Skip to main content Accessibility help
×
Hostname: page-component-77c89778f8-cnmwb Total loading time: 0 Render date: 2024-07-19T04:53:02.592Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  26 July 2017

Martin V. Covington
Affiliation:
University of California, Berkeley
Linda M. von Hoene
Affiliation:
University of California, Berkeley
Dominic J. Voge
Affiliation:
Princeton University, New Jersey
Get access
Type
Chapter
Information
Life beyond Grades
Designing College Courses to Promote Intrinsic Motivation
, pp. 277 - 284
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abt, C. C. (1986) Serious games. New York: Lanham.Google Scholar
Adelson, B. (1981). Problem solving and the development of abstract categories in programming languages. Memory and Cognition, 9, 422423.Google Scholar
Ambrose, S. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Wiley.Google Scholar
Ames, C., and Archer, J. (1987). Mothers’ beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79, 409414.Google Scholar
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359372.Google Scholar
Barr, R. B., and Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change (November–December), 13–25.Google Scholar
Baldi, V. (2014). The effects of a problem based learning approach on students’ attitude levels: A meta-analysis. Educational Research and Reviews, 9(9), 272276.Google Scholar
Beery, R. G. (1975). Fear of failure in the student experience. Personnel and Guidance Journal, 54, 190203.CrossRefGoogle Scholar
Birney, R. C., Burdick, H., & Teevan, R. C. (1969). Fear of failure. New York: Van Nostrand.Google Scholar
Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21, 531.Google Scholar
Bloom, B. (1956). Taxonomy of educational objectives handbook. New York: David Mckay Co.Google Scholar
Born, D. G., & Zlutnick, S. (1972). Personalized instruction. Educational Technology, 12, 3034.Google Scholar
Born, D. G., Gledhill, S. N., & Davis, M. L. (1972). Examination performance in lecture-discussion and personalized instruction courses. Journal of Applied Behavior Analysis, 5, 3343.CrossRefGoogle ScholarPubMed
Boyer, E. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. New York: State University of New York of Stony Brook.Google Scholar
Bransford, J. D., Nitsch, K. E., & Franks, J. J. (1977). The facilitation of knowing. In Anderson, R. C., Spiro, R. J., & Montague, W. E. (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Erlbaum.Google Scholar
Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. Contributions to Human Development [Special Issue], 21, 108126.Google Scholar
Burns, R. (1978). Models of instructional organization: A case book on mastery learning and outcome-based education. San Francisco: Far West Laboratory for Educational Research and Development.Google Scholar
Butler, D., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Education Research, 65, 245281.CrossRefGoogle Scholar
Butler, R., & Nisan, M. (1986) Effects of no feedback, task-related comments, and grade on intrinsic instruction and performance. Journal of Educational Psychology, 78, 210216.Google Scholar
Campbell, D. N. (1974, October). On being number one: Competition in education. Phi Delta Kappan, 143–146.Google Scholar
Carver, C. S., & Scheier, M. F. (1986). Functional and dysfunctional responses to anxiety: The interaction between expectancies and self-focused attention. In Schwrzer, R. (Ed.), Self-related cognitions in anxiety and motivation. (pp. 111141). Hillsdale, NJ: Erlbaum.Google Scholar
Chase, W. C., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 5581.Google Scholar
Christie, A. (1931). The floating admiral. New York: Doubleday, Doran Co.Google Scholar
Churchill, W. S. (1923). The world crisis (Vol. 1, Part 1). New York: Scribner’s Sons.Google Scholar
Clement, J. (1982). Analogical reasoning patterns in expert problem solving: Proceedings of the Fourth Annual Conference of the Cognitive Science Society. Ann Arbor: University of Michigan Press.Google Scholar
Combs, A. W. (1957). The myth of competition: Childhood education. Washington, DC: Association for Childhood Education International.Google Scholar
