Handbook of Competence and Motivation
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.
- Paperback | 704 pages
- 177.8 x 261.62 x 27.94mm | 1,088.62g
- 09 Aug 2007
- Guilford Publications
- New York, United States
"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"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, Department of Psychology and School of Education, University of Michigan"This is the most authoritative and up-to-date presentation available of theory and research on a vital topic in social and personality psychology. 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.' Should be of considerable relevance to advanced undergraduates, graduate students, and researchers in social, developmental, and personality psychology, as well as their counterparts in economics, business, sociology, and political science."--Arie W. Kruglanski, PhD, Department of Psychology, University of Maryland
About Andrew J. Elliot
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.
Table of contents
I. Introduction1. Competence and Motivation: Competence as the Core of Achievement Motivation, Andrew J. Elliot and Carol S. DweckII. Central Constructs2. Intelligence, Competence, and Expertise, Robert J. Sternberg3. An Implicit Motive Perspective on Competence, Oliver C. Schultheiss and Joachim C. Brunstein4. A Conceptual History of the Achievement Goal Construct, Andrew J. Elliot5. Motivation from an Attributional Perspective and the Social Psychology of Perceived Competence, Bernard Weiner6. Competence Perceptions and Academic Functioning, Dale H. Schunk and Frank Pajares7. Subjective Task Value and the Eccles et al. Model of Achievement-Related Choices, Jacquelynne S. Eccles8. Self-Theories: Their Impact on Competence Motivation and Acquisition, Carol S. Dweck and Daniel C. Molden9. Evaluation Anxiety: Current Theory and Research, Moshe Zeidner and Gerald MatthewsIII. Developmental Issues10. Temperament and the Development of Competence and Motivation, Mary K. Rothbart and Julie Hwang11. The Development of Self-Conscious Emotions, Michael Lewis and Margaret Wolan Sullivan12. Competence Assessment, Competence, and Motivation between Early and Middle Childhood, Ruth Butler13. Competence, Motivation, and Identity Development during Adolescence, Allan Wigfield and A. Laurel Wagner14. Competence and Motivation in Adulthood and Old Age: Making the Most of Changing Capacities and Resources, Jutta HeckhausenIV. Contextual Influences15. The Role of Parents in How Children Approach Achievement: A Dynamic Process Perspective, Eva M. Pomerantz, Wendy S. Grolnick, and Carrie E. Price16. Peer Relationships, Motivation, and Academic Performance at School, Kathryn R. Wentzel17. Competence Motivation in the Classroom, Tim Urdan and Julianne C. Turner18. Motivation in Sport: The Relevance of Competence and Achievement Goals, Joan L. Duda19. Work Competence: A Person-Oriented Perspective, Ruth Kanfer and Phillip L. Ackerman20. Legislating Competence: High-Stakes Testing Policies and Their Relations with Psychological Theories and Research, Richard M. Ryan and Kirk W. BrownV. Demographics and Culture21. Gender, Competence, and Motivation, Janet Shibley Hyde and Amanda M. Durik22. Race and Ethnicity in the Study of Motivation and Competence, Sandra Graham and Cynthia Hudley23. Children's Competence and Socioeconomic Status in the Family and Neighborhood, Jeanne Brooks-Gunn, Miriam R. Linver, and Rebecca C. Fauth24. Stereotypes and the Fragility of Academic Competence, Motivation, and Self-Concept, Joshua Aronson and Claude M. Steele25.The ""Inside"" Story: A Cultural-Historical Analysis of Being Smart and Motivated, American Style, Victoria C. Plaut and Hazel Rose Markus26. Cultural Competence: Dynamic Processes, Chi-yue Chiu and Ying-yi HongVI. Self-Regulatory Processes27. The Hidden Dimension of Personal Competence: Self-Regulated Learning and Practice, Barry J. Zimmerman and Anastasia Kitsantas28. Engagement, Disengagement, Coping, and Catastrophe, Charles S. Carver and Michael F. Scheier29. Defensive Strategies, Motivation, and the Self: A Self-Regulatory Process View, Frederick Rhodewalt and Kathleen D. Vohs30. Social Comparison and Self-Evaluations of Competence, Ladd Wheeler and Jerry Suls31. The Concept of Competence: A Starting Place for Understanding Intrinsic Motivation and Self-Determined Extrinsic Motivation, Edward L. Deci and Arlen C. Moller32. Flow, Mihaly Csikszentmihalyi, Sami Abuhamdeh, and Jeanne Nakamura33. Motivation, Competence, and Creativity, Mark A. Runco34. Automaticity in Goal Pursuit, Peter M. Gollwitzer and John A. Bargh35. Fantasies and the Self-Regulation of Competence, Gabriele Oettingen and Meike Hagenah