Handbook of Competence and Motivation
Foreword by Martin V Covington
1st Edition
Published on 9. August 2007
Book
Paperback/Softback
704 pages
978-1-59385-606-9 (ISBN)
Description
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.
Reviews / Votes
"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, and an excellent volume to draw from for college teaching." - Deborah J. Stipek, PhD, Stanford University School of Education, USA"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. This marvelous presentation of research findings and theoretical perspectives will stand for some time as a major resource for those working in the field. It is sure to prompt and profoundly shape future research in the area." - Martin L. Maehr, PhD, Combined Program in Education and Psychology and Educational Studies, University of Michigan, 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, and an excellent volume to draw from for college teaching." - Deborah J. Stipek, PhD, Stanford University School of Education, USA
"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. This marvelous presentation of research findings and theoretical perspectives will stand for some time as a major resource for those working in the field. It is sure to prompt and profoundly shape future research in the area." - Martin L. Maehr, PhD, Combined Program in Education and Psychology and Educational Studies, University of Michigan, USA
More details
Language
English
Place of publication
New York
United States
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
Weight
1248 gr
ISBN-13
978-1-59385-606-9 (9781593856069)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Andrew J. Elliot | Carol S. Dweck | David S. Yeager
Handbook of Competence and Motivation, Second Edition
Theory and Application
Book
04/2018
2nd Edition
Guilford Press
€76.00
Shipment within 15-20 days
Additional editions
Andrew J. Elliot | Carol S. Dweck
Handbook of Competence and Motivation
Book
04/2005
1st Edition
Guilford Publications
€99.22
Article exhausted; check for reprint
Persons
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.
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.
Content
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
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