A Model of Future-Oriented Motivation and Self-Regulation (original) (raw)
References
Albertson, L. R., and Billingsley, F. F. (2001). Using strategy instruction and self-regulation to improve gifted students' creative writing. J. Second. Gift. Educ. 12: 90-101. Google Scholar
Alderman, M. K. (1999). Motivation for Achievement: Possibilities for Teaching and Learning, Erlbaum, Mahwah, NJ. Google Scholar
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. J. Educ. Psychol. 84: 261-271. Google Scholar
Ames, C., and Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. J. Educ. Psychol. 80: 260-267. Google Scholar
Atkinson, J. W., and Birch, D. (1978). Introduction to Motivation, 2nd edn., Van Nostrand, New York. Google Scholar
Atkinson, J. W., and Raynor, J. O. (Eds.) (1974). Motivation and Achievement, Van Nostrand Reinhold, Washington, DC. Google Scholar
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory, Prentice-Hall, Englewood Cliffs, NJ. Google Scholar
Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. In Dienstbier, R. (ed.), Perspectives on Motivation: Nebraska Symposium on Motivation, 1990, Vol. 38, University of Nebraska Press, Lincoln, NE, pp. 69-164. Google Scholar
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educat. Psychol. 28: 117-148. Google Scholar
Bandura, A. (1997). Self-Efficacy: The Exercise of Control, W. H. Freeman, New York. Google Scholar
Betz, N. E., and Hackett, G. (1981). The relationship of career-related self-efficacy expectations to perceived career options in college women and men. J. Counsel. Psychol. 28: 399-410. Google Scholar
Brickman, S. (1998). How Perceptions of the Future Influence Achievement Motivation, Unpublished doctoral dissertation, University of Oklahoma, Norman. Google Scholar
Brickman, S. J., and Miller, R. B. (1998, March). Valuing of future goals and instrumentality as predictors of cognitive engagement, Paper presented at the 6th Workshop on Achievement and Task Motivation, International Conference on Motivation, Thessaloniki, Greece.
Brickman, S. J., and Miller, R. B. (2001). The impact of sociocultural knowledge on future goals and self-regulation. In McInerny, D., and Van Etten, S. (eds.), Research on Sociocultural Influences on Motivation and Learning, Information Age Publishing, Greenwich, CT, pp. 119-137. Google Scholar
Brophy, J. (1998). Motivating Students to Learn, McGraw-Hill, Boston, MA. Google Scholar
Brown, D., and Brooks, L. (1990). Career Choice and Development: Applying Contemporary Theories to Practice, 2nd edn., Jossey-Bass, San Francisco. Google Scholar
Butler, D. L. (1998). A strategic content learning approach to promoting self-regulated learning by students with learning disabilities. In Schunk, D. H., and Zimmerman, B. J. (eds.), Self-Regulated Learning: From Teaching to Self-Reflective Practice, Guilford, New York, pp. 160-183. Google Scholar
Cantor, N. (1990). From thought to behavior: “Having” and “doing” in the study of personality and cognition. Am. Psychol. 45: 735-750. Google Scholar
Cantor, N., and Kihlstrom, J. F. (1987). Personality and Social Intelligence, Prentice-Hall, Englewood Cliffs, NJ. Google Scholar
Corno, L. (1989). Self-regulated learning: A volitional analysis. In Zimmerman, B. J., and Schunk, D. H. (eds.), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, Springer-Verlag, New York, pp. 111-141. Google Scholar
Covington, M. V. (1992). Making the Grade: A Self-Worth Perspective on Motivation and School Reform, Cambridge University Press, New York. Google Scholar
Csikszentmihalyi, M., and Larson, R. (1984). Being Adolescent, Basic Books, New York. Google Scholar
Csikszentmihalyi, M., and Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In Ames, C., and Ames, R. (eds.), Research on Motivation in Education, Vol. 3, Academic Press, Orlando, Fl, pp. 45-71. Google Scholar
DeBacker, T., and Nelson, R. M. (1999). Variations on an expectancy-value model of motivation in science. Contemp. Educ. Psychol., 24: 71-94. Google Scholar
Deci, E. L., and Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior, Plenum, New York. Google Scholar
DeVolder, M. L., and Lens, W. (1982). Academic achievement and future time perspective as a cognitive—motivational concept. J. Pers. Soc. Psychol. 42: 566-571. Google Scholar
Dweck, C., and Leggett, E. (1988). A social—cognitive approach to motivation and personality. Psychol. Rev. 95: 256-273. Google Scholar
Elliot, A., and Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. J. Pers. Soc. Psychol. 72: 218-232. Google Scholar
Elliott, E. S., and Dweck, C. S. (1988). Goals: An approach to motivation and achievement. J. Pers. Soc. Psychol. 54: 5-12. Google Scholar
Emmons, R. A. (1989). The personal striving approach to personality. In Pervin, L. A. (ed.), Goal Concepts in Personality and Social Psychology, Erlbaum, Hillsdale, NJ, pp. 87-126. Google Scholar
