| |
| Competence and Motivation |
| |
| Competence and Motivation: Competence as the Core of Achievement Motivation |
| | 3 | (12) |
|
|
| PART II. CENTRAL CONSTRUCTS |
| |
| |
| Intelligence, Competence, and Expertise |
| | 15 | (16) |
|
| |
| An Implicit Motive Perspective on Competence |
| | 31 | (21) |
|
|
| |
| A Conceptual History of the Achievement Goal Construct |
| | 52 | (21) |
|
| |
| Motivation from an Attributional Perspective and the Social Psychology of Perceived Competence |
| | 73 | (12) |
|
| |
| Competence Perceptions and Academic Functioning |
| | 85 | (20) |
|
|
| |
| Subjective Task Value and the Eccles et al. Model of Achievement-Related Choices |
| | 105 | (17) |
|
| Implicit Theories of Ability |
| |
| Self-Theories: Their Impact on Competence Motivation and Acquisition |
| | 122 | (19) |
|
|
| |
| Evaluation Anxiety: Current Theory and Research |
| | 141 | (26) |
|
|
| PART III. DEVELOPMENTAL ISSUES |
| |
| |
| Temperament and the Development of Competence and Motivation |
| | 167 | (18) |
|
|
| Affective Development in Early Childhood |
| |
| The Development of Self-Conscious Emotions |
| | 185 | (17) |
|
|
| Cognitive Development in Early Childhood |
| |
| Competence Assessment, Competence, and Motivation between Early and Middle Childhood |
| | 202 | (20) |
|
| |
| Competence, Motivation, and Identity Development during Adolescence |
| | 222 | (18) |
|
|
| |
| Competence and Motivation in Adulthood and Old Age: Making the Most of Changing Capacities and Resources |
| | 240 | (19) |
|
| PART IV. CONTEXTUAL INFLUENCES |
| |
| |
| The Role of Parents in How Children Approach Achievement: A Dynamic Process Perspective |
| | 259 | (20) |
|
|
|
| |
| Peer Relationships, Motivation, and Academic Performance at School |
| | 279 | (18) |
|
| |
| Competence Motivation in the Classroom |
| | 297 | (21) |
|
|
| |
| Motivation in Sport: The Relevance of Competence and Achievement Goals |
| | 318 | (18) |
|
| |
| Work Competence: A Person-Oriented Perspective |
| | 336 | (18) |
|
|
| |
| Legislating Competence: High-Stakes Testing Policies and Their Relations with Psychological Theories and Research |
| | 354 | (21) |
|
|
| PART V. DEMOGRAPHICS AND CULTURE |
| |
| |
| Gender, Competence, and Motivation |
| | 375 | (17) |
|
|
| |
| Race and Ethnicity in the Study of Motivation and Competence |
| | 392 | (22) |
|
|
| |
| Children's Competence and Socioeconomic Status in the Family and Neighborhood |
| | 414 | (22) |
|
|
|
| Stereotypes and Performance |
| |
| Stereotypes and the Fragility of Academic Competence, Motivation, and Self-Concept |
| | 436 | (21) |
|
|
| Culture: Construals and Frameworks |
| |
| The ``Inside'' Story: A Cultural--Historical Analysis of Being Smart and Motivated, American Style |
| | 457 | (32) |
|
|
| Culture: Dynamic Processes |
| |
| Cultural Competence: Dynamic Processes |
| | 489 | (20) |
|
|
| PART VI. SELF-REGULATORY PROCESSES |
| |
| |
| The Hidden Dimension of Personal Competence: Self-Regulated Learning and Practice |
| | 509 | (18) |
|
|
| |
| Engagement, Disengagement, Coping, and Catastrophe |
| | 527 | (21) |
|
|
| |
| Defensive Strategies, Motivation, and the Self: A Self-Regulatory Process View |
| | 548 | (18) |
|
|
| |
| Social Comparison and Self-Evaluations of Competence |
| | 566 | (13) |
|
|
| |
| The Concept of Competence: A Starting Place for Understanding Intrinsic Motivation and Self-Determined Extrinsic Motivation |
| | 579 | (19) |
|
|
| |
| | 598 | (11) |
|
|
|
| |
| Motivation, Competence, and Creativity |
| | 609 | (15) |
|
| |
| Automaticity in Goal Pursuit |
| | 624 | (23) |
|
|
| |
| Fantasies and the Self-Regulation of Competence |
| | 647 | (19) |
|
|
| Author Index | | 666 | (20) |
| Subject Index | | 686 | |