Condry, J. D., & Chambers, J. (1978). Intrinsic motivation and the process of learning. In Lepper, M. R. & Greene, D. (Eds.), The hidden costs of rewards: New perspectives on the psychology of human motivation (pp. 6184). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.Google Scholar
Corno, L. (1993). The best laid plans: Modern conceptions of volition and educational research. Educational Research, 22, 1422.Google Scholar
Covington, M. V. (1985a). The effects of multiple-testing opportunities on rote and conceptual learning and retention. Human Learning, 4, 5772.Google Scholar
Covington, M. V. (1985b). Text anxiety: Causes and effects over time. In van der Ploeg, H. M., Schwarzer, R., & Spielberger, C. D. (Eds.), Advances in test anxiety research (Vol. 4, pp. 5568). Hillsdale, NJ: Erlbaum.Google Scholar
Covington, M. V. (1998). The will to learn: A guide for motivating young people. New York: Cambridge University Press.Google Scholar
Covington, M. V. (1999). Caring about learning: The nature and nurturing of subject-matter appreciation. Educational Psychologist, 34, 127136.Google Scholar
Covington, M. V. (2000a). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171200.Google Scholar
Covington, M. V. (2000b). Intrinsic versus extrinsic motivation in schools: A reconciliation. Current Directions in Psychological Science, 9, 2225.Google Scholar
Covington, M. V. (2001). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.Google Scholar
Covington, M. V. (2002). Rewards and intrinsic motivation: A needs-based, developmental perspective. In Urdan, T. & Pajares, F. (Eds.), Motivation of adolescents (pp. 169192). New York: Academic Press.Google Scholar
Covington, M. V. (2004). Self-worth theory goes to college, or do our motivation theories motivate? In McInerney, D. M. & Van Etten, S. (Eds.), Big theories revisited (pp. 91114). Greenwich, CT: Information Age Publishing.Google Scholar
Covington, M. V. (2005). Foreword. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. xixii). New York: Guilford Press.Google Scholar
Covington, M. V. (2006). How can optimal self-esteem be facilitated in children and adolescents by parents and teachers? In Kernis, M. H. (Ed.), Self esteem: Issues and answers (pp. 125141). New York: Psychology Press.Google Scholar
Covington, M. V. (2009). Self-worth theory: Retrospective and prospects. In Wigfield, A. & Wentzel, K. (Eds.), Handbook of motivation at school (pp. 141170). New York: Erlbaum.Google Scholar
Covington, M. V. (2014). Creativity reconsidered. Unpublished manuscript. Department of Psychology, University of California, Berkeley.Google Scholar
Covington, M. V., & Beery, R. G. (1976). Self-worth and school learning. New York: Holt, Rinehart & Winston.Google Scholar
Covington, M. V., & Dray, E. (1976). The developmental course of achievement motivation: A need-based approach. In Wigfield, A. & Eccles, J. S. (Eds.), Development of achievement motivation (pp. 3356). New York: Academic Press.Google Scholar
Covington, M. V., & Elliot, A. J. (Eds.) (2001). Special issue of Educational Psychological Review. New York: Plenum Press.Google Scholar
Covington, M. V., & Mueller, K. (2000). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. In Covington, M. V. & Elliot, A. J. (Eds.), Special issue of educational psychology review (pp. 111130). New York: Plenum Press.Google Scholar
Covington, M. V., & Omelich, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169182.Google Scholar
Covington, M. V., & Omelich, C. L. (1981). As failures mount: Affective and cognitive consequences of ability demotion in the classroom. Journal of Educational Psychology, 73, 799808.Google Scholar
Covington, M. V., & Omelich, C. L. (1982). Achievement anxiety, performance, and behavioral instruction: A cost/benefits analysis. In Schwarzer, R., van der Ploeg, H. M., & Spielberger, C. D. (Eds.), Advances in text anxiety research (Vol. 1, pp. 139154). New York: Erlbaum.Google Scholar
Covington, M. V., & Omelich, C. L. (1987a). “I knew it cold before the exam:” A test of the anxiety-blockage hypothesis. Journal of Educational Psychology, 77, 446459.Google Scholar
Covington, M. V., & Omelich, C. L. (1987b). Item difficulty and test performance among high-anxious and low-anxious students. In Schwarzer, R., van der Ploeg, H. M., & Spielberger, C. D. (Eds.), Advances in test anxiety research (Vol. 5, pp. 127135). Hillsdale, NJ. Erlbaum.Google Scholar