Garcia, T., and Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schem as and self-regulatory strategies. In Schunk, D. H., and Zimmerman, B. J., (Eds.), Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Erlbaum. (pp. 127-153). Google Scholar
Graham, S., and Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. J. Educ. Psychol. 83: 187-194. Google Scholar
Graham, S., Taylor, A., and Hudley, C. (1998). Exploring achievement values among ethnic minority early adolescents. J. Educ. Psychol. 90: 606-620. Google Scholar
Greene, B. A., and Miller, R. B. (1996). Influences on course performance: Goals, perceived ability, and self-regulation. Contemp. Educ. Psychol. 21: 181-192. Google Scholar
Greene, B., DeBacker, T., Ravindran, B., and Krows, A. J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles, 40: 421-458. Google Scholar
Hackett, G. (1985). The role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. J. Counsel. Psychol. 32: 47-56. Google Scholar
Harackiewicz, J., and Sansone, C. (1991). Goals and intrinsic motivation: You can get there from here. In Maehr, M. L., and Pintrich, P. R. (eds.), Advances in Motivation and Achievement: Goals and Self-Regulation, Vol. 7, JAI Press, Greenwich, CT, pp. 21-49. Google Scholar
Harackiewicz, J., and Sansone, C. (2000). Rewarding competence: The importance of goals in the study of intrinsic motivation. In Sansone, C., and Harackiewicz, J. (eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance, Academic Press, San Diego, CA, pp. 82-103. Google Scholar
Harris, K. R., and Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Lear. Disabil. Q. 22: 251-262. Google Scholar
Husman, J., and Lens, W. (1999). The role of the future in student motivation. Educ. Psychol. 34: 113-125. Google Scholar
Kilby, R. W. (1993). The Study of Human Values, University Press of America, New York. Google Scholar
Klinger, E. (1977). Meaning and Void: Inner Experience and the Incentives in People's Lives, University of Minnesota Press, Minneapolis. Google Scholar
Kreitler, S., and Kreitler, H. (1987). Plans and planning: Their motivational and cognitive antecedents. In Friedman, S. L., Scholnick, E. K., and Cocking, R. R. (eds.), Blueprints for Thinking, Cambridge University Press, Cambridge, UK, pp. 110-178. Google Scholar
Linnenbrink, E. A., and Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In Sansone, C., and Harackiewicz, J. (eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance, Academic Press, San Diego, CA, pp. 196-227. Google Scholar
Little, B. R. (1987). Personal projects and fuzzy selves: Aspects of self-identity in adolescence. In Honess, T., and Yardley, K. (eds.), Self and Identity: Perspectives Across the Lifespan, Routledge and Kegan Paul, London, pp. 230-245. Google Scholar
Locke, E. A., and Latham, G. P. (1990). A Theory of Goal Setting and Task Performance, Prentice-Hall, Englewood Cliffs, NJ. Google Scholar
MacLeod, J. (1987). Ain't no makin' it: Aspiration and attainment in a low-income neighborhood, Westview Press, Boulder, CO. Google Scholar
Maehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In Ames, R., and Ames, C. (eds.), Research on Motivation in Education: Student Motivation, Vol. 1, Academic Press, San Diego, CA, pp. 115-144. Google Scholar
Maehr, M. L., and Braskamp, L. A. (1986). The Motivation Factor: A Theory of Personal Investment, Lexington Books, Lexington, MA. Google Scholar
Markus, H., and Nurius, P. (1986). Possible selves. Am. Psychol. 41: 954-969. Google Scholar
Markus, H., and Ruvolo, A. (1989). Possible selves: Personalized representations of goals. In Pervin, L. A. (ed.), Goal Concepts in Personality and Social Psychology, Erlbaum, Hillsdale, NJ, pp. 211-241. Google Scholar
McCombs, B. L. (1989). Self-regulated learning and academic achievement: A phenomenological view. In Zimmerman, B. J., and Schunk, D. H. (eds.), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, Springer-Verlag, New York, pp. 51-82. Google Scholar
Meece, J. L., Blumenfeld, P. C., and Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. J. Educ. Psychol. 80: 514-523. Google Scholar
Miller, R. B., and Brickman, S. J. (1997, March). The role of future consequences (goals) in achievement motivation, Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., and Nicholls, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemp. Educ. Psychol. 21: 388-422. Google Scholar
Miller, R., DeBacker, T., and Greene, B. (1999). Perceived instrumentality and academics: The link to task valuing. J. Instr. Psychol. 26: 250-260. Google Scholar
Nicholls, J. G. (1989). The Competitive Ethos and Democratic Education, Harvard University Press, Cambridge, MA. Google Scholar
Nicholls, J. G., Patashnick, M., and Nolen, S. B. (1985). Adolescent's theories of education. J. Educ. Psychol. 77: 683-692. Google Scholar
Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cogn. Instr. 5: 269-287. Google Scholar
Nurmi, J. E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Dev. Rev. 11: 1-59. Google Scholar
