The basic theme of this book concerns the relation between motivation (why one does something) and achievement (how one performs on a variety of tasks and activities), particularly as they relate to educational settings. The issues are addressed from a social-developmental perspective. The book is organized into three sections. The development of intrinsic and extrinsic motivational orientations is addressed in the first section. Deci and Ryan offer their latest account of the distinction between the two orientations, emphasizing how the two motivational systems develop. The effects of motivational orientations on inter-personal interaction and on creativity are addressed in the two subsequent chapters. The second section focuses on the relation between motivation and the experience of competition. Three chapters address the development of competence, affect, and motivation from grade to school to junior high; the effects of competence information on intrinsic motivation; and the development of competence assessment processes. In the third section the relation between motivation and achievement is explored. Two chapters discuss the effect of extrinsic pressures on self-regulation, and on the relations among intrinsic and extrinsic motivation; performance, motivational style, and learned helplessness. Finally, the concepts of optimal degrees of pressure and performance, and of defensive behavior in the form of self-handicapping, are discussed in the last two chapters.
Contents
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.
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