Download or read book Expectancy Attribution and Academic Achievement written by Sumru Erkut and published by . This book was released on 1979 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Sex and Race Effects in the Attribution of Achievement and Expectancy for Success written by Sumru Erkut and published by . This book was released on 1979 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Expectations and Actions written by Norman T. Feather and published by Routledge. This book was released on 2021-12-29 with total page 451 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1982, this book examines the current status of expectancy-value models in psychology. The focus is upon cognitive models that relate action to the perceived attractiveness or aversiveness of expected consequences. A person’s behavior is seen to bear some relation to the expectations the person holds and the subjective value of the consequences that might occur following the action. Despite widespread interest in the expectancy-value (valence) approach at the time, there was no book that looked at its current status and discussed its strengths and its weaknesses, using contributions from some of the theorists who were involved in its original and subsequent development and from others who were influenced by it or had cause to examine the approach closely. This book was planned to meet this need. The chapters in this book relate to such areas as achievement motivation, attribution theory, information feedback, organizational psychology, the psychology of values and attitudes, and decision theory and in some cases they advance the expectancy-value approach further and, in other cases, point to some of its deficiencies.
Download or read book Achievement Motivation written by Duane F. Shell and published by . This book was released on 1984 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Attributional Theory of Motivation and Emotion written by Bernard Weiner and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 419 pages. Available in PDF, EPUB and Kindle. Book excerpt: For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion and motivation from an attributional perspective. The presentation of a unified theory of motivation and emotion is the goal of this book. My more specific aims in the chapters to follow are to: 1) Outline the basic princi ples that I believe characterize an adequate theory of motivation; 2) Convey what I perceive to be the conceptual contributions of the perspective advocated by my col leagues and me; 3) Summarize the empirical relations, reach some definitive con clusions, and point out the more equivocal empirical associations based on hypotheses derived from our particular attribution theory; and 4) Clarify questions that have been raised about this conception and provide new material for still further scrutiny. In so doing, the building blocks (if any) laid down by the attributional con ception will be readily identified and unknown juries of present and future peers can then better determine the value of this scientific product.
Download or read book Academic Achievement Motivation in College Freshman and Reaction to Success Attribution Affect Approach Tendency and Expectancy written by Andrew Perkal and published by . This book was released on 1979 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Social Psychology of Schooling written by Colin Rogers and published by Routledge. This book was released on 2017-09-14 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: If a theory of education is to be helpful to the practising teacher, it must take the social context of learning into account. Originally published in 1982, Colin Rogers does just this, exploring the implications of two decades’ detailed research in to the social psychology of teaching and learning. The central theme that emerges from this study is the importance of the still controversial ‘teacher-expectancy effect’ – the effect of teachers’ expectations on the performance of pupils. By examining in detail the claims made by those who believe that the expectations of teachers can influence levels of pupils’ academic attainment, the book shows the complexity of interpersonal interaction and perception within the classroom and the nature of problems involved in studying these. It also focuses on the way that the mutual perceptions of teachers and pupils themselves affect, and are affected by, other aspects of life in a school; and extensive use is made of research conducted in British schools to illustrate major points. The conclusion of the study was that it is the classroom – the very environment in which teachers and pupils interact – rather than teacher training that may need reform.
Download or read book Social Motivation Justice and the Moral Emotions written by Bernard Weiner and published by Psychology Press. This book was released on 2006-04-21 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social Motivation, Justice, and the Moral Emotions proposes an attribution theory of interpersonal or social motivation that distinguishes between the role of thinking and feeling in determining action. The place of this theory within the larger fields of motivation and attributional analyses is explored. It features new thoughts concerning social motivation on such topics as help giving, aggression, achievement evaluation, compliance to commit a transgression, as well as new contributions to the understanding of social justice. Included also is material on moral emotions, with discussions of admiration, contempt, envy, gratitude, and other affects not considered in Professor Weiner's prior work. The text also contains previously unexamined topics regarding social inferences of arrogance and modesty. Divided into five chapters, this book: *considers the logical development and structure of a proposed theory of social motivation and justice; *reviews meta-analytic tests of the theory within the contexts of help giving and aggression and examines issues related to cultural and individual differences; *focuses on moral emotions including an analysis of admiration, envy, gratitude, jealousy, scorn, and others; *discusses conditions where reward decreases motivation while punishment augments strivings; and *provides applications that are beneficial in the classroom, in therapy, and in training programs. This book appeals to practicing and research psychologists and advanced students in social, educational, personality, political/legal, health, and clinical psychology. It will also serve as a supplement in courses on motivational psychology, emotion and motivation, altruism and/or pro-social behavior, aggression, social judgment, and morality. Also included is the raw material for 13 experiments relating to core predictions of the proposed attribution theory.
