Leadership is motivation and motivation is leadership, say the authors of this important and unique study. The two elements are inseparable, but until now no one has actually conceptualized motivation in a useful way to demonstrate and analyze the connection between it and leadership. The key for...

Leadership is motivation and motivation is leadership, say the authors of this important and unique study. The two elements are inseparable, but until now no one has actually conceptualized motivation in a useful way to demonstrate and analyze the connection between it and leadership. The key for leaders is dealing with the emotions that underlie and activate motivation. Maddock and Fulton provide a highly successful, proven, and replicable approach not only to motivate people, but also to train them to lead others. The authors develop an 11 level structure of human motivation that defines and describes motivation in simple, graphic, all-inclusive language. They then show how leaders can use this motivational hierarchy to solve complex problems in the workplace.

Basing his work on the pioneering researches of Victor Vroom, Dr. Green, with his coauthor Butkus, introduces a new management tool to facilitate change: the belief system of motivation and performance. They show that managing change requires building support from a highly motivated workforce, that...

Basing his work on the pioneering researches of Victor Vroom, Dr. Green, with his coauthor Butkus, introduces a new management tool to facilitate change: the belief system of motivation and performance. They show that managing change requires building support from a highly motivated workforce, that most strategies today overlook the emotional factor in change, and that only by addressing the motivation problems and emotions associated with change can mananagement implement change successfully.

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help preservice and in-service teachers acquire the knowledge and skills they need to achieve these...

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help preservice and in-service teachers acquire the knowledge and skills they need to achieve these goals. The purpose of this new edition is the same as the first-to present information from the current knowledge base in motivation that offers hope and possibilities for educators-teachers, parents, coaches, administrators-to enhance motivation for achievement. Motivation for Achievement: Possibilities for Teaching and Learning, Second Edition features: Strategy Boxes, providing guidelines and specific applications for using the various concepts presented; Exhibit Boxes, including forms that teachers might use for students, and examples of teacher beliefs and practices, and samples of student work; Reflections that pose questions to stimulate the reader's thinking about motivational issues inherent in the persons' topics, experiences, and beliefs; Points for Review, summarizing key concepts in each chapter; and Tables and Graphic Illustrations that aid the understanding of concepts. New in the Second Edition: increased emphasis throughout on educational reform, standards for achievement, and high-stakes testing as they relate to motivation; new material on attributional bias (ch. 2); recent research on achievement goal theory, especially performance goals with distinctions between performance approach and performance avoidance goals (ch. 3); phases of self-regulation; examples of classroom interventions to support self-regulation (ch. 5); task value beliefs; enhancing intrinsic motivation (ch. 8); feedback relating to use of rubrics for evaluation and motivation; and updates of the literature and research on all topics and reorganized and/or expanded material on: ability and effort framework (ch. 1); gender and help-seeking; attributional feedback (ch. 2); concepts of ability; self-worth; achievement goals and achievement anxiety (ch. 4); teacher motivation; influence of SES and ethnicity on forming expectations; student awareness of differential treatment; teacher efficacy (ch. 6); cultural identity and achievement; teacher support (ch. 7); interest and motivation; intrinsic and extrinsic motivation; evaluation (ch. 8); issues and concerns; possibilities for equality (ch. 9).

What place does motivation have in the lives of intelligent agents? Mele's answer is sensitive to the concerns of philosophers of mind and moral philosophers and informed by empirical work. He offers a distinctive, comprehensive, attractive view of human agency. This book stands boldly at the...

What place does motivation have in the lives of intelligent agents? Mele's answer is sensitive to the concerns of philosophers of mind and moral philosophers and informed by empirical work. He offers a distinctive, comprehensive, attractive view of human agency. This book stands boldly at the intersection of philosophy of mind, moral philosophy, and metaphysics.

The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and...

The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related. Motivation, Emotion and Cognition: Integrative Perspectives on Intellectual Functioning and Development: *represents a new direction in theory and research on intellectual functioning and development; *portrays human intelligence as fundamentally constrained by biology and adaptive needs but modulated by social and cultural forces; and *encompasses and integrates a broad range of scientific findings and advances, from cognitive and affective neurosciences to cultural psychology, addressing fundamental issues of individual differences, developmental variability, and cross-cultural differences with respect to intellectual functioning and development. By presenting current knowledge regarding integrated understanding of intellectual functioning and development, this volume promotes exchanges among researchers concerned with provoking new ideas for research and provides educators and other practitioners with a framework that will enrich understanding and guide practice.