Session Information
SES F 07, Paper Session
Paper Session
Contribution
Method
Expected Outcomes
References
Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72 , 218-232. Elliot, A.J., & McGregor, H.A. (2001). A 2X2 achievement goal framework. Journal of Personality and Social Psychology, 80 , 501-519. Elliot, A.J., & Reis, H.T. (2003). Attachment and exploration in adulthood. Journal of Personality and Social Psychology, 85, 317-331. Guay, F., Boggiano, A. K., Se Vallerand, R.J. (2001). Autonomy support, motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650. Fortier, M. S., Vallerand, R.J., Sc Guay, F. ( 1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill. Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brie`re, N. M., Senecal, C. B.,& Vallieres, E.F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and constructvalidity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159–172.
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