Nuttin, J. (1984). Motivation, Planning, and Action: A Relational Theory of Behavior Dynamics, Erlbaum, Hillsdale, NJ. Google Scholar
Nuttin, J. (1985). Future Time Perspective and Motivation: Theory and Research Method, Erlbaum, Hillsdale, NJ. Google Scholar
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educ. Res. 21: 5-14. Google Scholar
Peterson, G. W., Sampson, J. P., and Reardon, R. C. (1991). Career Development and Services: A Cognitive Approach, Brooks/Cole, Pacific Grove, CA. Google Scholar
Pintrich, P. R., and Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In Maehr, M. L., and Pintrich, P. R. (eds.), Advances in Motivation and Achievement, Vol. 7, JAI Press, Greenwich, CT, pp. 371-401. Google Scholar
Raynor, J. O. (1970). Relationship between achievement-related motives, future orientation, and academic performance. J. Pers. Soc. Psychol. 15: 28-33. Google Scholar
Raynor, J. O. (1974). Future orientation in the study of achievement motivation. In Atkinson, J. W., and Raynor, J. O. (eds.), Motivation and Achievement, Winston & Sons, New York, chap. 7, pp. 121-154. Google Scholar
Raynor, J. O., and Entin, E. E. (1982). Theory and research on future orientation and achievement motivation. In Raynor, J. O., and Entin, E. E. (eds.), Motivation, Career Striving, and Aging, Hemisphere, New York, chap. 2, pp. 13-82. Google Scholar
Reardon, R. C., Lenz, J. G., Sampson, J. P., and Peterson, G. W. (2000). Career Development and Planning: A Comprehensive Approach, Brooks/Cole, Pacific Grove, CA. Google Scholar
Rokeach, M. (1979). Understanding Human Values, The Free Press, New York. Google Scholar
Ryan, R. M., Connell, J. P., and Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In Ames, C., and Ames, R. (eds.), Research on Motivation in Education, Vol. 2: The Classroom Milieu, Academic Press, Orlando, Fl, pp. 13-51. Google Scholar
Ryan, R. M., Connell, J. P., and Grolnick, W. S. (1992). When achievement is not intrinsically motivated: A theory of internalization and self-regulation in school. In Boggiano, A. K., and Pittman, T. S. (eds.), Achievement and Motivation: A Social—Developmental Perspective, Cambridge University Press, New York, pp. 167-188. Google Scholar
Ryan, R. M., and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55: 68-78. Google Scholar
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educ. Psychol. 25: 71-86. Google Scholar
Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In Schunk, D. H., and Zimmerman, B. J. (eds.), Self-Regulation of Learning and Performance: Issues and Educational Applications, Erlbaum, Hillsdale, NJ, pp. 75-99. Google Scholar
Schunk, D. H. (1998). Teaching elementary students to self-regulate practice of mathematical skills with modeling. In Schunk, D. H., and Zimmerman, B. J. (eds.), Self-Regulated Learning: From Teaching to Self-Reflective Practice, Guilford, New York, pp. 137-159. Google Scholar
Schunk, D. H., and Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement. J. Educ. Psychol. 77: 313-322. Google Scholar
Schunk, D. H., and Hanson, A. R. (1989). Influence of peer model attributes on children's beliefs and learning. J. Educ. Psychol. 81: 431-434. Google Scholar
Schunk, D. H., and Rice, J. M. (1987). Enhancing comprehension skill and self-efficacy with strategy value information. J. Read. Behav. 19: 285-302. Google Scholar
Schunk, D. H., and Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemp. Educ. Psychol. 18: 337-354. Google Scholar
Schunk, D. H., and Zimmerman, B. J. (Eds.) (1994). Self-Regulation of Learning and Performance: Issues and Educational Applications, Erlbaum, Hillsdale, NJ. Google Scholar
Schutz, P. A. (1997). Educational goals, strategies use and the academic performance of high school students. High Sch. J. 80: 193-201. Google Scholar
Schutz, P. A., and Lanehart, S. L. (1994). Long-term educational goals, subgoals, learning strategies use and the academic performance of college students. Learn. Individ. Differ. 6: 399-412. Google Scholar
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. Am. Psychol. 52: 613-629. Google Scholar
Steinberg, L., Dornbusch, S. M., and Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. Am. Psychol. 47: 723-729. Google Scholar
Weiner, B. (1986). An Attributional Theory of Motivation and Emotion, Springer-Verlag, New York. Google Scholar
Willis, P. E. (1977). Learning to Labour: How Working Class Kids Get Working Class Jobs, Saxon House, Farnborough, England. Google Scholar
Wolters, C. A., Yu, S. L., and Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learn. Individ. Differ. 6: 211-238. Google Scholar
Zimmerman, B. J. (1989). A social—cognitive view of self-regulated academic learning. J. Educ. Psychol. 81: 329-339. Google Scholar
Zimmerman, B. J., and Schunk, D. H. (Eds.) (1989). Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, Springer-Verlag, New York. Google Scholar