 21st : Review of some classics
Austin, J. T., &
Vancouver, J. B. (1996). Goal constructs in psychology: structure, process, and
content. Psychological Bulletin, 120,
338-375.
Bandura, A. (1977).
Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Deci,
E. L., & Ryan, R. M. (1987). The support of autonomy
and the control of behavior. Journal
of Personality and Social Psychology, 53, 1024-1037.
Heckhausen,
H., & Beckmann, J. (1990). Intentional action and action slips. Psychological Review, 97, 36-48.
Nicholls, J. G.
(1984). Achievement motivation: Conceptions of ability, subjective experience,
task choice, and performance. Psychological
Review, 91, 328-346.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71,
3-25.
Jan. 28th : What is engagement and how is it related
to motivation?
Thorkildsen, T. A.
(under review). Personal, civic, or civil engagement? Why
multiple forms are better than one.
(Do not cite without permission except in class.)
Begin your
self-selected reading list.
Feb. 4th : Identity and motivation
Karniol, R. (2003).
Egocentrism versus protocentrism: The status of self
in social predication. Psychological
Review, 110, (3), 564-580.
Mussweiler,
T. (2003).
When egocentrism breeds distinctness—Comparison processes in social
predication: Comment on Karniol (2003). Psychological
Review, 110, (3), 581-584.
Krueger, J. I.
(2003). Return of the ego—self-referent information as a filter for social
prediction: Comment on Karniol (2003). Psychological
Review, 110, (3), 585-590.
Sedikides, C. (2003). On the
status of self in social prediction: Comment on Karniol (2003). Psychological Review, 110, (3), 591-594.
Karniol, R. (2003). Protocentrism will prevail: A reply to Krueger (2003), Mussweiler (2003), and Sedikides
(2003). Psychological Review, 110,
(3), 595-600.
Feb. 11th:
Egotism and motivation (choose articles
of interest to you)
Egotism and helplessness
Hagan, M. L., &
Medway, F. J. (1989). Learned helplessness versus egotism in
females: A developmental comparison.
Journal of Educational Research,
82, 178-186.
Hareli,
S., Weiner, B., & Yee, J. (2006). Honesty doesn’t always pay—the role of
honesty of accounts for success made in an educational setting in inferences of
modesty and arrogance. Social Psychology of Education, 9,
119-138. DOI: 10.1007/s11218-006-0004-6
Hom,
H. L., Jr., Berger, M., Duncan, M. K., Miller, A., & Blevin,
A. (1994).
The effects of cooperative and individualistic reward on
intrinsic motivation. The Journal
of Genetic Psychology, 155, 87-97.
Miller, A. (1986).
Performance impairment after failure: Mechanism and sex differences. Journal of Educational Psychology, 78,
486-491.
Miller, A., & Hom, H. L., Jr. (1990). Influence
of extrinsic and ego incentive value on persistence after failure and
continuing motivation. Journal of
Educational Psychology, 82, 539-545.
Snyder, M. L.,
Stephan, W. G., & Rosenfield, D. (1976). Egotism
and attribution. Journal of
Personality and Social Psychology, 33, 435-441.
Egotism and bullying
Baumeister,
R. F., & Campbell, W. K. (1999). The intrinsic appeal of evil: Sadism,
sensational thrills, and threatened egotism. Personality and Social Psychology Review, 3, 210-221.
Baumeister,
R. F., Smart, L., & Boden, J. M. (1996). The relation of
threatened egotism to violence and aggression: The dark side of high
self-esteem. Psychological Review, 103,
5-33.
Looft, W. R. (1972). Egocentrism and social interaction across the lifespan. Psychological
Bulletin, 78, 73-92.
Salmivalli,
C., Kaukiainen, A., Kaistaniemi,
L., & Lagerspetz, K. M. J. (1999). Self-evaluated
self-esteem, peer-evaluated self-esteem, and defensive egotism as predictors of
adolescents’ participation in bullying situations. Personality
and Social Psychology Bulletin, 25, 1268-1278. DOI:
10.1177/0146167299258008
Sandstrom,
M. J., & Herlan, R. D. (2007). Threatened egotism
or confirmed inadequacy? How children’s perceptions of social status influence
aggressive behavior toward peers. Journal
of Social and Clinical Psychology, 26, 240-267.
