LEADER 05594nam 22007214a 450 001 9910455727203321 005 20200520144314.0 010 $a1-280-92711-9 010 $a9786610927111 010 $a0-08-049112-X 035 $a(CKB)111087026778724 035 $a(EBL)294585 035 $a(OCoLC)703863699 035 $a(SSID)ssj0000137924 035 $a(PQKBManifestationID)11160150 035 $a(PQKBTitleCode)TC0000137924 035 $a(PQKBWorkID)10096495 035 $a(PQKB)11023964 035 $a(MiAaPQ)EBC294585 035 $a(Au-PeEL)EBL294585 035 $a(CaPaEBR)ebr10172774 035 $a(CaONFJC)MIL92711 035 $a(EXLCZ)99111087026778724 100 $a20010621d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDevelopment of achievement motivation$b[electronic resource] /$fedited by Allan Wigfield, Jacquelynne S. Eccles 210 $aSan Diego $cAcademic Press$dc2002 215 $a1 online resource (385 p.) 225 1 $aEducational psychology series 300 $aDescription based upon print version of record. 311 $a0-585-49208-5 311 $a0-12-750053-7 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Development of Achievement Motivation; Copyright Page; Contents; Contributors; Preface; Introduction; Defining Motivation and its Development; Purpose of the Book; Organization and Contents of the Book; Overview of Chapters Focused on Competence-Related Beliefs; Overview of Chapters Focused on Reasons for Engaging in Achievement Activities; Chapters Focused on Students' Regulation of their Achievement Behaviors; Chapters Focused on Instructional Practices and Student Motivation; References; Part 1: Can I Do This Activity?; Chapter 1. The Development of Academic Self-Efficacy 327 $aTheoretical BackgroundDevelopment of Self-Efficacy; Transitional Influences; Developmental Changes in Self-Appraisal Skill; Gender and Ethnic Differences in Self-Efficacy; Self-Efficacy for Learning and Achievement; Research on Self-Efficacy; Future Research Directions; Conclusion; References; Chapter 2. The Developmental Course of Achievement Motivation: A Need-Based Approach; Introduction; Caring about Learning: A Retrospective Study; Discussion; References; Chapter 3. The Development of Ability Conceptions; Introduction; "Before" Conceptions of Ability; Developing Ability Conceptions 327 $aAfter Conceptions of Ability: Individual Differences that Parallel Developmental DifferencesInfluences on Children's Conceptions of Intelligence; Teachers', Parents', and Evaluators' Conceptions of Ability; Gender, Race, and Culture; Some Broad Questions for Future Research; Lessons from the Literature (and More Questions for the Future); References; PART 2: Do I Want to Do this Activity, and Why?; Chapter 4. The Development of Competence Beliefs, Expectancies for Success, and Achievement Values From Childhood Through Adolescence; Eccles, Wigfield, and Colleagues' Expectancy-Value Model 327 $aDevelopment of Children's Competence Beliefs, Expectancies for Success, and Achievement Task ValuesGender and Ethnic Differences in Competence-Related Beliefs and Expectancies for Success; Expectancies, Values, Goals, and Achievement Behaviors; Future Research Directions; Acknowledgments; References; Chapter 5. Ethnicity, Gender, and the Development of Achievement Values; Historical Perspective; Perspectives from Other Disciplines; A New Empirical Approach to the Study of Achievement Values; Summary: Ethnicity, Gender, and Developing (Declining?) Achievement Values 327 $aFive Recommendations for Motivation Theory and ResearchReferences; Chapter 6. The Development of Self-Determination in Middle Childhood and Adolescence; Self-Determination Defined; The Expression of Self-Determination; The Development of Self-Determination; Self-Determination and Transitions; Self-Determination in Multiple Contexts; Summary and Conclusions; Acknowledgment; References; Chapter 