Download or read book School Psychology written by Frederic J. Medway and published by Routledge. This book was released on 2013-12-16 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: This impressive volume reintroduces the importance of -- and the contributions made by -- social psychology to school psychology. It provides an overview of the basic areas of social psychology (history, attitudes, attribution, attraction, and research methods) as well as the traditional school psychology functions (assessment, therapy, and consultation). To unite these two crucial areas, the editors and their contributors provide detailed discussions of specific educational and social issues such as substance abuse prevention and treatment, loneliness, cooperative versus competitive environments, and integration of handicapped and culturally different children. Based on classical, contemporary, and cutting-edge research and theory, this text should become an essential reference tool for all school psychologists.
Download or read book Teacher Expectancies written by Jerome B. Dusek and published by Routledge. This book was released on 1985 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Achievement Motivation and Attribution Theory written by Bernard Weiner and published by . This book was released on 1974 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Causal Attribution Affect and Expectancy as a Function of Academic Task Performance and Self acceptance written by Thomas D. Green and published by . This book was released on 1984 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Attribution Efficacy and Expectancy on Student Achievement in Math as Measured by New York State Board of Regents Exams written by Michael Sherwood Henry and published by . This book was released on 2003 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of Sex Differences in Causal Attributions for Math Performance written by Frances Rosemary Rapoport and published by . This book was released on 1982 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book New Directions in Attribution Research written by J. H. Harvey and published by Psychology Press. This book was released on 2018-12-07 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published in 1976, New Directions in Attribution Research is a valuable contribution to the field of Social Psychology.
Download or read book The Influence of Cultural Contexts in Learners Attributions for Success and Failure in Foreign Language Learning written by Ana Sofia Gonzalez and published by Cambridge Scholars Publishing. This book was released on 2015-10-05 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attribution theory has attracted considerable attention in recent years, especially in the field of language learning. A great share of the research conducted in this area has attempted to uncover factors that could influence learners’ perceptions of success and failure in foreign language learning. Particular emphasis has been given to factors like age, gender, perceived level of success, and language studied, and some suggestions that learners’ cultures also play a part have been made, although conclusions based on researchers’ assumptions of learners’ culture characteristics can run the risk of falling into stereotyping. This book is the result of research conducted to show that learners’ cultural characteristics (previously researched and analysed by means of grounded theory and factor analysis) may influence not only the attributions mentioned by them for their successes and failures in learning English, but also the way learners see these attributions in terms of their dimensions of locus of causality, stability and controllability (a classification that has been regarded as common-sense and has, therefore, often been made by researchers themselves). This book will be of interest to scholars whose research focus is in theories of motivation and self-theories, especially as they are applied to learning in general, and language learning in particular. It will also be useful to language teachers, especially those working in foreign language learning contexts as they are in a good position to identify reasons for their learners’ lack of motivation caused by their success and failure perceptions, and may have some ideas on how to retrain learners’ attributions, particularly those which are more external and stable.
Download or read book Let s YAP about the Future written by Erin Necole Cue and published by . This book was released on 2014 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ongoing reports of the achievement gap suggest the need for understanding African American students' perceptions of their own academic failure and the need for more effective interventions that can increase motivation and academic outcomes for African American youth. The current study examined whether harmful attributional beliefs associated with academic failure among African American 6th grade low achievers could be altered through a brief attribution retraining intervention. This 3 week evidence-based intervention was guided by principles of an attributional theory of achievement-related behavior. The lessons in the intervention were aimed at helping students understand that positive academic outcomes can be obtained through increased preparation and effort. Throughout the intervention students were encouraged to associate academic failure with lack of effort instead of stable maladaptive attributions, such as lack of ability and discrimination. Participants included a total of 64 African American 6th graders who exhibited maladaptive attributions about their academic failure and were identified as low achieving students. These students were randomly assigned to the attribution treatment group or to a wait-list control group. Data on attributions, expectancy-related affect, and academic achievement were gathered before the intervention, one week post intervention, and at a 6-week follow-up. Results showed significant increases in adaptive attributions and decreases in maladaptive attributions for males in the treatment group compared with control group males. However, there were no significant changes in expectancy related affect or academic achievement among intervention boys or girls. Additional exploratory analyses provided further support for positive changes in causal attributions for the experimental group in comparison to the control group. For example, by the 6-week follow-up treatment group students were more likely than control group participants to select lack of effort as a cause for failure in an open-ended assessment of the most important cause for achievement failure and less likely to endorse low ability or external attributions. In general, results of the current study suggest that brief attributional retraining interventions can be useful in changing harmful attributions associated with academic failure and addressing achievement challenges faced by African American youth. Implications for future research, policy and practice are discussed.
