Motivation for Achievement: Possibilities for Teaching and Learning

By M. Kay Alderman | Go to book overview

Subject Index
Note: Anumber followed by the letter/indicate a figure, t denotes a table, and e indicates an exhibit.
A
Ability
attribution retraining in, 55–56
beliefs about, 4–5, 42–44
as motivational problem, 4–5, 6
self-perceptions of, 66–69, 68f
students view of, 68–69, 68f
teacher beliefs about, 53, 54e
Ability grouping, 34
as motivational problem, 7–8
Academic(s), identification with, 208–211
Academic success, self-regulatory capabilities and, 133–134
Academic tasks, self-efficacy influences in, 70–71
Academic wooden leg, self-worth protection and, 84
Achievement anxiety
evaluation of competence and, 97
explanations of, 97–99
Achievement goals, 86–87
contextual influences on, 90–91, 91t
contrasting classes of, 87–89, 89t
influences on, 89–91
intelligence theory and, 89–90
learning goal, 87–88
performance goal, 88–89
Achievement settings, attributional properties in, 29–30
Adaptive attributions, developmentof, 61, 61–62
Antecedent attributions, 57
Antiachievement, sense of membership and, 206
Attachment, social bonds and, 203
Attainment value of task, 246–247
Attribution(s)
adaptive, development of, 61–62
among ethnic groups, 42–45
classification of, 30–32, 31t
description of, 27
developmental differences in, 40–41
emotional reactions generated by, 36
ethnicity and, 44–45
examples of, 30–32, 31t
gender and, 41–42
help seeking, 49–51
ability grouping, 34
direct cues, 32–33
indirect cues, 33
learned helplessness, 45–49

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