Development of Achievement Motivation

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ISBN: 9780127500539 | 0127500537
Cover: Hardcover
Copyright: 2/1/2002

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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

Contributors

xiii

Preface

Introduction

Allan Wigfield

Jacquelynne S. Eccles

Defining Motivation and its Development

(3)

Purpose of the Book

(1)

Organization and Contents of the Book

(1)

Overview of Chapters Focused on Competence-Related Beliefs

(1)

Overview of Chapters Focused on Reasons for Engaging in Achievements Activities

(2)

Chapters Focused on Students' Regulation of their Achievement Behaviors

(1)

Chapters Focused on Instructional Practices and Student Motivation

(1)

References

(6)

1 Can I Do This Activity?

The Development of Academic Self-Efficacy

Dale H. Schunk

Frank Pajares

Theoretical Background

(2)

Social Cognitive Theory

(1)

Relation to Other Constructs

(2)

Development of Self-Efficacy

(2)

Familial Influence on Self-Efficacy

(1)

Peer Influence

(1)

Role of Schooling

(1)

Transitional Influences

(1)

Developmental Changes in Self-Appraisal Skill

(1)

Gender and Ethnic Differences in Self-Efficacy

(2)

Gender Differences

(1)

Ethnic Differences

(1)

Self-Efficacy for Learning and Achievement

(1)

Research on Self-Efficacy

(2)

Educational Correlates of Self-Efficacy

(1)

Predictive Utility of Self-Efficacy

(1)

Effects of Instructional Practices on Self-Efficacy

(1)

Future Research Directions

(1)

Generality of Self-Efficacy

(1)

Self-Efficacy Outcomes

(1)

Technology Self-Efficacy

(1)

Conclusion

(1)

References

(4)

The Developmental Course of Achievement Motivation: A Need-Based Approach

Martin V. Covington

Elizabeth Dray

Introduction

(7)

Self-Worth Theory

(3)

Self-Determination Theory

(1)

Stage-Environmental Fit Theory

(1)

Caring about Learning: A Retrospective Study

(7)

The Role of Success

(2)

Grade-Focused Reasons for Learning

(1)

Competency

(1)

Autonomy

(1)

Relatedness

(1)

Discussion

(6)

Overview

(2)

Uniqueness of the Study

(2)

Integrating Theory and Practice

(2)

References

(4)

The Development of Ability Conceptions

Carol S. Dweck

Introduction

(3)

Ability Conceptions in Perspective

(1)

A Preliminary Note on the Nature of Development

(1)

``Before'' Conceptions of Ability

(2)

Developing Ability Conceptions

(9)

The Early Phase of Ability Conceptions (17- and 8-Year-Olds)

(5)

Ability Conceptions Coalesce and Gain Impact (10-12 Year-Olds)

(4)

After Conceptions of Ability: Individual Differences that Parallel Developmental Differences

(5)

Entity vs. Incremental Theories of Intelligence

(4)

Influences on Children's Conceptions of Intelligence

(1)

Teachers', Parents', and Evaluators' Conceptions of Ability

(1)

Gender, Race, and Culture

(1)

Gender

(1)

Race

(1)

Culture

(1)

Some Broad Questions for Future Research

(1)

Lessons from the Literature (and More Questions for the Future)

(3)

References

(9)

2 Do I Want to Do this Activity, and Why?

The Development of Competence Belliefs, Expectancies for Success, and Achievement Values from Childhood Through Adolescence

Allan Wigfield

Jacquelynne S. Eccles

Eccles, Wigfield, and Colleagues' Expectancy-Value Model

(3)

Development of Children's Competence Beliefs, Expectancies for Success, and Achievement Task Values

(2)

The Structure of Children's Competence Beliefs and Values

(1)

Changes in the Mean Level of Children's Achievement Beliefs and Values

(1)

Gender and Ethnic Differences in Competence-Related Beliefs and Expectancies for Success

(7)

Gender Differences in Beliefs About Competence

(1)

Gender Differences in Achievement Task Values

(1)

Ethnic Differences in Competence Beliefs and Values

100

(4)

Expectancies, Values, Goals, and Achievement Behaviors

104

(8)

Relations Among Competence-Related Beliefs and Subjective Task Values

104

(2)

Relations of Competence-Related Beliefs, Achievement Values, and Achievement Goals

106

(1)

Competence Beliefs, Achievement Values, and the Self-Regulation of Achievement Behavior

107

(5)

Future Research Directions

112

(3)

Research on Competence Beliefs

112

(1)

Research on Achievement Values

112

(2)

Influence of Context on Children's Competence Beliefs and Values

114

(1)

Acknowledgments

115

(1)

References

115

(8)

Ethnicity, Gender, and the Development of Achievement Values

Sandra Graham

April Z. Taylor

Historical Perspective

123

(1)

Perspectives from Other Disciplines

124

(2)

A New Empirical Approach to the Study of Achievement Values

126

(14)

A Further Exploration of Stereotypes

134

(3)

Developmental Concerns

137

(3)

Summary: Ethnicity, Gender, and Developing (Declining?) Achievement Values

140

(1)

Five Recommendations for Motivation Theory and Research

141

(3)

References

144

(4)

The Development of Self-Determination in Middle Childhood and Adolescence

Wendy S. Grolnick

Suzanne T. Gurland

Karen F. Jacob

Wendy Decourcey

Self-Determination Defined

148

(1)

The Expression of Self-Determination

149

(5)

Does Self-Determination Make a Difference?