Feb. 18th: Motivation and self-care (choose articles of interest to you)
Responding to basic needs
Durik,
A., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors
of high school literacy choices: A developmental analysis. Journal
of Educational Psychology, 98, 382-393. DOI: 10.1037/0022-0663.98.2.382
Faye, C., &
Sharpe, D. (2008).
Academic motivation in university: The role of basic psychological needs and
identity formation. Canadian Journal of
Behavioral Science, 40, 189-199. DOI: 10.1037/a0012858
Furrer,
C. & Skinner, E. (2003). Sense of relatedness as a
factor in children’s academic engagement and performance. Journal of Educational Psychology, 95,
148-162. DOI: 10.1037/0022-0663.95.1.148
Jang, H., Reeve, J.,
Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what
underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101,
644-661. DOI: 10.1037/a0014241
Krapp, A. (2005). Basic needs and the development of interest and intrinsic
motivational orientations. Learning
and Instruction, 15, 381-395. DOI: 10.1016/j.learninstruc.2005.07.007
Luyckx,
K., Vansteenkiste, M., Goossens,
L., & Duriez, B. (2009). Need satisfaction
and identity formation: Self-determination theory and process-oriented identity
research. Journal of
Counseling Psychology, 56, 276-288. DOI: 10.1037/a0015349
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the
classroom: Part of a larger motivation dynamic?
Journal of Educational Psychology,
100, 765-781. DOI: 10.1037/a0012840
Standage,
M., Duda, J. L., Ntoumanis,
N. (2003).
A model of contextual motivation in physical education: Using constructs from
self-determination and achievement goal theories to predict physical activity
intentions. Journal of Educational
Psychology, 95, 97-110. DOI:
10.1037/0022-0663.95.1.97
Procrastination and
cheating
Butler, R., & Shibaz, L. (2008). Achievement goals
for teaching as predictors of students’ perceptions of instructional practices
and students’ help seeking and cheating. Learning and Instruction, 18, 453-467. DOI:
10.1016/j.learninstruc.2008.06.004
Keith-Spiegel, P., Tabachnick, B. G., Whitley, B. E., Jr., & Washburn, J.
(1998).
Why professors ignore cheating: Opinions of a national sample of psychology
instructors. Ethics & Behavior, 8,
215-227.
Lamwers,
L. L., & Jazwinski, C. H. (1989). A
comparison of three strategies to reduce student procrastination in PSI. Teaching of Psychology, 16, 8-12.
McCowan,
W., Johnson, J., & Petzel, T. (1989). Procrastination,
a principal components analysis. Personality
and Individual Differences, 10, 197-202.
Murdock, T. B.,
Beauchamp, A. S., & Hinton, A. M. (2008). Predictors of
cheating and cheating attributions: Does classroom context influence cheating
and blame for cheating? European Journal
of Psychology of Education, 23, 477-492.
Steel, P. (2007). The nature of
procrastination: A meta-analytic and theoretical review of quintessential
self-regulatory failure. Psychological
Bulletin, 133, 65-94.
Feb. 25th: Motivation to take a
stand
(choose
articles that align with your project goals)
Baard, P. P. (1994).
A motivational model for consulting with not-for-profit organizations: A study
of church growth and participation. Consulting Psychology Journal, 46, 19-31.
Hänze,
M., & Bergerm R. (2007). Cooperative
learning, motivational effects, and student characteristics: An experimental
study comparing cooperative learning and direct instruction in 12th
grade physics classes. Learning and
Instruction, 17, 29-41. doi:10.1016/j.learninstruc.2006.11.004
Hagger, M. S., Chatzisarantis, N. L. D. (2007). Advances in self-determination
theory research in sport and exercise. Psychology of Sport and Exercise, 8,
597-599. DOI:10.1016/j.psychsport.2007.06.003
Hagger,
M. S., Chatzisarantis, N. L. D., & Harris, J.
(2006).
