Intrinsic and extrinsic motivation : the search for optimal motivation and performance

목차 (Table of Contents)

• CONTENTS
• Contributors = xv
• Preface = xvii
• Acknowledgments = xxi
• 1. LOOKING BEYOND REWARDS : THE PROBLEM AND PROMISE OF INTRINSIC MOTIVATION / Carol Sansone ; Judith M. Harackiewicz
• The Birth of Debate = 1
• This Book = 4
• 1 Are the Costs of Rewards Still Hidden? : A New Look at an Old Debate
• 2. WHEN REWARDS COMPETE WITH NATURE : THE UNDERMINING OF INTRINSIC MOTIVATION AND SELF-REGULATION / Richard M. Ryan ; Edward L. Deci
• The Interplay of Rewards and Nature = 14
• The Age of Rewards = 15
• Rewards and Intrinsic Motivation = 16
• Controversies Concerning Reward Effects and Cognitive Evaluation Theory = 18
• A New Meta-analysis of Reward Effects = 19
• The Effects of All Rewards = 22
• Positive Feedback(Verbal Rewards) = 22
• Tangible Rewards = 24
• Unexpected Rewards and Task-Noncontingent Rewards = 25
• Engagement-Contingent Rewards = 25
• Completion-Contingent Rewards = 26
• Task-Contingent Rewards = 26
• Performance-Contingent Rewards = 27
• Delayed versus Immediate Effects of Rewards on Intrinsic Motivation = 29
• Summary of the Effects of Rewards on Intrinsic Motivation = 30
• Squaring Our Results with Those of the Previous Meta-analysis = 31
• Must Rewards Always Be Detrimental to Intrinsic Motivation? = 32
• The Undermining of Other Important Variables = 35
• The Significance of the Undermining Phenomenon : Autonomy versus Control = 37
• Internalizing the Reward Culture : Individual Differences in Reward Orientations = 42
• Self-Regulation versus Regulation by Rewards : Two Types of Behavioral Activation Systems = 46
• Natural and Not-So-Natural Reward Contingencies = 47
• Conclusions = 48
• 3. REWARDS AND CREATIVITY / Beth A. Hennessey
• Task-Contingent Reward Studies = 57
• The Impact of Task-Contingent Reward on Creativity of Performance = 58
• The Behaviorist Position : A Resolution of Contradictory Findings = 60
• Internal Mechanisms = 64
• Refining the Model = 67
• The "Immunization" Studies = 68
• Conclusions and Future Directions = 73
• 4. REWARDING COMPETENCE : THE IMPORTANCE OF GOALS IN THE STUDY OF INTRINSIC MOTIVATION / Judith M. Harackiewicz ; Carol Sansone
• Our Model of Performance-Contingent Rewards = 82
• Evaluative Threat : The Reward Offer = 84
• Competence Feedback : The Reward Outcome = 85
• Symbolic Cue Value = 86
• Empirical Support for the Model = 88
• Meta-analyses Revisited = 90
• Moderators of Reward Properties = 91
• The Power of Process Analysis = 92
• Effects of Hypothesized Mediators : Task Involvement = 93
• Effects on Hypothesized Mediators : Competence Valuation = 94
• Summary = 96
• Back to the Future = 96
• 5. THE STRUCTURE AND SUBSTANCE OF INTRINSIC MOTIVATION / James Y. Shah ; Arie W. Kruglanski
• The Language of Intrinsic Motivation = 106
• The Language of Goals = 106
• A Structural Analysis of Goals and Means = 108
• Equifinality and the Association of Goals to Means = 111
• Multifinality and the Association of Means to Goals = 112
• A Structural Perspective on Intrinsic Motivation = 114
• Goal Commitment = 115
• Activity Engagement = 117
• The Transfer of Goal Qualities to Activities = 118
• Enhancing Intrinsic Motivation = 122
• Conclusion = 123
• 2 A New Debate : Hidden Costs(and Benefits) of Achievement Goals
• 6. MEANING AND MOTIVATION / Daniel C. Molden ; Carol S. Dweck
• Early Achievement Motivation Theories = 131
• Attribution Theory = 132
