Overview

This important Handbook provides a comprehensive, authoritative review of achievement motivation and establishes the concept of competence as an organizing framework for the field. The editors synthesize diverse perspectives on why and how individuals are motivated in school, work, sports, and other settings. Written by leading investigators, chapters reexamine central constructs in achievement motivation; explore the impact of developmental, contextual, and sociocultural factors; and analyze the role of self-regulatory processes. Focusing on the ways in which achievement is motivated by the desire to experience competence and avoid experiencing incompetence, the volume integrates disparate theories and findings and sets forth a coherent agenda for future research.

Full Product Details

Author:   Andrew J. Elliot ,  Martin V Covington ,  Carol S. Dweck
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 17.80cm , Height: 3.20cm , Length: 25.40cm
Weight:   1.248kg
ISBN:  

9781593856069

ISBN 10:   1593856067
Pages:   704
Publication Date:   09 August 2007
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

"I. Introduction 1. Competence and Motivation: Competence as the Core of Achievement Motivation, Andrew J. Elliot and Carol S. Dweck II. Central Constructs 2. Intelligence, Competence, and Expertise, Robert J. Sternberg 3. An Implicit Motive Perspective on Competence, Oliver C. Schultheiss and Joachim C. Brunstein 4. A Conceptual History of the Achievement Goal Construct, Andrew J. Elliot 5. Motivation from an Attributional Perspective and the Social Psychology of Perceived Competence, Bernard Weiner 6. Competence Perceptions and Academic Functioning, Dale H. Schunk and Frank Pajares 7. Subjective Task Value and the Eccles et al. Model of Achievement-Related Choices, Jacquelynne S. Eccles 8. Self-Theories: Their Impact on Competence Motivation and Acquisition, Carol S. Dweck and Daniel C. Molden 9. Evaluation Anxiety: Current Theory and Research, Moshe Zeidner and Gerald Matthews III. Developmental Issues 10. Temperament and the Development of Competence and Motivation, Mary K. Rothbart and Julie Hwang 11. The Development of Self-Conscious Emotions, Michael Lewis and Margaret Wolan Sullivan 12. Competence Assessment, Competence, and Motivation between Early and Middle Childhood, Ruth Butler 13. Competence, Motivation, and Identity Development during Adolescence, Allan Wigfield and A. Laurel Wagner 14. Competence and Motivation in Adulthood and Old Age: Making the Most of Changing Capacities and Resources, Jutta Heckhausen IV. Contextual Influences 15. The Role of Parents in How Children Approach Achievement: A Dynamic Process Perspective, Eva M. Pomerantz, Wendy S. Grolnick, and Carrie E. Price 16. Peer Relationships, Motivation, and Academic Performance at School, Kathryn R. Wentzel 17. Competence Motivation in the Classroom, Tim Urdan and Julianne C. Turner 18. Motivation in Sport: The Relevance of Competence and Achievement Goals, Joan L. Duda 19. Work Competence: A Person-Oriented Perspective, Ruth Kanfer and Phillip L. Ackerman 20. Legislating Competence: High-Stakes Testing Policies and Their Relations with Psychological Theories and Research, Richard M. Ryan and Kirk W. Brown V. Demographics and Culture 21. Gender, Competence, and Motivation, Janet Shibley Hyde and Amanda M. Durik 22. Race and Ethnicity in the Study of Motivation and Competence, Sandra Graham and Cynthia Hudley 23. Children's Competence and Socioeconomic Status in the Family and Neighborhood, Jeanne Brooks-Gunn, Miriam R. Linver, and Rebecca C. Fauth 24. Stereotypes and the Fragility of Academic Competence, Motivation, and Self-Concept, Joshua Aronson and Claude M. Steele 25.The """"Inside"""" Story: A Cultural–Historical Analysis of Being Smart and Motivated, American Style, Victoria C. Plaut and Hazel Rose Markus 26. Cultural Competence: Dynamic Processes, Chi-yue Chiu and Ying-yi Hong VI. Self-Regulatory Processes 27. The Hidden Dimension of Personal Competence: Self-Regulated Learning and Practice, Barry J. Zimmerman and Anastasia Kitsantas 28. Engagement, Disengagement, Coping, and Catastrophe, Charles S. Carver and Michael F. Scheier 29. Defensive Strategies, Motivation, and the Self: A Self-Regulatory Process View, Frederick Rhodewalt and Kathleen D. Vohs 30. Social Comparison and Self-Evaluations of Competence, Ladd Wheeler and Jerry Suls 31. The Concept of Competence: A Starting Place for Understanding Intrinsic Motivation and Self-Determined Extrinsic Motivation, Edward L. Deci and Arlen C. Moller 32. Flow, Mihaly Csikszentmihalyi, Sami Abuhamdeh, and Jeanne Nakamura 33. Motivation, Competence, and Creativity, Mark A. Runco 34. Automaticity in Goal Pursuit, Peter M. Gollwitzer and John A. Bargh 35. Fantasies and the Self-Regulation of Competence, Gabriele Oettingen and Meike Hagenah"

