References for Academic Motivation

Adkins, D. C., Payne, F. D., & Ballif, B. L. (1972). Motivation factor scores and response set scores for ten ethnic-culture groups of preschool children. American Educational Research Journal, 9, 557-572.

Alschuler, A. S. (1975, March). Radical psychological education. Keynote address at the Convention of the Virginia Personnel and Guidance Association, Williamsburg, VA. In Covington, 1998, p.149.

Ames, C., & Archer, J. (1987a, April) Achievement goals in the classroom: Student learning strategies and motivation processes. Paper presented at the annual meeting of the American Education Research Association, Washington, DC. In Covington, 1989, p. 144.

Biaggio, A. M. B. (1978). Achievement motivation of Brazilian students. International Journal of Intercultural Relations, 2, 186-195.

Boggiano, A. K., Main, D. S. & Katz, P. A. (1988). Children’s preference for challenge: The role of perceived competence and control. Journal of Personality and Social Psychology, 54, 134-141. In Covington, 1998, p. 146.

Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grade on intrinsic instruction and performance. Journal of Educational Psychology, 78, 210-216. (In Covington, 1998, p. 158).

Castenell, L. A. (1983). Achievement motivation: An investigation of adolescents’ achievement patterns. American Education Research Journal, 20, 53-510.

Cohen, H., & Filipczak, J. (1971). A new learning environment. San Francisco: Jossey-Bass. In Covington, 1989, 144.

Connell, J. P. (1985). A new multidimensional measure of children’s perception of control. Child Development, 56, 1018-1041.

Cooper H., & Tom, D. (1984). Socioeconomic status and ethnic group difference in achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 209-242). New York:  Academic Press.

Covington, M. V., (1986). Instruction in problem solving and planning. In S; L. Friedman, E. K. Scholnick, & R. R.

Cooking (Eds.), Blueprints for thinking: The role of planning in cognitive development (pp. 469-511). Cambridge: Cambridge University Press. In Covington, 1998, p. 148.

Covington, M. V., (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge:  Cambridge University Press.

Covington, M. V., & Jacoby, K. E. (1973). Productive thinking and course satisfaction as a function of an independence-conformity dimension. Paper presented at the meeting of the American Psychological Association, Montreal.

Covington, M. V. & Wiedenhaupt, S. (1997). Turning work into play: The nature and nurturing of intrinsic task engagement. In R. Perry & J. C. Smart (Eds.), Effective teaching in higher education: Research and Practice (pp. 101-114). New York: Agathon Press. In Covington, 1998, p.140.

Csikszentmihalyi, M. (1975). Beyond Boredom and anxiety. San Francisco: Jossey-Bass.

Deci, E. L., (1975). Intrinsic motivation. New York: Plenum.

Deci, E. L., (1992). The relation of the interest to the motivation of behavior: A Self-Determination Theory perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (p. 3-26). Hillsdale, NJ: Erlbaum. In Covington, 1998, p.140.

Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 102-1057. In Covington, 1998, p.146.

DeVolder, M., & Lens, W. (1982) Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 42, 566-571.

Diggory, J. C. (1966). Self-evaluation: Concepts and Studies. New York: Wiley. In Covington, 1998, (p. 28).

Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6 (4), 322-333. In Covington, 1998, p.12.

Eccles, J. (1983). Experience, values and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146), San Francisco: Freeman. In Covington, 1998, (p. 43).

Eifferman, R. R. (1974). It’s child’s play. In L. M. Shears & E. M. Bower (Eds.), Games in education and Development (pp. 75-102). Springfield, IL. Charles C. Thomas. In Covington, 1998, p. 140.

Eisenberger, R. & Cameron, J. (1996)Detrimental effects of reward: Reality or myth? American Psychologist, 5  (11), 1153-1166. In Covington, 1999, p. 145.

Fromm, E., Suzuki, D. T., & de Martino, R. (1960). Zen Buddhism and psychoanalysis. London: G. Allen and Unwin, p. 129.

Fyans, L. G., Maehr, M. L., Salili, F., & Desai, K. A. (1983). A cross-culture exploration into the meaning of achievement. Journal of Personality and  Social Psychology, 44, 1000-1013.

Graham, S. (1984a). Communicating sympathy and anger to black and white children: The cognitive (attributional) consequences of affective cues. Journal of Personality and Social Psychology, 47, 14-28.

