Handbook of Motivation at School

By Kathryn R. Wentzel; David B. Miele | Go to book overview

SUBJECT INDEX
ability beliefs: cross-cultural differences of meaning 69 – 70; cross-cultural research on 68; gender differences in 322 – 3; expectancy-related 60 – 1; importance of 280; measurement of 58 – 9; relationship to values 59; of teachers 354
academic emotions: and achievement emotions 122, 124 – 6, 131 – 7; activity-related 123; development of 127 – 8; need for intervention research 141; outcome-related 123; research on 120; theories of 3; variables associated with 141; see also achievement emotions; emotions achievement: academic 136, cognitive and motivational factors of 197; activities 2; evaluation of 22 – 3; need for 26 – 7, 77, 90 – 1; predictors of 26; theories of 3
achievement gap 7, 28
Achievement Goal Questionnaire, 82
achievement goal theory (AGT) 3, 5, 263, 264; in academic settings 75 – 6l; cross-cultural studies of 283 – 6; and gender differences 324 – 5; and the goal orientation model 76 – 7; incentives in 446; including multiple goals 77 – 8, 441; mastery goal theory 76, 84; new permutations of 91 – 92
achievement goals 77 – 8, 81 – 3; approach-oriented vs. avoidance-oriented 483 – 4; measurement of 82; and test anxiety 124 – 5
actor-observer effect 14
African American students 310, 311; motivation of 278; and negative conformity pressures 239; stereotypes of 23 – 4
agency 39 – 40, 434; see also locus of control; perceived control aggression: and disengagement 236; peer-directed 24
anxiety, expectancy-value model of 124; see also test anxiety
approach-avoidance distinction 77
Atkinson’s achievement theory 26
attachment theory 212, 214, 217
attainment value 69, 365 – 6, 429; ideals versus responsibilities 372 – 4; mastery versus performance 372; strategies for providing additional 374; see also expectancy-value theory (EVT); value and values attention 193 – 4; attentional deployment 435; attention system, mindfulness and 393 – 5; see also emotion regulation attribution(s): antecedents to 13 – 14; causal 12 – 17; control 378; to discrimination 19 – 20; race/ ethnicity and 28 – 9; retraining studies 21; and the stability-expectancy linkage 20; theory 3, 5, 11 – 12, 24 – 25, 77, 124, 426: attributional consequences 18 – 24, causal attributions 12 – 17, cross-cultural studies of 278 – 9, and self-efficacy 36; theory research: mediation and moderation in 26 – 7; methods and variables 25 – 6; and multicompetent motivation interventions 27 – 8; and unconscious motivation 27
autonomy 3; impairment of 106; and intrinsic vs. extrinsic motivation 485 – 6; need for 98 – 99, 103, 105, 107, 110, 111, 113, 114, 281 – 3; relative 102 – 3; in special populations 106 – 7; support 64, 104, 137, 161, 441, 459: in schools and homes 105 – 6, students’ experiences of 150
behaviorism 252, 255 – 7; motivating learning environments according to 256 – 7; underlying assumptions of 255 – 6
belonging 242, 311 – 12; uncertainty 311; see also relatedness, need for
benevolent sexism 15
body scan 390 – 1
brain physiology 425, 431 – 6; plasticity 436
bullying 237
burnout 351
career options: barriers to 329 – 30, 333; and gender differences 327 – 30, 333
classical conditioning 255

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