Section I Achievement Motivation: Trends in Theory and Research -- 1 Introduction -- Section II Achievement Motivation Theory -- 2 Motivational Effects in So-Called Tests of Ability and Educational Achievement -- 3 The Origins of Competence and Achievement Motivation in Personal Causation -- 4 Motivation, Evaluation, and Educational Testing Policy -- 5 Effects of Failure: Alternative Explanations and Possible Implications -- 6 Motivation and Educational Productivity: Theories, Results, and Implications -- 7 A Model of Direct and Relational Achieving Styles -- Section III Achievement Motivation and Life Span Human Development -- 8 The Graying of America: Implications for Achievement Motivation Theory and Research -- 9 Motivational Determinants of Adult Personality Functioning and Aging -- 10 A Developmental Perspective on Theories of Achievement Motivation -- Section IV Attributions and Achievement Motivation -- 11 Attributional Style, Task Selection and Achievement -- 12 A Re-examination of Boys’ and Girls’ Causal Attributions for Success and Failure Based on New Zealand Data -- 13 Measuring Causal Attributions for Success and Failure -- 14 Alleviating Learned Helplessness in a Wilderness Setting: An Application of Attribution Theory to Outward Bound -- Section V Sex Differences in Achievement Motivation -- 15 Achievement Motivation and Values: An Alternative Perspective -- 16 Achievement and Vocational Behavior of Women in Iran: A Social and Psychological Study -- 17 Women’s Achievement and Career Motivation: Their Risk Taking Patterns, Home-Career Conflict, Sex Role Orientation, Fear of Success, and Self-concept -- Section VI Teacher Expectations and Achievement Motivation -- 18 Teacher Expectation and Student Learning -- Section VII Achievement Motivation: A Look Toward the Future.-19 From Single-Variable to Persons-in-Relation -- Author Index.

This book started as a symposium on Achievement Motiva­ tion at the 1978 American Educational Research Association Convention. The participants in that symposium were Jack Atkinson, Martin Maehr, Dick De Charms, Joel Raynor, and Dave Hunt. The subsequent response to that symposium indicated a "coming of age" for motivation theory in terms of education. Soon afterward, at a Motivation in Education Conference at University of Michigan, Ann Arbor, it became apparent that due to this emergence of motivation what was needed was a comprehensive perspective as to the state of the art of achievement theory. Achievement theory had by now well surpassed its beginnings in the 1950s and 1960s and was ready for a composite presentation and profile of the recent research and theories of motivation. Thus, this volume was born. I would like to take this opportunity to thank each contribu­ tor to this book as well as Robert L. Linn who critically reviewed several of the manuscripts. Thanks are also due to my former graduate advisors, Martin L. Maehr, Maurice Tatsuoka, and Harry Triandis, for the viewpoints given me in graduate school education which I hope have benefitted this under­ taking. Joyce Fitch did a splendid joh typing many of these chapters and special gratitude should be given to Judy Cadle of Professional Services, Inc. for the composition and proofing of this book.

Accessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.

Inaccessible, or known limited accessibility

No reading system accessibility options actively disabled

Publisher contact for further accessibility information: accessibilitysupport@springernature.com

Licensed e-book