Expectancy, Attribution, and Academic Achievement PDF Download

Author: Sumru Erkut
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 44

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Author: Sumru Erkut
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 38

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Book Description

Author: Norman T. Feather
Publisher: Routledge
ISBN: 1000363619
Category : Psychology
Languages : en
Pages : 451

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Book Description
Originally published in 1982, this book examines the current status of expectancy-value models in psychology. The focus is upon cognitive models that relate action to the perceived attractiveness or aversiveness of expected consequences. A person’s behavior is seen to bear some relation to the expectations the person holds and the subjective value of the consequences that might occur following the action. Despite widespread interest in the expectancy-value (valence) approach at the time, there was no book that looked at its current status and discussed its strengths and its weaknesses, using contributions from some of the theorists who were involved in its original and subsequent development and from others who were influenced by it or had cause to examine the approach closely. This book was planned to meet this need. The chapters in this book relate to such areas as achievement motivation, attribution theory, information feedback, organizational psychology, the psychology of values and attitudes, and decision theory and in some cases they advance the expectancy-value approach further and, in other cases, point to some of its deficiencies.

Author: Duane F. Shell
Publisher:
ISBN:
Category :
Languages : en
Pages : 416

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Book Description

Author: Bernard Weiner
Publisher: Springer Science & Business Media
ISBN: 1461249481
Category : Psychology
Languages : en
Pages : 419

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Book Description
For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion and motivation from an attributional perspective. The presentation of a unified theory of motivation and emotion is the goal of this book. My more specific aims in the chapters to follow are to: 1) Outline the basic princi ples that I believe characterize an adequate theory of motivation; 2) Convey what I perceive to be the conceptual contributions of the perspective advocated by my col leagues and me; 3) Summarize the empirical relations, reach some definitive con clusions, and point out the more equivocal empirical associations based on hypotheses derived from our particular attribution theory; and 4) Clarify questions that have been raised about this conception and provide new material for still further scrutiny. In so doing, the building blocks (if any) laid down by the attributional con ception will be readily identified and unknown juries of present and future peers can then better determine the value of this scientific product.

Author: Andrew Perkal
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 168

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Book Description

Author: Colin Rogers
Publisher: Routledge
ISBN: 1351846124
Category : Psychology
Languages : en
Pages : 257

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Book Description
If a theory of education is to be helpful to the practising teacher, it must take the social context of learning into account. Originally published in 1982, Colin Rogers does just this, exploring the implications of two decades’ detailed research in to the social psychology of teaching and learning. The central theme that emerges from this study is the importance of the still controversial ‘teacher-expectancy effect’ – the effect of teachers’ expectations on the performance of pupils. By examining in detail the claims made by those who believe that the expectations of teachers can influence levels of pupils’ academic attainment, the book shows the complexity of interpersonal interaction and perception within the classroom and the nature of problems involved in studying these. It also focuses on the way that the mutual perceptions of teachers and pupils themselves affect, and are affected by, other aspects of life in a school; and extensive use is made of research conducted in British schools to illustrate major points. The conclusion of the study was that it is the classroom – the very environment in which teachers and pupils interact – rather than teacher training that may need reform.

Author: Bernard Weiner
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 230

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Book Description

Author: Bernard Weiner
Publisher: Psychology Press
ISBN: 1135601674
Category : Political Science
Languages : en
Pages : 242

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Book Description
Social Motivation, Justice, and the Moral Emotions proposes an attribution theory of interpersonal or social motivation that distinguishes between the role of thinking and feeling in determining action. The place of this theory within the larger fields of motivation and attributional analyses is explored. It features new thoughts concerning social motivation on such topics as help giving, aggression, achievement evaluation, compliance to commit a transgression, as well as new contributions to the understanding of social justice. Included also is material on moral emotions, with discussions of admiration, contempt, envy, gratitude, and other affects not considered in Professor Weiner's prior work. The text also contains previously unexamined topics regarding social inferences of arrogance and modesty. Divided into five chapters, this book: *considers the logical development and structure of a proposed theory of social motivation and justice; *reviews meta-analytic tests of the theory within the contexts of help giving and aggression and examines issues related to cultural and individual differences; *focuses on moral emotions including an analysis of admiration, envy, gratitude, jealousy, scorn, and others; *discusses conditions where reward decreases motivation while punishment augments strivings; and *provides applications that are beneficial in the classroom, in therapy, and in training programs. This book appeals to practicing and research psychologists and advanced students in social, educational, personality, political/legal, health, and clinical psychology. It will also serve as a supplement in courses on motivational psychology, emotion and motivation, altruism and/or pro-social behavior, aggression, social judgment, and morality. Also included is the raw material for 13 experiments relating to core predictions of the proposed attribution theory.

Author: Frederic J. Medway
Publisher: Routledge
ISBN: 1317784138
Category : Education
Languages : en
Pages : 518

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Book Description
This impressive volume reintroduces the importance of -- and the contributions made by -- social psychology to school psychology. It provides an overview of the basic areas of social psychology (history, attitudes, attribution, attraction, and research methods) as well as the traditional school psychology functions (assessment, therapy, and consultation). To unite these two crucial areas, the editors and their contributors provide detailed discussions of specific educational and social issues such as substance abuse prevention and treatment, loneliness, cooperative versus competitive environments, and integration of handicapped and culturally different children. Based on classical, contemporary, and cutting-edge research and theory, this text should become an essential reference tool for all school psychologists.