Covington, M. V., & Omelich, C. L. (1988). Achievement dynamics: The interaction of motives, cognitions and emotions overtime. Anxiety Journal, 1, 165183.Google Scholar
Covington, M. V., & Omelich, C. L. (1990). The second time around: Coping with repeated failures. Unpublished manuscript, Department of Psychology, University of California, Berkeley.Google Scholar
Covington, M. V., Spratt, M. F., & Omelich, C. L. (1990). Is effort enough, or does diligence count too? Student and teacher reactions to effort stability in failure. Journal of Educational Psychology, 72, 717729.Google Scholar
Covington, M. V., & Wiedenaupt, S. (1997). Turning work into play: The nature and nurturing of intrinsic task engagement. In Perry, R. & Smart, J. C. (Eds.), Effective teaching in higher education: Research and practice (Special ed., pp. 101114). New York: Agathon Press.Google Scholar
Cox, R. (2009). The college fear factor: How students and professors misunderstand one another. Cambridge, MA: Harvard University Press.Google Scholar
Culler, R. E., & Holahan, C. J. (1980). Text anxiety and academic performance: The effects of study-related behaviors. Journal of Educational Psychology, 72, 1620.Google Scholar
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.Google Scholar
Diener, C. T., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451462.Google Scholar
Diener, C. T., & Dweck, C. S. (1980). An analysis of learned helplessness II: The processing of success. Journal of Personality and Social Psychology, 39, 940952.Google Scholar
Dillon, J. T. (1982). Problem finding and solving. Journal of Creative Behavior, 16, 97111.Google Scholar
Dweck, C. S., & Bempechat, J. (1983). Children’s theories of intelligence: Consequences for learning. In Paris, S. G., Olson, G. M., & Stevensen, H. M. (Eds.), Learning and motivation in the classroom (pp. 239256). Hillsdale, NJ: Erlbaum.Google Scholar
Elliot, A. J., & Dweck, C. S. (2005). Handbook of competence and motivation. New York: Guilford Press.Google Scholar
Ellis, A., & Kraus, W. J. (1977). Overcoming procrastination. New York: Institute of Rational Living.Google Scholar
Feldman, K. A. (1976). The superior college teacher from the student’s view. Research in Higher Education, 5, 243288.Google Scholar
Fogg, P. (2004). Hello … I must be going. The Chronicle of Higher Education, 50 (41), A10.Google Scholar
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA, 111, 84108415.Google Scholar
Fried, R. (2001). The passionate learner: How teachers and parents can help children reclaim the joy of discovery. Boston: Beacon Press.Google Scholar
Getzels, J. W. (1975). Problem-finding and the inventiveness of solutions. Journal of creative behavior, 9, 1218.Google Scholar
Glick, M. L., & Holyoak, K. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 138.Google Scholar
Goldsmith, T. E., & Johnson, P. J. (1989). A structural assessment of classroom learning. In Schvaneveldt, R. W. (Ed.), Pathfinder associative networks: Studies in knowledge organization (pp. 231254). Norwood, NJ: Ablex.Google Scholar
Gough, G. H. (1966). Graduation from high school as predicted from the California Psychological Inventory. Psychology in the Schools, 3, 208216.Google Scholar
Gough, G. H. (1968). College attendance among high-aptitude students as predicted from the California Psychological Inventory. Journal of Counseling Psychology, 15, 269278.Google Scholar
Hafer, G. (2016). Unexpected benefits of grading effort and habit. faculty focus: Higher Ed teaching strategies from Magna Publications, March 7.Google Scholar
Harari, O., & Covington, M. V. (1981). Reactions to achievement behavior from a teacher and student perspective: A developmental analysis. American Educational Research Journal, 18, 1528.Google Scholar
Hativa, N. (1998). Lack of clarity in university teaching: A case study. Higher Education, 36(3), 353381.Google Scholar
Hativa, N., & Birenbaum, M. (2000). Who prefers what? Disciplinary differences in students’ approaches to teaching and learning styles. Research in Higher Education, 4(2), 209236.Google Scholar
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.Google Scholar
