Achievement and Motivation
A Social-Developmental Perspective

Originally published in 1993, Achievement and Motivation provides a comprehensive review of the research from a social-developmental perspective.

Ann K. Boggiano (Edited by), Thane S. Pittman (Edited by)

9780521322201, Cambridge University Press

Hardback, published 29 January 1993

304 pages
23.7 x 15.8 x 2.4 cm, 0.568 kg

"...will be useful to professionals familiar or interested in the social-cognitive approach to achievement." William G. Graziano, Contemporary Psychology

Achievement and Motivation was originally published in 1993. It provides a comprehensive review of research conducted on the topic in the late 1980s and early 1990s. Most particularly, it focuses on the research of those in the field who tackle the issue from a social-developmental perspective. The basic theme concerns the relation between motivation (why one does something) and achievement (how one performs on a variety of tasks and activities) in education settings specifically. It successfully engages with educational concerns about student interest in learning and their subsequent performance. It will still be a useful point of reference for any readers involved in the social-developmental study of achievement and motivation in schools, as it comprehensively documents the progression of this topic in the years leading up to its 1993 publication.

1. Psychological perspectives on motivation and achievement Thane S. Pittman and Ann K. Boggiano
Part I. Intrinsic Motivation: 2. The initiation and regulation of intrinsically motivated learning and achievement Edward L. Deci and Richard M. Ryan
3. Intrinsic and extrinsic motivational orientations in peer interactions Thane S. Pittman, Ann K. Boggiano and Deborah S. Main
4. The motivation for creativity in children Teresa M. Amabile and Beth A. Hennessey
Part II. Competence and Motivation: 5. The relationship between perceived competence, affect, and motivational orientation within the classroom: processes and patterns of change Susan Harter
6. Competence processes and achievement motivation: implications for intrinsic motivation Judith M. Harackiewicz, George Manderlink and Carol Sansone
7. Developmental changes in competence assessment Diane N. Ruble, Ellen H. Grosovsky, Karin S. Frey and Renae Cohen
Part III. Motivation and Achievement: 8. When achievement is not intrinsically motivated: a theory of internalization and self-regulation in school Richard M. Ryan, James P. Connell and Wendy S. Grolnick
9. Children's achievement-related behaviors: the role of extrinsic and intrinsic motivational orientations Cheryl Flink, Ann K. Boggiano, Deborah S. Main. Marty Barrett and Phyllis A. Katz
10. On being psyched up but not psyched out: an optimal pressure model of achievement motivation Philip R. Costanzo, Erik Woody and Pamela Slater
11. Self-handicapping and achievement Janet Morgan Riggs
12. Divergent approaches to the study of motivation and achievement: the central role of extrinsic/intrinsic orientations Ann K. Boggiano and Thane S. Pittman
Name index
Subject index.

Subject Areas: Child & developmental psychology [JMC]