Trends and prospects in motivation research : [International Conference on Motivation: 6th Workshop on Achievement and Task Motivation, which was held in Thessaloniki, Greece, in March 1998

Researchers in achievement motivation are becoming all the more aware of the importance of affect in motivation and self-regulation. This leads to extension and integration of existing theories as well as to new theories that provide a good account of existing data and offer new insight into the mechanism underlying the functioning of motivation. This book presents up-to-date basic research in motivation and self-regulation and an overview of the field, with particular emphasis on issues such as change of motivation, effects of context and culture on motivation, relations of cognition and affect in motivation and self-regulation, and motivation in school, in sports, and in the aged. TABLE OF CONTENTS......Page 6 Preface......Page 10 List of Contributors......Page 24 Part One: Achievement and task-related motivation......Page 26 1 Delimiting and integrating achievement motive and goal constructs......Page 28 Notes......Page 43 References......Page 44 2 How to combine intrinsic task-motivation with the motivational effects of the instrumentality of present tasks for future goals......Page 48 Combining Instrumentality and Intrinsic Motivation......Page 52 From the Theory of Achievement Motivation to Goal Theory......Page 56 Conclusion......Page 59 References......Page 60 Introduction......Page 62 Method......Page 64 Results......Page 65 Conclusion......Page 68 References......Page 69 4 Experimentally induced effects of goal distance in time on the relations between achievement motives, future time orientation and indications of performance in sports......Page 72 Method......Page 75 Results......Page 79 Discussion......Page 85 References......Page 87 5 Motivation, performance and satisfaction at school: The significance of the achievement motives – autonomy interaction......Page 90 Method......Page 95 Results......Page 97 References......Page 107 Introduction......Page 110 The First Study......Page 114 The Second Study......Page 119 Notes......Page 122 References......Page 123 Introduction......Page 126 Method......Page 132 Results......Page 133 Discussion......Page 139 Notes......Page 143 References......Page 144 Introduction......Page 146 An Outline of the Research......Page 147 A Model of Motivational Change......Page 149 Methodological Issues......Page 155 Conceptual Issues......Page 156 Educational Implications......Page 160 Conclusion......Page 163 References......Page 164 9 Learning in basic electricity: How do motivation, cognitive factors, and classroom climate influence achievement in physics?......Page 170 Results......Page 174 Discussion......Page 183 References......Page 185 10 Goal orientations and action-control beliefs: A cross-cultural comparison among Croatian, Finnish, and Japanese students......Page 188 Cross-Cultural Differences in Motivation......Page 189 The Present Study......Page 192 Discussion and Conclusions......Page 202 References......Page 205 Part Two: Motivation, cognition, and self-regulation......Page 210 11 A theory of uncertainty orientation: The interplay of motivation, cognition, and affect......Page 212 Conslucions......Page 227 Rerferences......Page 228 12 Overcoming defensive feedback seeking: The role of perceived ability and perceived control over assessed attributes......Page 232 Feedback Seeking and Controllability of Assessed Attributes......Page 236 Feedback Seeking and Changeability of Assessed Attributes......Page 238 General Discussion......Page 241 Notes......Page 243 References......Page 244 13 Changes in task orientation and self-evaluation across phases of a transition......Page 246 Method......Page 250 Results......Page 252 Discussion......Page 257 Notes......Page 259 References......Page 260 14 A functional approach to motivation: The role of goal-enactment and self-regulation in current research on approach and avoidance......Page 264 A Functional Design Perspective on Motivation: PSI Theory......Page 265 Applicaiton of PSI Theory to Achievement Motivation, Uncertainity Orientation and Self-Development......Page 273 Address for Correspondence......Page 290 References......Page 291 Basic Assumptions of the Motivational Approach......Page 294 What is Motivation?......Page 299 Motivation and Performance......Page 300 Motivation and Information Processing......Page 302 Goal Setting and Micro-Level Processes During Goal Striving......Page 305 Conclusions......Page 315 References......Page 317 Introduction......Page 322 The Concept of Metacognition......Page 323 Cognition, Motivation, and Metacognitive Experiences......Page 328 Self-Regulation and Metacognitive Experiences......Page 333 Discussion......Page 340 References......Page 344 17 The effects of general success-related beliefs and specific metacognitive experiences on causal attributions......Page 350 Method......Page 354 Results......Page 358 Discussion......Page 364 Address for Correspondence......Page 366 References......Page 367 18 Optimism as a moderator of the effect of state orientation on the evaluation of negative life events......Page 374 Empirical Studies......Page 377 Patients Undergoing Dialysis Treatment......Page 378 Discussion......Page 380 References......Page 382 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)......Page 384 Method......Page 390 Results......Page 392 Discussion......Page 401 Summary and Conclusions......Page 406 Notes......Page 408 References......Page 409 20 Motives, personal goals, and life satisfaction in old age: First results from the Munich Twin Study (GOLD)......Page 414 Method......Page 417 Results......Page 419 Summary and Conclusions......Page 430 References......Page 432 D......Page 436 M......Page 437 S......Page 438 W......Page 439 Preface / A. Efklides, R.m. Sorrentino -- Achievement And Task-related Motivation -- Delimiting And Integrating Achievement Motive And Goal Constructs / T.m. Thrash, A.j. Elliot -- How To Combine Intrinsic Task-motivation With The Motivational Effects Of The Instrumentality Of Present Tasks For Future Goals / W. Lens -- The Role Of Perceived Instrumentality In Student Motivation / H. Creten, W. Lens, J. Simons -- 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, H. Halvari, T. Gjesme -- Motivation, Performance And Satisfaction At School: The Significance Of The Achievement Motives--autonomy Interaction / D. Cock, H. Halvari -- Teaching And Parenting Styles Related To Children's Achievement Motivation And Learning Outcomes / W. Van Werkhoven, A. Van Londen, L.m. Stevens -- Mapping The Domain Of Autonomy Support: Five Important Ways To Enhance Or Undermine Students' Experience Of Autonomy In Learning / A. Assor, H. Kaplan -- A Model Of Motivational Change In Transition Contexts / J. Maccallum -- Learning In Basic Electricity: How Do Motivation, Cognitive Factors, And Classroom Climate Influence Achievement In Physics? / Ch. Von Rhoneck, K. Grob, G.w. Schnaitmann, B. Volker -- Goal Orientations And Action-control Beliefs: A Cross-cultural Comparison Among Croatian, Finnish, And Japanese Students / M. Niemivirta, M. Rijavec, H. Yamauchi -- Motivation, Cognition, And Self-regulation. Edited By Anastasia Efklides, Julius Kuhl, And Richard M. Sorrentino. Includes Bibliographical References And Index. The task confronting theorists of achievement motivation is to explain the energization and direction of competence-based behavior (Elliot, 1997).