Hill, K. T. (1980). Motivation, evaluation, and educational testing policy. In Fyans, L. J. (Ed.), Achievement motivation: Recent trends in theory and research (pp. 3495). New York: Springer.Google Scholar
Hill, K. T. (1984). Debilitating motivation and educational testing policy: A major problem, possible solutions, and policy applications. In Ames, R. & Ames, C. (Eds.), Research on motivation in education: Student motivation (pp. 245274). New York: Academic Press.Google Scholar
Hunt, E. (1994). Problem solving. In Sternberg, R. J. (Ed.), Thinking and problem solving (pp. 215232). San Diego, CA: Academic Press.Google Scholar
Karp, D., & Yoels, W. (1976). The college classroom: Some observations on the meaning of student participation. Sociology and Social Research, 60, 421439.Google Scholar
Khanna, P. (2016). A new map for America. The New York Times, April 25.Google Scholar
Kohn, A. (1993). Punished by rewards. New York: Houghton Mifflin.Google Scholar
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: American Association of Colleges and Universities.Google Scholar
Kuhl, J., & Blankenship, V. (1979). Behavioral change in a constant environment: Shift to more difficult tasks with constant probability of success. Journal of Personality and Social Psychology, 37, 551563.Google Scholar
Kulik, J. A., Kulik, C. C., & Cohen, P. A. (1979). A meta-analysis of outcome studies of Kellar’s personalized system of instruction. American Psychologist, 34, 307318.Google Scholar
Larkin, J. J., McDermott, J., Simon, D. P., & Simom, H. A. (1980). Modes of competency in solving physics problems. Cognitive Science, 4, 317345.Google Scholar
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129137.Google Scholar
Lloyd-Jones, R. (1977). The politics of research into the teaching of composition. College Composition and Communication, 28, 218222.Google Scholar
Locke, E. A., & Latham, G. P. (1984). Goal setting: A motivational technique that works! Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Manchester, W. (1983). The last lion: Winston Spencer Churchill. Boston, MA: Little, Brown.Google Scholar
Marshall, H. H. (1988). Work or learning: Implications of classroom metaphors. Educational Researcher, 9, 916.Google Scholar
Maslach, C. (2015). Personal communication.Google Scholar
McClelland, D. C. (1961). The achieving society. Princeton, NJ: Van Nostrand.Google Scholar
McClure, J. R., Sonak, B., & Suen, H. K.(1999). Conceptual map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36, 475492.Google Scholar
McTighe, J. & Wiggins, G. (2013) Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
Merriam Webster (2011). Webster’s American English Dictionary. New Edition. Springfield, MA: Federal Street Press.Google Scholar
Merrow, J. (2005). The undergraduate experience: Survival of the fittest. The New York Times, April 24.Google Scholar
Merton, R. K. (1949). Social theory and social structure. Glencoe, IL: Free Press.Google Scholar
Naveh-Benjamin, M. (1985). A comparison of training programs intended for different types of test-anxious students. Paper presented at symposium on information processing and motivation, American Psychological Association, Los Angeles.Google Scholar
Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Newman, R. S. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 7180.Google Scholar
Newman, R. S., & Goldin, L. (1990). Children’s reluctance to seek help with school-work. Journal of Educational Psychology, 82, 92100.Google Scholar
Nilson, L. (2007). The graphic syllabus and the outcomes: Communicating your course. San Francisco: Wiley.Google Scholar
Norem, J. K., & Cantor, N. (1986). Defensive pessimism: Harnessing anxiety as motivation. Journal of Personality and Social Psychology, 51, 12081217.Google Scholar
Omelich, C. L. (1974). Attribution and achievement in the classroom: The self-fulfilling prophecy. Paper presented at the meeting of the California Personnel and Guidance Association, San Francisco.Google Scholar
Palmer, P. (1998). The courage to teach: Exploring the inner landscape of teacher’s life. San Francisco: Jossey-Bass.Google Scholar
