Resources for Motivation Project

All references in blue are available as PDF files. To access the file, just click on the reference. It may take a long time for some of the files to open if you have a dial-up connection. If you experience problems, use one of the computers on campus (the files will come up in less than 30 seconds on the university computers). The other references should be available in the UT library. Previous students have added summaries, commentaries, and links to additional references.

Motivation in General:

• Ames, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91, 409-421.
  • summary
  • figure
• Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(2), 9-17.
• Eccles, J. S., & Wigfield, A. (2002). Motivation beliefs, values, and goals. Annual Review of Psychology, 53, 109-32.
• Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), Handbook of child psychology. Vol. 3. Social, emotional, and personality development (5th ed., pp. 1017-1095). New York: Wiley.
  • Summary & additional information on social influences
• Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 63-84). New York: Macmillan.
• Hidi, S., & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
  • summary
• Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 85-113). New York: Macmillan.
  • summary
• Tollefson, N. (2000). Classroom applications of cognitive theories of motivation. Educational Psychology Review, 12, 63.
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
  

Books:

• Brophy, J. (2004). Motivating students to learn (2nd ed.). Boston, MA: McGraw Hill.
• Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Prentice Hall.
• Reeve, J. (1996). Motivating others: Nurturing inner motivational resources. Boston, MA: Allyn & Bacon.
• Stipek, D. J. (1998). Motivation to learn: From theory to practice (3rd ed.). Boston: MA: Allyn and Bacon.
  

Achievement Goal Theory:

• Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • summary
  • summary & chart
  • Diagram
  • Personal Experience
• Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student's learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
  • Summary
  • Chart
• Arias, J. (2004). Recent perspectives in the study of motivation: Goal Orientation Theory. Electronic Journal of Educational Psychology, 2, 35-62.
• Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167-76.
  • Summary
  • Concept Map
• Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press. (chapter 4: Self-worth and fear of failure)
• Covington, M. V. (2000). Goal theory, motivation and school achievement: An integrative revie. Annual Review of Psychology, 51, 171-200.
  • summary
• Deemer, S. A. (2004). Using achievement goal theory to translate psychological principles into practice in the secondary classroom. American Secondary Education, 32(3), 4-15.
• Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
• Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
  • summary
  • chart
• Kaplan, A., & Middleton, M. J. (2002). Should childhood be a journey or a race? Response to Harachiewicz et al. (2002). Journal of Educational Psychology, 94, 646-648.
  • summary
  • chart
  • personal experience
  • concept map
• Maehr, M. (2001). Goal theory is not dead--not yet, anyway: A reflection on the special issue. Educational Psychology Review, 13, 177-85.
  • summary
  • outline
  • figure
• Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399-427.
  • summary
  • concept map
• Meece, J.L. & Holt, K. (1993) A Pattern Analysis of Students' Achievement Goals. Journal of Educational Psychology, 85, 582-590.
  • summary
• Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
  • summary
  • concept map
• Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
  • summary
  • outline
  • concept map
• General concept map of achievement goal theory.

Books:

• Textbook, p. 389-390, 422-429.

Self-Determination Theory, Intrinsic/Extrinsic Motivation:

• Bénabou, R., & Tirole, J. (2003). Intrinsic and extrinsic motivation. Review of Economic Studies, 70, 489-520.
• Brandt, R. (1995). Punished by rewards? A conversation with Alfie Kohn. Educational Leadership, 53(1), 13-16.
  • summary
  • Brochure
• Brewster, C & Fager, J. Increasing student engagement and motivation: From time-on-task to homework. http://www.nwrel.org/request/oct00/textonly.html
  • chart
  • summary
• Cameron, J. (2001). Negative effects of reward on intrinsic motivation -- A limited phenomenon: Comment on Deci, Koestner, and Ryan (2001). Review of Educational Research, 71, 29-42.
  • Summary
• Covington, M. V. (2000). Intrinsic versus extrinsic motivation in schools: A reconciliation. Current Directions in Psychological Science, 9, 22-26.
  • summary
  • concept map
  • chart
• Covington, M. V., & Müeller, K. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13, 157-67.
  • summary
• Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.
  • Concept map
  • Summary
• Hassandra, M., Goudas, M., & Chroni, S. (2003). Examining factors associated with intrinsic motivation in physical education: A qualitative approach. Psychology of Sport and Exercise, 4, 211-23.
  • summary
• Iyengar, S., & Lepper, M. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.
  • summary
  • Chart
• Iyengar, S., & Lepper, M. (2000). When choice is demotivating: Can one desire too much of a good thing? Journal of Personality and Social Psychology, 79, 995-1006.
  • Summary
  • PowerPoint Slides
  • Concept Map
• Kawachi, P. (2003). Initiating intrinsic motivation in online education: Review of the current state of the art. Interactive Learning Environment, 11, 59-81.
• Lepper, M. R., Henderlong Corpus, J., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivation orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184-96.
  • PowerPoint Slide Summary
  • Summary
• Maarten, V., & Deci, E. L. (2003). Competitively contigent rewards and intrinsic motivation: Can losers remain motivated. Motivation and Emotion, 27, 273-99.
• Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
  • summary
  • Concept Map
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • summary
  • table
  • definitions
• Stockdale, S. L. & Williams, R. L. (2004). Classroom motivation strategies for prospective teachers. The Teacher Educator, 39, 212-230.
  • Summary
• Witzel, B. S., & Mercer, C. D. (2003) Using rewards to teach students with disabilities: Implications for motivation. Remedial and Special Education, 24, 88-96.
  • Summary
  • Outline
  • concept map
• General Concept Map for Self-Determination Theory

Books:

• Textbook, p. 385-386, 391-397, 421-422.

• Deci, E. L., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  

Interest:

• Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545-61.
  • summary
• Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34, 87-98.
  • Summary
  • Summary #2
  • Flow Chart
  • Concept Map
  • Another Concept Map
• Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34, 75-85.
  • summary
• Covington, M. V. (1999). Caring about learning: The nature and nurturing of subject-matter appreciation. Educational Psychologist, 34, 127-136.
  • Summary
  • table of obstacles to the valuing of learning.
  • commentary
• Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.
  • Summary
• Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111-127.
  • Summary
  • Summary and Movie Connection
  • Concept Map
  • Flow chart
• Hidi, S., Renninger, K. A., & Krapp, A. (2004). Interest, a motivational variable that combines affect and cognitive functioning. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 89-115). Mahwah, NJ: Erlbaum.
  • summary
  • Commentary
• Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85, 424-436.
  • summary
  • flow chart
• Pugh, K. J., & Phillips, M. M. (2011). Helping students develop an appreciation for school content. Theory into Practice, 50, 285-292.
• Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
  • summary
• Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13, 211-24.
  • Summary
  • Figure
• Subramaniam, P. R. (2009). Motivational Effects of Interest on Student Engagement and Learning in Physical Education: A Review. International Journal of Physics Education, 46 (2), 11-19.
• Additional References

Books:

• Textbook, p. 417-420.
• Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York: Harper Perennial.
  • Chapter 3: Enjoyment and the quality of life.
    • chart illustrating hobbies. Which are likely to produce flow experiences?
  • Chapter 4: The conditions of flow.
    • Figure
  • Chapter 6: The flow of thought.

Social/Cultural Aspects of Motivation:

