Presents specific strategies for enhancing achievement motivation that can serve as guides for instructional practices evaluation and the design of new activities
Get full access to this article
View all access options for this article.
References
1.
Alberto, P., & Troutman, A. (1990). Applied behavior analysis for teachers.Columbus, OH: Merrill.
2.
Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A motivational analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (pp. 177–208). New York: Academic Press.
3.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivational processes. Journal of Educational Psychology, 80, 260–267.
4.
Anand, P. G., & Ross, S. M. (1987). Using computer-assisted instruction to personalize arithmetic materials for elementary school children. Journal of Educational Psychology, 79, 72–78.
5.
Atkinson, J. W. (1966). Motivational determinants of human behavior. In J. W. Atkinson & N. T. Feather (Eds.), A theory of achievement motivation (pp. 11–48). New York: Wiley.
6.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147.
7.
Beaver, J. F. (1991). Making word problems relevant to your students. The Computing Teacher, 19(3), 50–51.
8.
Borkowski, J. G., Carr, M., Rellinger, L., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In B. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (Vol. 1, pp. 53–92). Hillsdale, NJ: Erlbaum.
9.
Borkowski, J. G., Weyhing, R. S., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning disabled students. Journal of Educational Psychology, 80, 46–53.
10.
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32.
11.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 80, 200–215.
12.
Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(2), 40–48.
13.
Carrier, C. A. (1984). Do learners make good choices?Instructional Innovator, 29(2), 15–17, 48.
14.
Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education. Volume 3: Goals and cognitions (pp. 45–71). San Diego: Academic Press.
15.
deCharms, R. (1968). Personal causation.New York: Academic Press.
16.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115.
17.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior.New York: Plenum.
18.
Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650.
19.
Dembo, M. H. (1988). Applying educational psychology in the classroom (3rd ed.). White Plains, NY: Longman.
20.
Dewey, J. (1913). Interest and effort in education.New York: Houghton Mifflin.
21.
Diener, C., & Dweck, C. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451–462.
22.
Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674–685.
23.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
24.
Farnham-Diggory, S., & Ramsey, B. (1971). Play persistence: Some effects of interruptions, social reinforcement, and defective toys. Developmental Psychology, 4, 297–298.
25.
Findley, M. D., & Cooper, H. (1983). Locus of control and academic achievement: A review of the literature. Journal of Personality and Social Psychology, 44, 419–427.
26.
Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488–500.
27.
Gay, G. (1986). Interaction of learner control and prior understanding in computer-assisted video instruction. Educational Psychology, 78, 225–227.
28.
Graham, S. (1990). Communicating low ability in the classroom: Bad things that good teachers sometimes do. In S. Graham & V. S. Folkes (Eds.), Attribution theory: Applications to achievement, mental health, and interpersonal conflict (pp. 17–36). Hillsdale, NJ: Erlbaum.
29.
Greene, D., & Lepper, M. R. (1974). Effects of extrinsic rewards on children's subsequent performance. Child Development, 45, 1141–1145.
30.
Hannafin, M. J. (1984). Guidelines for using locus of instructional control in the design of computer-assisted instruction. Journal of Instructional Development, 7(3), 6–10.
31.
Harter, S. (1978). Pleasure derived from challenge and the effects of receiving grades on children's difficulty level choices. Child Development, 49, 788–799.
32.
Kazdin, A. E., & Bootzin, R. R. (1972). The token economy: An evaluative review. Journal of Applied Behavior Analysis, 5, 343–372.
33.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Riegeltuh (Ed.), Instructional-design theories and models: An overview of their current status (pp. 383–434). Hillsdale, NJ: Erlbaum.
34.
Kinzie, M. B., & Sullivan, H. J. (1989). Continuing motivation, learner control, and CAI. Educational Technology Research and Development, 37(2), 5–14.
35.
Klein, J. D., & Keller, J. M. (1990). Influence of student ability, locus of control, and type of instructional control on performance and confidence. Journal of Educational Research, 83, 140–146.
36.
Kruglanski, A. W., Friedman, I., & Zeevi, G. (1971). The effects of extrinsic incentive on some qualitative aspects of task performance. Journal of Personality, 39, 606–617.
37.
Lepper, M. R. (1983). Extrinsic reward and intrinsic motivation: Implications for the classroom. In J. M. Levine & M. C. Wang (Eds.), Teacher and student perceptions: Implications for learning (pp. 281–317). Hillsdale, NJ: Erlbaum.