Perry, R. P. (1981). Educational seduction: Some implications for teaching evaluation and improvement (Rep. No. 7). Vancouver, British Columbia, Canada: University of British Columbia, Center for Improving Teaching and Evaluation.Google Scholar
Perry, R. P., & Dickens, W. J. (1984) Perceived control in the college classroom: Response-outcome contingency training and instructor expressiveness effects on student achievement and causal attributions. Journal of Educational Psychology, 76, 966981.Google Scholar
Renninger, K. A, Hidi, S. A., & Krapp, A. (1992). The role of interest in learning and development in learning a task. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Rocklin, T., & O’Donnell, A. M. (1986). Self-adapted testing: A performance-improving variant of computerized adaptive testing. Paper presented as a poster at the annual meeting of the American Psychological Association, Washington, DC.Google Scholar
Rosenberg, J. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.Google Scholar
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33, 387394.Google Scholar
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 6878.Google Scholar
Sarason, I. G., & Potter, E. H. (1983). Self-monitoring: Cognitive processes and performance. Technical Report prepared for Office of Naval Research, December 12.Google Scholar
Schlesinger, A. (2008). The politics of hope. Princeton, NJ: Princeton University Press.Google Scholar
Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.Google Scholar
Simon, H. A. (1973). The structure of ill-structured problems. Artificial Intelligence, 4, 181202.Google Scholar
Simon, H. A. (1980). Problem solving and education. In Tuma, D. T. & Reif, F. (Eds.), Problem solving and education: Issues in teaching and research. Hillsdale, NJ: Erlbaum.Google Scholar
Smith, T. W., Snyder, C. R., and Handelsman, M. M. (1982). On the self-serving function of an academic wooden leg: Test anxiety as a self-handicapping strategy. Journal of Personality and Social Psychology, 42, 314321.Google Scholar
Snyder, C. R. (1984). Excuses, excuses: They sometimes actually work to relieve the burden of blame. Psychology Today, 18, 5055.Google Scholar
Speilberger, C. D. (1972). Anxiety as an emotional state. In Speilberger, C. D. (Ed.), Anxiety: Current trends in theory and research (Vol. 1, pp. 2349). New York: Academic Press.Google Scholar
Speilberger, C. D. (1985). Personal communication.Google Scholar
Spence, J. T., & Helmreich, R. L. (1983). Achievement-related motives and behaviors. In Spence, J. T. (Ed.), Achievement and achievement motives. (pp. 774). San Francisco: Freeman.Google Scholar
Spenner, K. I. (1985). The upgrading and downgrading of occupations: Issues, evidence, and implications for education. Review of Educational Research, 55, 125154.Google Scholar
Steinberg, E. (1989). Cognition and learner control: A literature review, 1977–1988. Journal of Computer-Based Instruction, 16(4), 117121.Google Scholar
Stevens, E. (1988). Tinkering with teaching. Review of Higher Education, 12(4), 6378.Google Scholar
Stevenson, J. A. (1921). The project method of teaching. New York: MacMillan.Google Scholar
Thompson, T. (1993). Characteristics of self-worth protection in achievement behavior. British Journal of Educational Psychology, 63, 469488.Google Scholar
Tompkins, J. (1990). Pedagogy of the distressed. College English, 52, 653660.Google Scholar
Wallace, D. W., & Mintzes, J. J. (1990). The conceptual map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27, 10331052.Google Scholar
Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.Google Scholar
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.Google Scholar
Weiss, D. J. (1983). New horizons in testing: Latent trait test theory and computerized adaptive testing. New York: Academic Press.Google Scholar
Whitehead, A. N. (1929). The aims of education. New York: New American Library.Google Scholar
Wine, J. D. (1980). Cognitive-attentional theory of test anxiety. In Sarason, I. G. (Ed.), Test anxiety: Theory, research, and applications (pp. 349385). Hillsdale, NJ: Erlbaum.Google Scholar
Zeidner, M., & Matthews, G. (2005). Evaluation anxiety: Current theory and research. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 141163). New York: Guilford.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×