Author: Cosandra Irene DouglasPublisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 196
Book Description
The Effects of Internal-external Locus of Control and Attribution of Causality for Success and Failure on Achievement Performance in Competitive and Non-competitive Situations
Author: Cosandra Irene DouglasPublisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 196
Book Description
Masters Abstracts
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 500
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 620
Book Description
Comprehensive Dissertation Index
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 894
Book Description
Research Quarterly
Author: American Alliance for Health, Physical Education, and RecreationPublisher:
ISBN:
Category : Exercise
Languages : en
Pages : 852
Book Description
Locus of Control and Attribution of Causality for Success and Failure
Author: Thomas H. HarrellPublisher:
ISBN:
Category : Causation
Languages : en
Pages : 96
Book Description
Research Quarterly
Author: Cumulated Index Medicus
Author: Handbook of Educational Psychology
Author: Lyn CornoPublisher: Routledge
ISBN: 1317420551
Category : Education
Languages : en
Pages : 1142
Book Description
The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition. The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.
An Attributional Theory of Motivation and Emotion
Author: Bernard WeinerPublisher: Springer
ISBN: 9781461293705
Category : Psychology
Languages : en
Pages : 0
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.