38.
Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289–309.
39.
Lepper, M. R., & Greene, D. (1975). Turning play into work: Effects of adult surveillance and extrinsic reward on children's intrinsic motivation. Journal of Personality and Social Psychology, 31, 479–486.
40.
Lepper, M. R., & Malone, T. W. (1987). Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Cognitive and affective process analyses (pp. 255–296). Hillsdale, NJ: Erlbaum.
41.
Licht, B. C., & Kistner, J. A. (1986). Motivational problems of learning-disabled children: Individual differences and their implications for treatment. In J. K. Torgesen & B. Y. L. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 225–255). New York: Academic Press.
42.
López, C. L., & Sullivan, H. J. (1992). Effect of personalization of instructional context on the achievement and attitudes of Hispanic students. Educational Technology Research and Development, 40(4), 5–13.
43.
Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399–427.
44.
Maehr, M., & Stallings, W. (1972). Freedom from external evaluation. Child Development, 43, 117–185.
45.
Molone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivation for learning. In R. E. Snow & M. C. Farr (Eds.), Aptitude, learning, and instruction: Ill. Cognitive and affective process analyses (pp. 223–253). Hillsdale, NJ: Erlbaum.
46.
Malouf, D. B. (1983). What rewards reduce student motivation?School Psychology Review, 12, 1–11.
47.
McCombs, B. L. (1990). The definition and measurement of primary motivational processes. In M. C. Wittrock & E. L. Baker (Eds.), Testing and cognition (pp. 63–81). Englewood Cliffs, NJ: Prentice-Hall.
48.
Morgan, M. (1984). Reward-induced decrements and increments in intrinsic motivation. Review of Educational Research, 54, 5–30.
49.
O'Connor, P., Atkinson, J. W., & Horner, M. (1966). Motivational implications of ability grouping in schools. In J. W. Atkinson & N. T. Feather (Eds.), A theory of achievement motivation (pp. 231–259). New York: Wiley.
50.
Okolo, C., Hinsey, M., & Yousefian, B. (1990). Learning disabled students' acquisition of key-boarding skills and continuing motivation under drill-and-practice and game conditions. Learning Disabilities Research, 5, 100–109.
51.
O'Leary, K. D., & Drabman, R. (1971). Token reinforcement programs in the classroom: A review. Psychological Bulletin, 75, 379–398.
52.
Pearl, R. (1985). Cognitive-behavioral interventions for increasing motivation. Journal of Abnormal Child Psychology, 13, 443–454.
53.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.
54.
Resnick, L. B., & Klopfer, L. E. (1989). Toward the thinking curriculum: An overview. In L. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research (pp. 1–18). Pittsburgh, PA: Association for Supervision and Curriculum Development.
55.
Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic---extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16, 165–185.
56.
Rosenholtz, S., & Simpson, C. (1984). The formation of ability conceptions: Developmental trend or social construction?Review of Educational Research, 54, 31–63.
57.
Schloss, P. J., & Smith, M. A. (1994). Applied behavior analysis in the classroom.Boston: Allyn & Bacon.
58.
Schunk, D. H. (1985a). Participation in goal setting: Effects on self-efficacy and skills of learning disabled children. The Journal of Special Education, 19, 307–317.
59.
Schunk, D. H. (1985b). Self-efficacy and school learning. Psychology in the Schools, 22, 208–223.
60.
Shinn, M. R. (Ed.). (1989). Curriculum-based measurement.New York: Guilford.
61.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
62.
Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether or not l've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82, 22–32.
63.
Stevens, D. D., & Englert, C. S. (1993). Making writing strategies work. Teaching Exceptional Children, 26(1), 34–39.
64.
Stipek, D. J. (1993). Motivation to learn: From theory to practice. (2nd ed.) Boston: Allyn & Bacon.
65.
Stipek, D. J., & Weisz, J. R. (1981). Perceived control and academic achievement. Review of Educational Research, 51, 107–137.
66.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3–25.
67.
Weiner, B. (1986). An attributional theory of motivation and emotion.New York: Springer-Verlag.
68.
Wlodkowski, R. J. (1986). Motivation and teaching: A practical guide.Washington, DC: National Education Association.
69.
Zigler, E., & Hodapp, R. M. (1986). Understanding mental retardation.New York: Cambridge University Press.
70.
Zimmerman, B. M. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173–201.