EPSY410 Course Readings
Syllabus Spring 2024 (Click to download)
Notes: W2 Atkinson, W2 Atkinson (pdf); W2 Cognitive turn of motivation; W3 Eisenberg & Cameron; W4 Self-Efficacy; W5. Haimovitz & Dweck (2016); W6 Elliot & Harackiewicz (1994); W9 Bangert-Drowns & Pyke (2001)
Baiting the hook (case) (Click to download). Questions (Click to download)
Mary Ewing (case). (Click to download)
Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372. (Click to download)
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148. (Click to download)
Bangert-Drowns, R., E & Pyke, C. (2001). A taxonomy of student engagement with educational software: An exploration of literate thinking with electronic text. Journal of Educational Computing Research, 24, 213-234. (Click to download)
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224. (Click to download)
Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28, 149-167. (Click to download)
Carver, C. S., & Scheier, M. F. (2000). Autonomy and self-regulation. Psychological Inquiry, 11, 284-291. (Click to download)
Corno, L. (2001). Volitional aspect of self-regulated learning. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement (2nd ed.; pp. 191-225). New York: Routlege. (Click to download)
Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14-22. (Click to download)
Csikszentmihalyi, M., & Beard, K. S. (2015). Theoretically speaking: An interview with Mihaly Csikszentmihalyi on flow theory development and its usefulness in addressing contemporary challenges in education. Educational Psychology Review, 27, 353-364 (Click to download)
Dai, D. Y., Steenbergen-Hu, S., Zhou, Y. (2015). Cope and Grow: A grounded theory approach to early college entrants’ lived experiences and changes in a STEM program. Gifted Child Quarterly, 59, 75-90. (Click to download)
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51, 1153-1166. (Click to download)
Elliot, A. J., & Harackiewicz, J. M. (1994). Goal setting, achievement orientation, and intrinsic motivation: a mediational analysis. Journal of Personality and Social Psychology, 66, 968-980. (Click to download)
Fischer, K. W., & Connell, M. W. (2003). Two motivational systems that shape development: Epistemic and self-organizing. BJEP Monograph Series II 2: Development and Motivation, 103–123. (Click to download)
Ford, M. E. (1994). A living systems approach to the integration of personality and intelligence. In R. J. Sternberg & P. Ruzgis (Eds.), Personality and intelligence (pp.188-217). Cambridge University Press. (Click to download)
Haimovitz, K., & Dweck, C. S. (2016). What predicts children's fixed and growth intelligence mind-sets? Not their parents' views of intelligence but their parents' views of failure. Psychological Science, 27, 859-869. (Click to download)
Hatano, G. (1988). Social and motivational bases for mathematic understanding. In G. B. Saxe & M. G. Gearhart (Eds.), Children's mathematics (pp. 55-70). San Francisco: Jossey-Bass. (Click to download)
Heckhausen, J., Wrosch, C., & Schutz, R. (2010). A motivational theory of life-span development. Psychological Review, 117, 32-60. (Click to download)
Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education V. 3: Goals and cognition (pp. 73-105). San Diego, CA: Academic Press. (Click to download)
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106, 121-131. (Click to download)
Mischel, W. et al. (2011). “Willpower” over the life span: Decomposing self-regulation. Social Cognitive and Affective Neuroscience (SCAN), 6, 252-256. (Click to download)
Solmon, M. A. (1996). Impact of motivational climate on students' behaviors and perceptions in a physical education setting. Journal of Educational Psychology, 88, 731-738. (Click to download)
Vancouver, J. B. Weinhardt, J. M., & Vigo, R. (2014). Change one can believe in: Adding learning to computational models of self-regulation. Organizational Behavior and Human Decision Processes, 124, 56–74. (Click to downloa01