Achievement Motivation: Recent Trends in Theory and Research by Leslie J. Fyans Jr. (auth.), Leslie J. Fyans Jr. (eds.)

By Leslie J. Fyans Jr. (auth.), Leslie J. Fyans Jr. (eds.)

This ebook began as a symposium on fulfillment Motiva­ tion on the 1978 American academic study organization conference. The members in that symposium have been Jack Atkinson, Martin Maehr, Dick De Charms, Joel Raynor, and Dave Hunt. the following reaction to that symposium indicated a "coming of age" for motivation idea when it comes to schooling. quickly in a while, at a Motivation in schooling convention at college of Michigan, Ann Arbor, it grew to become obvious that because of this emergence of motivation what was once wanted used to be a complete standpoint as to the state-of-the-art of accomplishment idea. success idea had by means of now good passed its beginnings within the Nineteen Fifties and Nineteen Sixties and used to be prepared for a composite presentation and profile of the hot examine and theories of motivation. hence, this quantity was once born. i need to take this chance to thank each one contribu­ tor to this publication in addition to Robert L. Linn who severely reviewed a number of of the manuscripts. thank you also are as a result of my former graduate advisors, Martin L. Maehr, Maurice Tatsuoka, and Harry Triandis, for the viewpoints given me in graduate college schooling which i am hoping have benefitted this lower than­ taking. Joyce Fitch did a perfect joh typing a lot of those chapters and exact gratitude could be given to Judy Cadle companies, Inc. for the composition and proofing of this book.

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Extra info for Achievement Motivation: Recent Trends in Theory and Research

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There is considerable evidence, then, that anxious, failure-prone children do quite poorly both in school and on standardized tests of achievement and ability. Much of the early research relating motivation to achievement focused on white and middle-class students (see Ruebush, 1963). , 1973; d. Shea, 1976). These studies have provided strong evidence that sociocultural factors are of major importance in the determination of school achievement. Although there has been relatively little research on the role of motivational factors in determining the test performance of minority students, the possibility has been given greater attention recently.

There is a great need for research that will contribute to a better understanding of factors (such as motivation) that influence achievement patterns and to the development of better ways of assessing them. The recent, renewed emphasis on achievement testing and Test Anxiety & Test Performance 39 the introduction of new eval uation programs such as minimal competency testing should make motivational test biasan even stronger factor in the assessment of student's achievement (Hastings, 1979; Hill, 1979a).

With our emphasis on personal causation we concentrated first on a potential difference in the WANT parameter and hypothesized that when the "want" was imposed from outside arbitrarily, the "try" would be different from a situation where the "want" was iJ1lrinsic. We were able to demonstrate this in the laboratory (see deCharms, Dougherty & Wurtz in deCharms, 1968, Ch. 10) but I won't give the details here. Armed with epistemic knowledge from the laboratory, we took a bold step and asked ourselves if we could, with the help of teachers in the inner city, help to enhance motivation of elementary school children.

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