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

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      https://www.riss.kr/link?id=M9163900

      • 저자
      • 발행사항

        San Diego : Academic Press, c2000

      • 발행연도

        2000

      • 작성언어

        영어

      • 주제어
      • DDC

        370.154 판사항(18)

      • ISBN

        0126190704

      • 자료형태

        단행본(다권본)

      • 발행국(도시)

        California

      • 서명/저자사항

        Intrinsic and extrinsic motivation : the search for optimal motivation and performance / edited by Carol Sansone, Judith M. Harackiewicz.

      • 형태사항

        xix, 489 p. : ill. ; 24 cm.

      • 총서사항

        Educational psychology series Educational psychology series (Academic Press)

      • 일반주기명

        Includes bibliographical references and indexes.

      • 소장기관
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      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
      • 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
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