LEADER 05584nam 22007334a 450 001 9910823344303321 005 20240515180403.0 010 $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 /$fedited by Allan Wigfield, Jacquelynne S. Eccles 205 $a1st ed. 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 $aAchievement motivation in children 615 0$aMotivation in education. 615 0$aAcademic achievement. 615 0$aAchievement motivation in children. 676 $a158.1 676 $a370.154 676 $a155.4138 701 $aWigfield$b Allan$01621947 701 $aEccles$b Jacquelynne S$01621147 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910823344303321 996 $aDevelopment of achievement motivation$93955509 997 $aUNINA