151

(2)

Sex Differences

153

(1)

The Development of Self-Determination

154

(10)

Intrinsic Motivation

155

(3)

Facilitating Self-Determination for Extrinsically Motivated Activities

158

(1)

Facilitating Self-Determination in School

159

(3)

Facilitating Self-Determination at Home

162

(2)

Self-Determination and Transitions

164

(2)

Self-Determination in Multiple Contexts

166

(1)

Summary and Conclusions

167

(2)

Acknowledgment

169

(1)

References

169

(6)

Student Interest and Achievement: Developmental Issues Raised by a Case Study

K. Ann Renninger

Suzanne Hidi

Sam, A Seventh Grader

175

(12)

Well-Developed Individual Interest and Achievement

175

(3)

Less-Developed Interest and Achievement

178

(3)

Characteristics of Interest and Achievement

181

(3)

Conditions and Possibilities for Interest Development

184

(3)

Interest and Achievement

187

(3)

Discussion

190

(1)

Acknowledgments

191

(1)

References

191

(6)

The Development of Goal Orientation

Eric M. Anderman

Chammie C. Austin

Dawn M. Johnson

What is a ``Goal Orientation''?

197

(6)

Defining Goal Orientations

198

(2)

Reconciling Differences between the Various Definitions

200

(1)

The Importance of Goal Orientations

201

(2)

The Development of Goal Orientation

203

(1)

Goal Orientations in Young Children

203

(4)

Self-Perceptions of Ability and Goal Orientations during Childhood

206

(1)

Summary

207

(1)

Goal Orientation in Adolescents

207

(6)

Influences of Goal Orientations during Adolescence

207

(1)

Classroom Influences on Goal Orientations during Adolescence

208

(3)

School Influences on Goal Orientations during Adolescence

211

(2)

Goal Orientations in High School

213

(1)

Discussion

213

(4)

New Areas of Inquiry

214

(3)

Conclusions

217

(1)

References

217

(5)

The Contribution of Social Goal Setting to Children's School Adjustment

Kathryn R. Wentzel

Perspectives on Social Goals

222

(11)

Social Goal Setting as a Social-Cognitive Skill

222

(3)

Social Goal Pursuit as an Aspect of Competence

225

(3)

Social Goals as Generalized Motivational Orientations

228

(4)

Coordinating Multiple Perspectives on Social Goal Setting

232

(1)

The Development of Social Goals

233

(7)

Social Orientations and Needs

234

(2)

Context-Specific Competence and Goal Pursuit

236

(1)

Social Cognition and Goal Setting

237

(1)

Implications for Understanding School Adjustment

238

(2)

Conclusion

240

(1)

References

241

(9)

3 What Do I Need to Do to Succeed?

The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors

Paul R. Pintrich

Akane Zusho

What Develops in Self-Regulated Learning?

250

(5)

The Role of Cognitive Factors in the Development of Self-Regulation

255

(11)

The Role of Developmental Differences In Working Memory

255

(2)

The Role of Prior Content Knowledge in Working Memory Functioning and Self-Regulation

257

(1)

The Role of Metacognitive Knowledge in the Development of Self-Regulation

258

(1)

The Role of Theories in the Development of Self-Regulation

259

(4)

Self-Regulation as a Depletable Resource

263

(3)

The Role of Motivational Factors in the Development of Self-Regulated Learning

266

(11)

The Role of Efficacy and Competence Judgments

267

(4)

The Role of Interest and Value Beliefs

271

(1)

The Role of Goal Orientation

272

(2)

The Moderating Role of Gender and Ethnicity

274

(3)

Conclusions and Future Directions

277

(2)

Acknowledgment

279

(1)

References

279

(6)

What Do I Need to do to Succeed...When I Don't Understand What I'm Doing!?: Developmental Influences on Students' Adaptive Help Seeking

Richard S. Newman

Introduction

285

(2)

Developmental Theories Related to Student's Help Seeking

287

(1)

The Role of Teachers

288

(8)

Teacher Involvement

288

(3)

Support for Autonomy

291

(2)

Support for Competence

293

(3)

The Role of Peers

296

(5)

Peer Involvement

297

(1)

Support for Autonomy

298

(2)

Support for Competence

300

(1)

Concluding Thoughts and Ideas for Future Research

301

(2)

References

303

(7)

4 Motivation and Instruction

Good Instruction is Motivating

Deborah Stipek

Teaching and Learning Literature

310

(1)

Achievement Motivation Literature

311

(4)

Focus on Challenging, Conceptual Thinking

312

(1)

Focus on Learning and Understanding

313

(1)

Active Participation and Control

313

(1)

Authenticity and Meaningfulness

314

(1)

Mathematics Instruction Study

315

(3)

Classroom Instruction

315

(1)

Student Motivation

316

(1)

Findings

316

(2)

School Transition Study

318

(9)

Assessments of Instruction

320

(2)

Student Engagement

322

(1)

Academic Achievement

322

(1)

Findings

323

(3)

Discussion

326

(1)

Early Childhood Study

327

(2)

Conclusions

329

(1)

References

330

(5)

Instructional Practices and Motivation During Middle School (With Special Attention to Science)

Douglas J. Mac Iver

Estelle M. Young

Benjamin Washburn

What Works in Middle Grades Reform?

335

(2)

Moving Beyond the Textbook in Science Class: The Motivational Benefits of ``Minds-On'' and ``Hands-On'' Learning Opportunities

337

(1)

A Field Study in Two High-Poverty Middle Schools

338

(8)

Central Tendency and Between-Classroom Variation in Instructional Practices

341

(1)

Predicting Motivational Outcomes Based Upon Between-Classroom Variation in Instructional Practices

342

(3)

Answers to Additional Key Questions about the Results

345

(1)

Active, Meaning-Oriented Instructional Practices in Other Subjects

346

(2)

Acknowledgment

348

(1)

References

348

(5)

Index

353

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Development of Achievement Motivation

Summary

Table of Contents

Supplemental Materials