The process by which relative autonomous motivation affects intentional
behavior: Comparing effects across dieting and exercise behaviors. Motivation & Emotion, 30, 307-321. DOI
10.1007/s11031-006-9046-5
Legault,
L., Green-Demers, I., & Pelletier, L. (2006). Why do high school
students lack motivation in the classroom? Toward an
understanding of academic amotivation and the role of
social support. Journal of
Educational Psychology, 98, 567-582. DOI:
10.1037/0022-0663.98.3.567
Levesque,
C., Zuehlke, A. N., Stanek,
L. R., & Ryan, R. M. (2004). Autonomy and competence in German and
American university students: A comparative study based on self-determination
theory. Journal of Educational
Psychology, 96, 68-84. DOI: 10.1037/0022-0663.96.1.68
Markland, D., Ryan, R. M., Tobin, V.
J., & Rollnick, S. (2005). Motivational
interviewing and self-determination theory. Journal of Social and Clinical Psychology, 24, 811-831.
Moller, A.
C., Deci, E. L., & Ryan, R. M. (2006).
Choice and ego-depletion: The moderating role of autonomy. Personality and Social Psychology Bulletin, 32, 1024-1036. DOI:
10.1177/0146167206288008
Patrick, H., Knee, C. R., Canevello,
A., & Lonsbary, C. (2007). The
role of need fulfillment in relationship functioning and well-being: A
self-determination theory perspective. Journal
of Personality and Social Psychology, 92, 434-457. DOI:
10.1037/0022-3514.92.3.434
Reeve, J. (2006). Thematic issue: Autonomy,
volitional motivation and wellness. Motivation
& Emotion, 30, 257-258. DOI 10.1007/s11031-006-9050-9
Ryan, R. M., & Deci, E. L.
(2006). Self-regulation and the problem of human autonomy: Does
psychology need choice, self-determination, and will? Journal of Personality, 74, 1557-1585. DOI: 10.1111/j.1467-6494.2006.00420.x
Ryan, R. M., Rigby, C. S., & Przybylski,
A. (2006). The motivational pull of video games: A self-determination
theory approach. Motivation &
Emotion, 30, 347-363. DOI 10.1007/s11031-006-9051-8
Sheldon,
K. M., (2006). Catholic guilt? Comparing
Catholics' and Protestants" religious motivations. International Journal of the Psychology of Religion, 16,
209-223.
Vansteenkiste,
M., & Sheldon, K. M. (2006). There's nothing more
practical than a good theory: Integrating motivational interviewing and
self-determination theory. British
Journal of Clinical Psychology, 45, 63-82.
DOI:10.1348/014466505X34192
Mar. 4th : Motivation
and choosing a political agenda
(choose
the most relevant to your interests)
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality
and Social Psychology Review, 3, 193-209.
Boehmer,
C., Gartzke, E., & Nordstrom, T. (2002). Do intergovernmental
organizations promote peace? World
Politics, 57, 1-38.
Cooper,
H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships
between five after-school activities and academic achievement. Journal
of Educational Psychology, 91, 369-378.
Hauser,
S. M. (2000). Education, ability, and civic engagement in the
contemporary United States. Social
Science Research, 29, 556-582.
Rindermann,
H. & Ceci, S. J. (2009). Educational
policy and country outcomes in international cognitive competence studies Perspectives on Psychological Science, 4,
551-577.
Shanahan,
M. J., & Flaherty, B. P. (2001). Dynamic patterns of time
use in adolescence. Child
Development, 72, 385-401.
Sherrod, L. R. (2008).
Adolescents’ perceptions of rights as reflected in their views of citizenship. Journal of Social Issues, 64, 771-790.
Sherrod,
L. R., Flanagan, C., & Youniss, J. (Eds.). (2002). Dimensions
of citizenship and opportunities for youth development: The what, why, when,
where, and who of citizenship development. Applied Developmental Science, 6,
264-272.