• Goal Theory = 133
• Recent Expansions of Goal Theory = 134
• A Meaning Perspective on Achievement Motivation = 136
• Individual Differences in Goal Meaning = 140
• Meaning Systems versus Attributions = 143
• Theories of Intelligence and Self-Worth = 143
• Relations between Implicit Theory and Approach／Avoidance Motivation = 144
• Goal Meaning, Intrinsic Motivation, and Performance = 146
• Relating Meaning Systems to Research on Intrinsic Motivation = 152
• Summary, Implications, and Conclusions = 153
• 7. WHAT LEARNERS WANT TO KNOW : THE ROLE OF ACHIEVEMENT GOALS IN SHAPING INFORMATION SEEKING, LEARNING, AND INTEREST / Ruth Butler
• Achievement Goals and Functions of Information Seeking in Achievement Settings = 162
• Achievement Goals = 164
• Goal-Oriented Information Seeking = 165
• Achievement Goals, Information Seeking, and the Adaptivity of Task Engagement = 168
• Achievement Goals and Informational Preferences : Empirical Evidence = 170
• Competence Acquisition versus Competence Assessment = 170
• Competence Assessment under Mastery versus Ability Goals = 174
• Competence Acquisition under Mastery Goals versus Ability Goals = 177
• Which Goals Are More Adaptive? Processes and Consequences of Mastery versus Ability-Oriented Information Seeking and Task Engagement = 179
• Continuing Informational Search = 179
• Achievement Goals, Information Seeking, and Performance = 181
• Achievement Goals, Information Seeking, and Intrinsic Motivation = 185
• Conclusions and Implications = 188
• 8. MULTIPLE PATHWAYS TO LEARNING AND ACHIEVEMENT : THE ROLE OF GOAL ORIENTATION IN FOSTERING ADAPTIVE MOTIVATION, AFFECT, AND COGNITION / Elizabeth A. Linnenbrink ; Paul R. Pintrich
• A Model of Achievement Goals = 196
• Achievement Goals, Mediators, and Outcomes = 203
• Goals and Motivational Mediators = 205
• Goals and Affective Mediators = 209
• Goals and Cognitive Mediators = 212
• Goals and Behavioral Mediators = 217
• Goals, Mediators, and Achievement Outcomes = 218
• Conclusions and Future Directions = 222
• 9. ACHIEVEMENT GOALS AND OPTIMAL MOTIVATION : A MULTIPLE GOALS APPROACH / Kenneth E. Barron ; Judith M. Harackiewicz
• The Role of Achievement Goals in Optimal Motivation = 231
• A Model of Goal Effects on Intrinsic Motivation = 233
• Evidence for Positive Effects of Both Mastery Goals and Performance Goals from the Laboratory = 235
• Moderator Effects = 236
• Mediator Effects = 239
• Experimental versus Correlational Approaches to Testing Multiple Goal Perspective = 240
• Evidence for Positive Effects of Both Mastery Goals and Performance Goals from the Classroom = 241
• Integrating Experimental and Classroom Findings = 245
• A Critical Test of the Mastery versus Multiple Goal Perspectives = 246
• Capturing the Complexity of the Multiple Goal Perspective = 248
• Conclusions = 251
• 3 The Role of Interest in Learning and Self-Regulation : "Extrinsic" versus "Intrinsic" Motivation Reconsidered
• 10. TURNING "PLAY" INTO "WORK" AND "WORK" INTO "PLAY" : 25 YEARS OF RESEARCH ON INTRINSIC VERSUS EXTRINSIC MOTIVATION / Mark R. Lepper ; Jennifer Henderlong
• Introduction = 257
• Intrinsic versus Extrinsic Motivation = 259
• The Original Experiments = 260
• Later Experimental Literature = 261
• Meta-analytical Analyses = 267
• Scales of Intrinsic versus Extrinsic Motivation = 271
• Intrinsic and／or Extrinsic Motivation = 273
• New Empirical Findings = 275
• Developmental Trends = 277
• Understanding Development Declines in Motivation = 281