7. Student Interest and Achievement: Developmental Issues Raised by A Case Study; Sam, A Seventh Grader; Interest and Achievement; Discussion; Acknowledgments; References 327 $aChapter 8. The Development of Goal Orientation 330 $aThis book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance.Key Features* Coverage of the major theories and constructs in the motivation field* Focus on developmental issues across the elementary and secondary school period* Discussion of instructional and theoretical issues regarding motivation* Consideration of gender and ethnic 410 0$aEducational psychology. 606 $aMotivation in education 606 $aAcademic achievement 606 $aAchievement motivation in children 608 $aElectronic books. 615 0$aMotivation in education. 615 0$aAcademic achievement. 615 0$aAchievement motivation in children. 676 $a158.1 676 $a370.154 701 $aWigfield$b Allan$0877911 701 $aEccles$b Jacquelynne S$0948931 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455727203321 996 $aDevelopment of achievement motivation$92145020 997 $aUNINA LEADER 03134nam 2200649Ia 450 001 9910813119303321 005 20240513032714.0 010 $a1-4696-0630-5 010 $a0-8078-9953-4 035 $a(CKB)2670000000058459 035 $a(EBL)605918 035 $a(OCoLC)676700144 035 $a(SSID)ssj0000424976 035 $a(PQKBManifestationID)11292295 035 $a(PQKBTitleCode)TC0000424976 035 $a(PQKBWorkID)10477873 035 $a(PQKB)11005676 035 $a(StDuBDS)EDZ0000245744 035 $a(MdBmJHUP)muse23443 035 $a(Au-PeEL)EBL605918 035 $a(CaPaEBR)ebr10425398 035 $a(CaONFJC)MIL930199 035 $a(MiAaPQ)EBC605918 035 $a(EXLCZ)992670000000058459 100 $a20100219d2010 uy 0 101 0 $aeng 135 $aur|||||||nn|n 181 $ctxt 182 $cc 183 $acr 200 10$aPaulo Freire and the Cold War politics of literacy /$fAndrew J. Kirkendall 205 $a1st ed. 210 $aChapel Hill $cUniversity of North Carolina Press$dc2010 215 $a1 online resource (265 p.) 300 $aDescription based upon print version of record. 311 $a1-4696-2224-6 311 $a0-8078-3419-X 320 $aIncludes bibliographical references and index. 327 $aContents; Acknowledgments; Abbreviations; Introduction: Paulo Freire and the Twentieth-Century Drive for Development; 1 Entering History; 2 The Revolution that Wasn't and the Revolution that Was in Brazil, 1961-1964; 3 Reformist Chile, Peasant Consciousness, and the Meaning of Christian Democracy, 1964-1969; 4 Paulo Freire and the World Council of Churches in the First and Third Worlds, 1969-1980; 5 The Sandinistas and the Last Utopian Experiment of the Cold War, 1979-1980; 6 The Long, Slow Transition to Democracy in Brazil and the End(?) of Utopia, 1980-1997 327 $aEpilogue: Legacies of a Cold War Intellectual in a Post-Cold War World Notes; Bibliography; Index 330 $aIn the twentieth century, illiteracy and its elimination were political issues important enough to figure in the fall of governments (as in Brazil in 1964), the building of nations (in newly independent African countries in the 1970's), and the construction of a revolutionary order (Nicaragua in 1980). This political biography of Paulo Freire (1921-97), who played a crucial role in shaping international literacy education, also presents a thoughtful examination of the volatile politics of literacy during the Cold War.A native of Brazil's impoverished northeast, Freire developed adult 606 $aLiteracy$xPolitical aspects 606 $aLiteracy$xPolitical aspects$zLatin America 606 $aCold War 615 0$aLiteracy$xPolitical aspects. 615 0$aLiteracy$xPolitical aspects 615 0$aCold War. 676 $a302.2/244 676 $a302.2244 700 $aKirkendall$b Andrew J$01659082 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910813119303321 996 $aPaulo Freire and the Cold War politics of literacy$94013550 997 $aUNINA