Torney-Purta,
J., Wilkenfeld, B., & Barber, C. (2008). How adolescents in
27 countries understand, support, and practice human rights. Journal of Social Issues, 64, 857-880.
Relevant books to
find (Note: I have a
review of the Stout series published in PsycCRITIQUES if you want to check that
database under my name. Fabulous
guidelines for people who want to design programs—happy to lend my copy of this
expensive 3-volume set.)
Colby,
A., Ehrlich, T., Beaumont, E., & Stephens, J. (2003). Educating citizens: Preparing America’s undergraduates for lives of
moral and civic responsibility. San Francisco, CA: Jossey-Bass.
Lerner,
R. M. (2004). Liberty: Thriving and civic
engagement among America’s youth. Thousand Oaks, CA: Sage Publications.
McIlrath,
L., & MacLabhrainn, I. (Eds). (2007). Higher education and civic engagement:
International perspectives. Burlington, VT: Ashgate
Publishing.
Seginer, R. (2009). Future orientation: Developmental and
ecological perspectives. New York: Springer Science+Business
Media.
Stout, C. E. (Ed.).
(2009a). The new humanitarians: Inspiration,
innovations, and blueprints for visionaries, Vol. 1, Changing global health
inequities. Westport, CN: Praeger,
Stout, C. E. (Ed.).
(2009b). The new humanitarians: Inspiration,
innovations, and blueprints for visionaries, Vol. 2, Changing education and
relief. Westport, CN: Praeger,
Stout, C. E. (Ed.).
(2009c). The new humanitarians: Inspiration,
innovations, and blueprints for visionaries, Vol. 3, Changing sustainable
development and social justice. Westport, CN: Praeger,
Torney-Purta,
J., Lehmann, R., Oswald, H., & Schulz, W. (2001). Citizenship and education in twenty-eight countries: Civic knowledge
and engagement at age fourteen. Amsterdam, The
Netherlands: International Association for the Evaluation of Educational
Achievement.
Verba,
S. K., Schlozman, L., & Brady, H. E. (1995). Voice and equality: Civic voluntarism in American politics.
Cambridge, MA: Harvard University Press.
Zukin,
C., Keeter, S., Andolina,
M., Jenkins, K., & Delli Carpini,
M. X. (2006).
A new engagement? Political participation,
civic life, and the changing American citizen.
Oxford, UK: Oxford University Press
Mar. 11th: Motivation and persistence in the
face of failure
(choose
the reading most relevant to your interests)
Anderson,
A. R., Christenson, S. L., Sinclair, M. F., & Lehr, C. A. (2004). Check& connect:
The importance of relationships for promoting engagement with school. Journal of School Psychology, 42,
95-113.
Burgess,
D., Haney, B., Snyder, M., Sullivan, J. L., & Transue,
J. E. (2000).
Rocking the vote: Using personalized messages to motivate voting among young
adults. Public Opinion Quarterly, 64,
29-52
Di
Paula, A., & Campbell, J. D. (2002). Self-esteem and
persistence in the face of failure. Journal
of Personality and Social Psychology, 83, 711-724. DOI:
10.1037//0022-3514.83.3.711
Gibson,
S., & Dembo, M. H. (1984). Teacher efficacy: A
construct validation. Journal of
Educational Psychology, 76, 569-582.
Henderson,
A., Brown, S. D., Pancer, S. M., & Ellis-Hale, K.
(2007).
Mandated community service in high school and subsequent civic engagement: The
case of the "double cohort" in Ontario Canada. Journal of Youth and Adolescence, 36, 849-860. DOI
10.1007/s10964-007-9207-1
Lavine, H., Burgess, D.,
Snyder, M., Transue, J. E., Sullivan, J. L., Haney,
B., & Wagner, S. H. (1999). Threat, authoritarianism, and voting: An
investigation of personality and persuasion. Personality and Social Psychology Bulletin, 25, 337-347. DOI:
10.1177/0146167299025003006
Lee,
S-Y., Olszewski-Kubilius, P., Donahue, R., & Weimholt, K. (2008). The civic leadership institute: A service-learning
program for academically gifted youth. Journal
of Advanced Academics, 19, 272-308.