• Iyengar, S., & Lepper, M. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.
• Graham, S., Taylor, A., & Hudley, C. (1998). Exploring achievement values among ethnic minority early adolescents. Journal of Educational Psychology, 90, 606-620.
  • Summary
• Niles, F. S. (1995). Cultural differences in learning motivation and learning strategies: A comparison of overseas and Australian students at an Australian university. International Journal of Intercultural Relations, 19, 369-285.
  • Summary
• Okagaki, L. (2001). Triarchic model of minority children's school achievement. Educational Psychologist, 36, 9-20.
  • summary
• Reyna, C. (2000). Lazy, dumb, or industrious: When stereotypes convey attribution information in the classroom. Educational Psychology Review, 12, 85-110.
  • summary
  • chart
  • personal reflection
• Rueda, R., & Dembo, M. H. (1995). Motivational processes in learning: A comparative analysis of cognitive and sociocultural frameworks. Advances in Motivation and Achievement, 9, 255-289.
  • Summary
• Sivan, E. (1986). Motivation in social constructivist theory. Educational Psychologist, 21, 209-233.
• Spencer, M., Noll, E., Stoltz, J., & Harpalani, V. (2001). Identity and school adjustment: Revisiting the "Acting White" assumption. Educational Psychologist, 36, 21-30.
  • summary
  • interview
  • chart
  • Stages of racial identity
• Steele, C. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
  • summary
• Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-09.
  • summary
• Zimmerman, B. J. (1995). Self-regulation involves more that metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221.
  • summary
  • summary #2
• Statistical Information
  

Books:

• Textbook, Chapter 3 (p. 70-74), Chapter 5 (p. 156-157), Chapter 6 (p. 177), Chapter 12 (p. 416).
• Eckert, P. (1989). Jocks and burnouts: Social categories and identity in high school. New York: Teachers College Press.
  • Chapter 5: The development of social categories. (this chapter may be most relevant)
  • summary

Attribution Theory:

• Dweck, C., & Leggett, E. (1988). A social/cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  • summary
  • chart
  • figure
  • table
• Reyna, C. (2000). Lazy, dumb, or industrious: When stereotypes convey attribution information in the classroom. Educational Psychology Review, 12, 85-110.
  • summary
  • chart
• Hunter, M., & Barker, G. (1987). "If at first . . . ": Attribution theory in the classroom. Educational Leadership, 45(2), 50-54.
  • summary
  • chart
  • 2nd chart
  • Examples
  • concept map
  • flow chart
  • cartoons
• Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.
  • summary
  • outline
  • concept map
  • another concept map
• Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573.
• Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
  • summary
  • table
  • flow chart
  • commentary
  • personal experience
    

Self-efficacy:

• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
  • summary
• Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.
  • summary
  • concept map
• Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34, 139-53.
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-78.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
  • summary
  • chart
  • outline
  • concept map
• Website with information in self-efficacy.

  Books:

• Textbook, p. 429-442.

Self-regulation:

• Boekaerts, M. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199-210.
  • Outline
  • Personal Reflection
• Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1, 100-12.
  • summary
  • Concept Map
• ERIC Development Team. (1990). Developing Metacognition. ERIC Digest: ED327218.
• McCombs, B. L. (1991). Motivation and lifelong learning. Educational Psychologist, 26, 117-127.
  • summary
  • figure
  • flow chart
  • concept map
• Paris, S. G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101.
  • Student comment: has practical advice on what to do.
  • Summary
  • Outline
  • personal experience
• Paris, S. G., & Winograd, P. The Role of Self-Regulated Learning in Contextual Teaching: Principles and Practices for Teacher Preparation.
  • Student comment: This article does a wonderful job of putting the topic of Self-Regulated Learning into the philosophical context of teaching. Of particular note were the three main characteristics of SRL.
  • Summary
  • Diagram of the main ideas
  • Figure
  • Flow chart
• Schunk, D. H. (2005). Commentary on self-regulation in school contexts. Learning and Instruction, 15, 173-77.
  • summary
  • concept map
  • chart
• Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). p. 153-189.
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.
  • Diagram
  • Summary
• Zimmerman, B. J. (1995). Self-regulation involves more that metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221.
  • summary
  • summary #2
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
  • summary
  • chart
  • outline
  • concept map

Books:

• Textbook, p. 362-373.
• Boekarts, M., Pintrich, P. R. & Zeidner, M. (Eds.) (2000), Handbook of self-regulation: Theory, research and applications. San Diego, CA: Academic Press.