0.1 Motivation  (Page 7/7)

References

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Blackwell, L., Trzniewski, K.,&Dweck, C. (2007). Implicit theories predict achievement across an adolescent transition: a longitudinal study. Child Development, 78, 246-263.

Bong, M.&Skaalvik, E. (2004). Academic self-concept and self-efficacy: How different are they really? Educational psychology review, 15 (1), 1-40.

DeGranpre, R. (2000). A science of meaning: Can behaviorism bring meaning to psychological science? American Psychologist, 55 (7), 721-736.

Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.

Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.

Cameron, J.&Pierce, W. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.

Deci, E. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105-115.

Deci, E., Koestner, R.,&Ryan, R. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71 (1), 1-27.

Eccles, J. (2009). Expectancy value motivational theory. Retrieved from http://www.education.com/reference/article/expectancy-value-motivational-theory/

Eccles, J., Wigfield, A.,&Schiefele, U. (1998). Motivation to succeed. In W. Damon&N. Eisenberg (Eds.), Handbook of child psychology, Volume 3: Social, emotional, and personality development, 5th edition (pp. 1017-1095). New York: Wiley.

Eisenberger, R.&Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51, 1153-1166.

Erikson, E. (1968/1994). Identity, youth, and crisis. New York: Norton.

Goddard, R., Hoy, W.,&Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33 (3), 3-13.

Kohn, A. (1996). No contest: The case against competition. Boston: Houghton Mifflin.

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from [link] http://dl.dropbox.com/u/31779972/Emerging%20Perspectives%20on%20Learning%2C%20Te aching%2C%20and%20Technology.pdf

Pajares, F.&Schunk, D. (2001). Self-beliefs and school success: Self- efficacy, self-concept, and school achievement. In  Riding&S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.

Pajares, F.&Schunk, D. (2002). Self-beliefs in psychology and education: An historical perspective. In J. Aronson (Ed.), Improving academic achievement (pp. 3-21). New York: Academic Press.

Schunk, D., Pintrich, P., Meese, J. (2008). Motivation in education: Theory, research and applications. New York: Pearson Professional.

Schunk, D.&Zimmerman, B. (1997). Social origins of self-regulatory competence. Educational psychologist, 34 (4), 195-208.

Seifert, K.&Sutton, R. (2011). Educational psychology. Retrieved from the Connexions website: http://cnx.org/content/col11302/1.2/

Skinner, B. F. (1938). The behavior of organisms. New York: Appleton-Century-Crofts.

Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B.,&Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child Development, 76, 483-501. doi:10.1111/j.1467-8624.2005.00858.x

Weiner, B. (1992). Human motivation. Newbury Park, CA: Sage.