LeFoll,
D., Rascle, O., & Higgins, N. C. (2008). Attrbutional feedback-induced
changes in functional and dysfunctional attributions, expectations of success,
hopefulness, and short-term persistence in a novel sport. Psychology of
Sport and Exercise, 9, 77-101. DOI:10.1016/j.psychsport.2007.01.004
Lench,
H. C., & Levine, L. J. (2008). Goals and responses to failure: Knowing when
to hold them and when to fold them. Motivation
and Emotion, 32, 127-140. DOI 10.1007/s11031-008-9085-1
Martin, A. J. (2008).
Enhancing student motivation and engagement: The effects of a
multidimensional intervention. Contemporary Educational Psychology, 33,
239-269. DOI:10.1016/j.cedpsych.2006.11.003
Martin, A. J. (2006).
The relationship between teachers' perceptions of student
motivation and engagement and teachers' enjoyment of and confidence in
teaching. Asia-Pacific Journal of
Teacher Education, 34, 73-93. DOI: 10.1080/13598660500480100
Thompson, T., Webber, K., & Montgomery, I. (2002).
Performance and persistence of worriers and non-worriers following success and
failure feedback. Personality and Individual Differences, 33, 837-848. PII:
S0191-8869(01)00076-9
Mar. 18th: Motivation and civil discourse
Balsano, A. B. (2005). Youth
civic engagement in the United States: Understanding and addressing the impact
of social impediments on positive youth and community development. Applied Developmental Science, 9, 188-201.
Banaji,
S. (2008).
The trouble with civic: A snapshot of young people's civic and political
engagements in twenty-first century democracies. Journal of Youth Studies, 11, 543-560. DOI:
10.1080/13676260802283008
Bos,
A. L., Williamson, I., Sullivan, J. L., Gonzales, M. H., & Avery, P. G.
(2007).
The price of rights: High school students' civic values and behaviors. Journal of Applied Social Psychology, 37,
1265-1284.
Camino, L., & Zeldin, S. (2002). From periphery to center: Pathways for
youth civic engagement in the day-to-day life of communities. Applied Developmental
Science, 6, 213-220.
Lerner, R. M.,
Dowling, E. M., Anderson, P. M. (2003). Positive youth development: Thriving as
the basis of personhood and civil society. Applied Developmental Science, 7,
172-180.
Olsson,
T. (2008).
For activists, for potential voters, for consumers: Three modes of producing
the civic web. Journal of Youth Studies,
11, 497-512. DOI: 10.1080/13676260802282976
Sherrod, L. R.
(2008). Adolescents' perceptions of rights as reflected in their views of
citizenship. Journal of Social Issues, 64,
771-790.
Torney-Purta,
J., Wilkenfeld, B., & Barber, C. (2008). How adolescents in
27 countries understand, support, and practice human rights. Journal of Social Issues, 64, 857-880.
Apr. 1st: Institutional supports for civil
discourse
Bolzendahl,
C., & Coffé, H. (2009). Citizenship beyond
politics: The importance of political, civil, and social rights and
responsibilities among women and men. The
British Journal of Sociology, 60, 763-791. DOI:
10.1111/j.1468-4446.2009.01274.x
Burnett, C. (2006). Building social capital through an "active community
club". International Review for the Sociology of Sport, 41, 283-294. DOI:
10.1177/1012690207078381
Crowson, H. M., DeBacker, T. K. (2008). Belief, motivational, and
ideological correlates of human rights attitudes. Journal of Social Psychology, 148, 293-310.
Flanagan, C. A., Gallay, L. S., Gill, S., Gallay,
E., & Nti, N. (2005). What does democracy mean? Correlates of adolescents' views. Journal of Adolescent Research, 20, 193-218. DOI:
10.1177/0743558404273377
Glover, T. D. (2002).