Hayashi, T., Rim, Y, & Lynn, R. (1970). A test of McClelland’s theory of achievement motivation in Britain, Japan, Ireland, and Israel. International Journal of Psychology, 5, 275-277.

Haycock, K., & Navarro, M. S. (1988, May). Unfinished business: Fulfilling our children’s promise. Report from the Achievement Council, 1016 Castro St., Oakland, CA 94607. In Covington, (1998), p. 5.

Jacobs, G. D., (2003) The Ancestral Mind: Reclaim the Power. New York, NY: Penguin Books.

Kennedy, W. A., & Willcut, H. C. (1964). Praise and blame as incentives. Psychological Bulletin, 62, 323-332.

Lave. J. (1988). Cognition in practice. Cambridge: Cambridge University Press.

Lepper, M. R. (1981). Intrinsic and extrinsic motivation in children: Detrimental effects of superfluous social controls. In W. A Collins (Ed.) Minnesota symposia on child psychology (vol. 14, pp. 145-214) Hillsdale, NJ: Erlbaum. In Covington, 1998, p. 144.

Lewin, K. (Ed.) (1948). Resolving social conflicts: Selective papers on group dynamics. New York: Harper & Brothers.

Maehr, M. L., & Nicholls, C. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in Cross-Culture Psychology (Vo. 2, pp. 221-267) New York: Academic Press.

Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333-369.  In Covington, 1999, p. 139.

McClelland, D. C., (1958). Methods of measurements of human motivation. In J. W. Atkinson (Ed.), Motives in fantasy, action and society.(pp. 7-42). Princeton, NJ: Van Nostrand. In Covington, 1998, p. 41).

McInerney, D. M. (1988). Cross-culture studies of achievement motivation: Educational implications and research  directions for the future. Macarthur Institute of Higher Education, Sydney, Australia

Mettee, D. R. (1971). Rejection of unexpected success as a function of the negative consequences of accepting success. Journal of Personality and Social Psychology, 17, 332-341. In Covington, 1998, p. 147.

Nicholls, J. G. (1984). Achievement motivation: Concepts of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346. In Covington, 1999, p. 139.

Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press. In Covington, 1999, p. 139.

Nuttin, J. (1984). Motivation, planning and action: A relational theory of behavior dynamics. Hillsdale, NJ: Erlbaum.

Nuttin, J., & Lens, W. (1985). Future time perspective and motivation: Theory and research method. Hillsdale, NJ:  Erlbaum.

Ogbu, J. U. (1978). Minority Education and caste: The American system in cross-culture perspective. New York: Academic Press.

Pintrich, P. R. (1988). A process-oriented view of student motivation and cognition. In J. S. Stack & L. Mets (Eds.) Improving Teaching and Learning through research: New directions for institutional research (vol. 57, pp. 55-70). San Francisco: Jossey-Bass.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.

Ramirez, M. & Price-Williams, D. R. (1976) Achievement motivation in children of three ethnic groups in the United States. Journal of Cross-Culture Psychology, 7, 49-61.

Raynor, J. O. (1969). Future orientation and motivation of immediate activity: An elaboration of the theory of achievement motivation. Psychological Review, 76, 606-610.

Raynor, J. O., & Entin, E. E. (1982). Motivation, career striving, and aging. Washington, DC: Hemisphere.

Resnick, L. (1987). Education and Learning to think. Washington, DC: National Research Council, National Academy Press. In Covington, 1998, p. 148).

Russell, W. J. (1988, March). Editorial: Presidential campaign and educational policy. Educational Research, 17 (2),  4, 12.

Sanders, M., Scholz, J., & Kagan, S. (1976). Here social motives and field independence-dependence in Anglo  American and Mexican American children.  Journal of Cross-Culture Psychology, 7, 451-461.

Silberman, C. E. (1970). Crisis in the classroom: the remaking of American education. New York: Vintage. In Covington, 1989, p.150.

Singh, S. (1977) Achievement motivation and economic growth. Indian Psychological Review, 14, 52-56.

Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.

Wiggins, G. (1989, May). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70 (9),  703-713.

Wiggins, G. (1991). Standards, not standardization: Evoking quality student work. Educational Leadership, 48, 18-25.