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Preface; A. Efklides, R.M. Sorrentino. List of Contributors. Part One: Achievement and task-related motivation. 1. Delimiting and integrating achievement motive and goal constructs; T.M. Thrash, A.J. Elliot. 2. How to combine intrinsic task-motivation with the motivational effects of the instrumentality of present tasks for future goals; W. Lens. 3. The role of perceived instrumentality in student motivation; H. Creten, et al. 4. Experimentally induced effects of goal distance in time on the relations between achievement motives, future time orientation and indications of performance in sports; T.O. Thomassen, et al. 5. Motivation, performance and satisfaction at school: The significance of the achievement motives - autonomy interaction; D. Cock, H. Halvari. 6. Teaching and parenting styles related to children's achievement motivation and learning outcomes; W. van Werkhoven, et al. 7. Mapping the domain of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning; A. Assor, H. Kaplan. 8. A model of motivational change in transition contexts; J. MacCallum. 9. Learning in basic electricity: How do motivation, cognitive factors, and classroom climate influence achievement in physics? Ch. von Rhoeneck, et al. 10. Goal orientations and action-control beliefs: A cross-cultural comparison among Croatian, Finnish, and Japanese students; M. Niemivirta, et al. Part Two: Motivation, cognition, and self-regulation. 11. A theory of uncertainty orientation: The interplay of motivation, cognition, and affect; R.M. Sorrentino,et al. 12. Overcoming defensive feedback seeking: The role of perceived ability and perceived control over assessed attributes; Y. Trope, et al. 13. Changes in task orientation and self-evaluation across phases of a transition; T.L. Chartrand, et al. 14. A functional approach to motivation: The role of goal-enactment and self-regulation in current research on approach and avoidance; J. Kuhl. 15. Motivation, information processing and performance: Effects of goal setting on basic cognitive processes; J. Wegge. 16. Metacognitive experiences in problem solving: Metacognition, motivation, and self-regulation; A. Efklides. 17. The effects of general success-related beliefs and specific metacognitive experiences on causal attributions; P. Metallidou, A. Efklides. 18. Optimism as a moderator of the effect of state orientation on the evaluation of negative life events; B. Bossong. 19. Genetic vs. environmental determinants of traits, motives, self-referential cognitions, and volitional control in old age: First results from the Munich Twin Study (GOLD); U. Geppert, F. Halisch. 20. Motives, personal goals, and life satisfaction in old age: First results from the Munich Twin Study (GOLD); F. Halisch, U. Geppert. Subject Index.
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