Citizenship and the production of public recreation: Is there an empirical
relationship? Journal of Leisure
Research, 34, 204-231.
Keith,
M. (2008).
Public sociology? Between heroic immersion and
critical distance: Personal reflections on academic engagement with political
life. Critical Social Policy, 28,
320-334. DOI: 10.1177/0261018308091272
Lichterman, P. (2009). Social
capacity and the styles of group life: Some inconvenient wellspings
of democracy. American Behavioral
Scientist, 52, 846-866. DOI: 10.1177/0002764208327662
Lichterman, P. (2007). Beyond
dogmas: Religion, social service, and social life in the United States. American Journal of Sociology, 113,
243-257
Loveland,
M. T., Sikkink, D., Myers, D. J., & Radcliff, B.
(2005).
Private prayer and civic engagement. Journal for the Scientific Study of
Religion, 44, 1-14.
McKenzie, B. D.
(2008). Reconsidering the effects of bonding social capital:
A closer look at black civil society institutions in America. Political Behavior, 30, 25-45. DOI
10.1007/s11109-007-9038-5
Moore,
G., Sobieraj, S., Whitt, J. A., Mayorova,
O., & Beaulieu, D. (2002). Elite interlocks in three U.S. sectors:
Nonprofit, corporate, and government. Social
Science Quarterly, 83, 726-744.
Murphy, T. A. (2004).
Deliberative civic education and civil society: A consideration of the ideals
and actualities in democracy and communication education. Communication Education, 53, 74-91. DOI: 10.1080/0363452032000135788
Paxton, P. (2002).
Social capital and democracy: An interdependent relationship. American Sociology Review, 67, 254-277.
Wall,
M. A. (2007).
Social movements and email: Expressions of online identity in the globalization
protests. New Media & Society, 9,
258-277. DOI: 10.1177/1461444807075007
Apr. 8th: Motivation and a civil disposition
Braithwaite, J.
(2006). Doing justice intelligently in civil society. Journal of Social Issues, 62, 393-409.
Brady,
D., Beckfield, J., & Zhao, W. (2007). The
consequences of economic globalization for affluent democracies. Annual Review of Sociology, 33, 313-334.
DOI: 10.1146/annurev.soc.33.040406.131636
Chaplowe,
S. G., & Engo-Tjéga, R. B. (2007). Civil society
organizations and evaluation: Lessons from Africa. Evaluation, 13, 257-274. DOI: 10.1177/1356389007075227.
Doerfel,
M. L., & Taylor, M. (2004). Network dynamics of interorganizational
cooperation: The Croatian Civil Society Movement. Communication Monographs, 71, 373-394. DOI:
10.1080/0363452042000307470
Fisher, D. R.,
Stanley, K., Berman, D., & Neff, G. (2005). How do organizations matter?
Mobilization and support for participants at five globalization protests. Social Problems, 52, 102-121.
Lowry, R. C. (2005). Explaining the variation in organized civil society across states
and time. Journal of Politics, 67,
574-594.
Misztal, B. A. (2001). Trust
and cooperation: The democratic public sphere. Journal of Sociology, 37, 371-386. DOI: 10.1177/144078301128756409
Peels,
R., & Develtere, P. (2009). Civil society
involvement in international development cooperation: In search for data. Social Indicators Research, 93, 331-349.
DOI 10.1007/s11205-008-9320-x
Sampson, R. J.,
McAdams, D., MacIndoe, H., Weffer-Elizondo,
S. (2005). Civil society reconsidered: The durable nature and community
structure of collective civic action. American
Journal of Sociology, 111, 673-714.
Turam, B. (2004). The
politics of engagement between Islam and the secular state: Ambivalences of 'civil
society'. The British Journal of
Sociology, 55, 259-281. DOI: 10.1111/j.468-4446.2004.00018.x1
Vogel, A. (2006).
Who's making global civil society: Philanthropy and U.S. empire
in world society. The British Journal of
Sociology, 57, 635-655. DOI: 10.1111/j.1468-4446.2006.00129.x