• Intrinsic Plus Extrinsic Motivation = 286
• Promoting Intrinsic Motivation = 286
• Promoting Other Motivations = 294
• Conclusions = 298
• 11. AN INTEREST RESEARCHER'S PERSPECTIVE : THE EFFECTS OF EXTRINSIC AND INTRINSIC FACTORS ON MOTIVATION / Suzanne Hidi
• Conceptualizations of Interest = 311
• Interest and Intrinsic Motivation = 315
• From Play to School Activities : Changes in Tasks and in Motivation = 320
• Rewards and Interest = 324
• Literature on Rewards and Intrinsic Motivation = 324
• Methodological and Theoretical Issues Related to the Literature on Rewards and Intrinsic Motivation = 326
• Evaluation of Subjects' Initial Interest = 326
• Conclusions = 333
• 12. INTEREST AND SELF-REGULATION : THE RELATION BETWEEN HAVING TO AND WANTING TO / Carol Sansone ; Jessi L. Smith
• Model of the Self-Regulation of Motivation Process = 343
• Goal Congruence and Interest = 347
• Empirical Support for Goal Congruence and Interest : The Case of Competence Goals = 347
• Empirical Support for Goal Congruence and Interest : The Case of Interpersonal Goals = 349
• What If It Is Not Interesting? = 353
• Does the Type of Reason Matter? = 357
• Regulating Interest and Performance = 365
• Implications and Conclusion = 366
• 13. INDIVIDUAL INTEREST AND ITS IMPLICATIONS FOR UNDERSTANDING INTRINSIC MOTIVATION / K. Ann Renninger
• Background = 375
• Individual Interest Develops in Relation to Activity = 378
• Individual Interest Schools Attention = 380
• Although It Is Universal, Individual Interest Is Individually Varying = 381
• Individual Interest and Gender = 382
• Individual Interest, Age, and Change over Time = 385
• Individual Interest, Motivation, and Learning = 390
• Individual Interest and Intrinsic Motivation = 395
• 14. PARENTS, TASK VALUES, AND REAL-LIFE ACHIEVEMENT-RELATED CHOICES / Janis E. Jacobs ; Jacquelynne S. Eccles
• Importance of Values = 408
• Contexts in which Children Learn to Value Activities = 411
• Social Identity = 411
• Personal Identity = 412
• Universal Characteristics of Competence, Autonomy, and Relatedness = 413
• Person-Environment Fit = 415
• Socialization for Task Values = 416
• Social-Emotional Climate and General Beliefs
• Provision of Specific Experiences for the Child = 418
• Modeling Involvement in Valued Activities = 419
• Communicating Ability Perceptions and Future Expectations = 419
• Parental Contributions to the Development of Task Values : Dilemmas for Parents and Researchers = 420
• Finding a Model of Optimal Engagement = 422
• Implications for the Socialization of Task Values and Activity Involvement = 424
• Opportunity Structure = 425
• Interpreters of Reality = 426
• Provision of Values = 427
• Parenting Practices = 427
• Conclusion = 433
• 4 Conclusion
• 15. CONTROVERSIES AND NEW DIRECTIONS - IS IT D$$E'$$J$$bprime A$$ VU ALL OVER AGAIN? / Carol Sansone ; Judith M. Harackiewicz
• Major Themes and New Questions = 444
• Definition of Intrinsic Motivation = 444
• Definition of Extrinsic Motivation = 445
• Relationship between Extrinsic and Intrinsic Motivation = 446
• Intrinsic Motivation as an Outcome versus a Process = 446
• The Nature of the Activity = 447
• Goal Content versus Goal Congruence = 449
• Relationship between Mastery Goals and Performance Goals = 450
• The Role of Affect and Subjective Experience = 450
• The Role of the Social Context = 451
• The Role of Individual Differences = 452
• So What Have We Learned and Where Do We Go from Here? = 452
• Author Index = 455
• Subject Index = 469