Reviews

Without question, this handbook represents a landmark effort! It is a timely contribution to the study of motivation, the development of competence, and the nature and causes of achievement... It is sure to prompt and profoundly shape future research in the area. - Martin L. Maehr, PhD, Department of Psychology and School of Education, University of Michigan , USA The editors have done an admirable job in pulling together diverse strands of work under a coherent conceptual umbrella, providing an illuminating historical and contemporary perspective on an aspect of the human psyche that constitutes a major force in 'making the world go round. - Arie W. Kruglanski, PhD, Department of Psychology, University of Maryland-College Park, USA This magnificent review and analysis of every aspect of achievement motivation brings together the work of widely recognized experts. The Handbook is an incredible resource for anyone interested in motivation. - Deborah J. Stipek, PhD, Stanford University School of Education, USA Each contributor is able to present his or her area of expertise, while at the same time making it clear why competence is important to that area... A wonderful text for either an advanced seminar or a graduate course dedicated to the topic of motivation. - APA PsycCRITIQUES

'Without question, this handbook represents a landmark effort! It is a timely contribution to the study of motivation, the development of competence, and the nature and causes of achievement... It is sure to prompt and profoundly shape future research in the area.' - Martin L. Maehr, PhD, Department of Psychology and School of Education, University of Michigan , USA 'The editors have done an admirable job in pulling together diverse strands of work under a coherent conceptual umbrella, providing an illuminating historical and contemporary perspective on an aspect of the human psyche that constitutes a major force in 'making the world go round.' - Arie W. Kruglanski, PhD, Department of Psychology, University of Maryland-College Park, USA 'This magnificent review and analysis of every aspect of achievement motivation brings together the work of widely recognized experts. The Handbook is an incredible resource for anyone interested in motivation.' - Deborah J. Stipek, PhD, Stanford University School of Education, USA 'Each contributor is able to present his or her area of expertise, while at the same time making it clear why competence is important to that area... A wonderful text for either an advanced seminar or a graduate course dedicated to the topic of motivation.' - APA PsycCRITIQUES

Author Information

Andrew J. Elliot, PhD, is Professor of Psychology at the University of Rochester, and is currently an associate editor of the Personality and Social Psychology Bulletin and a section editor of Social and Personality Psychology Compass. Dr. Elliot has published approximately 100 scholarly works, has received research grants from public and private agencies, and has been awarded four different early- and mid-career awards for his research contributions. His research areas include achievement and affiliation motivation; approach-avoidance motivation; personal goals; subjective well-being; and parental, teacher, and cultural influences on motivation and self-regulation. Carol S. Dweck, PhD, is the Lewis and Virginia Eaton Professor of Psychology at Stanford University, and has published significant work in the area of achievement motivation since the early 1970s. Dr. Dweck is one of the first researchers linking attributions to patterns of achievement motivation, an originator of achievement goal theory, and a pioneer in the area of self-theories of motivation. Her recent books include Self-Theories: Their Role in Motivation, Personality, and Development; Motivation and Self-Regulation across the Lifespan (coedited with Jutta Heckhausen); and Mindset: The New Psychology of Success. Her research is extensively cited in social, developmental, personality, and educational psychology.

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