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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.
Handbook of Competence and Motivation, First Edition
by Elliot, Andrew J.; Dweck, Carol S.Edition: 1st
Format: Paperback
Pub. Date: 2007-07-02
Publisher(s): The Guilford Press
List Price: $84.26
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Summary
Author Biography
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.
Table of Contents
| Introduction | |
| Competence and Motivation: Competence as the Core of Achievement Motivation | |
| Central Constructs | |
| Intelligence, Competence, and Expertise | |
| An Implicit Motive Perspective on Competence | |
| A Conceptual History of the Achievement Goal Construct | |
| Motivation from an Attributional Perspective and the Social Psychology of Perceived Competence | |
| Competence Perceptions and Academic Functioning | |
| Subjective Task Value and the Eccles et al. Model of Achievement-Related Choices | |
| Self-Theories: Their Impact on Competence Motivation and Acquisition | |
| Evaluation Anxiety: Current Theory and Research | |
| Developmental Issues | |
| Temperament and the Development of Competence and Motivation | |
| The Development of Self-Conscious Emotions | |
| Competence Assessment, Competence, and Motivation between Early and Middle Childhood | |
| Competence, Motivation, and Identity Development during Adolescence | |
| Competence and Motivation in Adulthood and Old Age: Making the Most of Changing Capacities and Resources | |
| Contextual Influences | |
| The Role of Parents in How Children Approach Achievement: A Dynamic Process Perspective | |
| Peer Relationships, Motivation, and Academic Performance at School | |
| Competence Motivation in the Classroom | |
| Motivation in Sport: The Relevance of Competence and Achievement Goals | |
| Work Competence: A Person-Oriented Perspective | |
| Legislating Competence: High-Stakes Testing Policies and Their Relations with Psychological Theories and Research | |
| Demographics and Culture | |
| Gender, Competence, and Motivation | |
| Race and Ethnicity in the Study of Motivation and Competence | |
| Children's Competence and Socioeconomic Status in the Family and Neighborhood | |
| Stereotypes and the Fragility of Academic Competence, Motivation, and Self-Concept | |
| The "Inside" Story: A Cultural-Historical Analysis of Being Smart and Motivated, American Style | |
| Cultural Competence: Dynamic Processes | |
| Self-Regulatory Processes | |
| The Hidden Dimension of Personal Competence: Self-Regulated Learning and Practice | |
| Engagement, Disengagement, Coping, and Catastrophe | |
| Defensive Strategies, Motivation, and the Self: A Self-Regulatory Process View | |
| Social Comparison and Self-Evaluations of Competence | |
| The Concept of Competence: A Starting Place for Understanding Intrinsic Motivation and Self-Determined Extrin | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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