Subject Index

A
Ability
entity vs. incremental contrast, 60, 61
helpless children, 59
implicit theories of, 59
mastery-oriented children, 59
Achievement situations, 55–65
expectancy aspects, 58
fear of failure, 56, 57
performance expectations, 56–59
success seeking, 56, 57
task choice and goal setting, 56–58
Achievement theory
see Goal theory
Activities and student interest, 225, 226
controversy, 229, 230
curiosity or suspense, 227, 228
fantasy elements, 230–233
personalization strategies, 232, 233
simulations or role play, 231–234
TARGET program, 235
Adaptive vs. maladaptive patterns, 97, 98
Alienated students
peer pressure, 362
see Apathetic students, Low achievers
Apathetic students
build on existing interests, 311, 313
contracting and incentive systems, 308–310, 330
coping strategies, 319
develop/sustain positive attitudes, 313–316
failure syndrome problems, 310
importance of close relationships, 310, 311
principles of Zen philosophy, 317, 318
real-life examples, 322–324
self-actualization motives, 312, 314
self-regulated learning, 324–326
socialization, 318, 322
volitional control strategies, 326, 328, 329
Approach-avoidance distinction, 94, 95, 106, 107, 111, 112
Artificial tasks, 241, 242
Assessment methods, 76–80
helping students prepare, 78, 79
portfolios, 78, 79
uses and forms of, 77, 80
At-risk students, 359, 362
Autonomous learners, 190–192
Autonomy, 184, 189, 190
performance-contingent rewards, 160, 161
Autonomy-supporting teachers, 191, 192
active responses, 196, 197
choices, 192, 208, 209
connecting with students' interests, 193
game-like activities, 197–199
immediate feedback, 197
learning centers, 192–195
opportunities, 193–195

-413-

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