POST 61: REFERENCES

Films

Billy Elliot (2000): Written by Lee Hall, Directed by Stephen Daldry, Produced by Arts Council of England.

He makes me feel like dancing (1983): Directed by Emile Ardolino. Produced by Edgar J. Scherick Associates

Warming Up (1985): Written by James Davern. Directed by Bruce Best. Produced by JNP.

potential references

http://www.apa.org/education/k12/learners.aspx

 

Ames, C. (1992). Classrooms, goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

APA Work Group of the Board of Educational Affairs (1997, November). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: American Psychological Association.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.

Bandura. A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 149-167.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Barnett, W. S. (1996). Lives in the balance: Age-27 benefit-cost analysis of the High/Scope Perry Preschool Program (Monographs of the High/Scope Educational Research Foundation, 11). Ypsilanti, MI: High/Scope Press.

Baumann, J. F., Seifert-Kessell, N., & Jones, L. A. (1992). Effect of think-aloud instruction on elementary students’ comprehension monitoring abilities. Journal of Reading Behavior, 24(2), 143-172.

Beebe-Frankenberger, M., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Sorting second-grade students: Differentiating those retained from those promoted. Journal of Educational Psychology, 96(2), 204-215.

Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Ceci, S. J., & Papierno, P. B. (2005). The rhetoric and reality of gap closing: When the “have-nots” gain but the “haves” gain even more. American Psychologist, 60(2), 149-160.

Cervone, D., Shadel, W. G., Smith, R. E., & Fiori, M. (2006). Self-regulation and personality science: Reply to commentaries. Applied Psychology: An International Review, 55(3), 470-488.

Combs, A. W. (1962). A perceptual view of the adequate personality. In A. W. Combs (Ed.), 1962 ASCD yearbook, Perceiving, behaving, becoming: A new focus for education (pp. 50-64). Alexandria, VA: Association for Supervision and Curriculum Development.

Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self-processes in development: Minnesota Symposium on Child Psychology, 23, 43-77. Chicago: University of Chicago Press.

d’Ailly, H. (2003). Children’s autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. Journal of Educational Psychology,95(1), 84-96.

d’Ailly, H. (2004). The role of choice in children’s learning: A distinctive cultural and gender difference in efficacy, interest, and effort. Canadian Journal of Behavioural Science, 36(1), 17-29.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L.

Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.

Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: Toward a model of the role of affect in students’ experiences of classroom discussions. Journal of Educational Psychology, 96(4), 619-634.

Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia: Taylor and Francis/Psychology Press.

Dweck, C. S. (2002). The development of ability conceptions. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 57-88). San Diego, CA: Academic Press.

Eccles, J. S., & Roeser, R. (1999). School and community influences on human development. In M. Bornstein & M. Lamb (Eds.), Developmental psychology: An advanced textbook (4th ed., pp. 503-554). Mahwah, NJ: Erlbaum.

Eccles, J. S., & Wigfield, A. (1992). The development of achievement-task values: A theoretical analysis. Developmental Review, 12, 265-310.

Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), Social, emotional, and personality development handbook of child psychology, Volume 3 (pp. 1017-1096). New York: Wiley.

Elias, M. J., Bruene-Butler, L., Blum, L., & Schuyler, T. (1997). How to launch a social and emotional learning program. Educational Leadership, 54(8), 15-19.

Furrer, C, & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Graham, S. (1994). Motivation in African Americans. Review of Educational Research, 64, 55- 117.

Graham, S., Taylor, A. Z., & Hudley, C. (1998). Exploring achievement values among ethnic and minority early adolescents. Journal of Educational Psychology, 90, 606-620.

Harter, S. (2006). The cognitive and social construction of the developing self. New York: Guilford Press.

Heine, S. Lehman, D., Markus, H., & Kitayama, S. (1999). Is there a universal need for positive self regard? Psychological Review, 106, 766-794.

Holloway, S. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research, 58, 327-345.

Iyengar, S., & Lepper, M. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Kanfer, R., & McCombs, B. L. (2000). Motivation: Applying current theory to critical issues in training. In S. Tobias & D. T. Fletcher (Eds.), Training and retraining: A handbook for business, industry, government, and the military (pp. 85-108). New York: Macmillan.

King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134-152.

Klem, A.M., and Connell, J.P. (2006). Engaging youth in school. In L.R. Sherrord, C. Flanagan, & R. Kassimir (Eds.), Youth activism: An international encyclopedia (pp.551-555). Westport, CT: Greenwood Publishing Co.

Lazarus, R. S. (2000). Toward better research on stress and coping. American Psychologist, 55(6), 665-673.

Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196.

Lodewyk, K. R. & Winne, P. H. (2005). Relations among the structure of learning tasks, achievement, and changes in self-efficacy in secondary students. Journal of Educational Psychology.97(1), 3-12.

Marshall, H. H., & Weinstein, R. (1986). Classroom context of student-perceived differential teacher treatment. Journal of Educational Psychology, 78, 441-453.

McCombs, B. L. (1986). The role of the self-system in self-regulated learning. Contemporary Educational Psychology, 11, 314-332.

McCombs, B. L. (1988). Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 141-169). New York: Academic Press.

McCombs, B. L. (1991). Motivation and lifelong learning. Educational Psychologist, 26(2), 117- 127.

McCombs, B. L. (1999). What role does perceptual psychology play in educational reform today? In H. J. Freiberg (Ed.), Perceiving, behaving, becoming: Lessons learned (pp. 148-157). Alexandria, VA: Association for Supervision and Curriculum Development.

McCombs, B. L. (2001). Self-regulated learning and academic achievement: A phenomenological view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-Regulated learning and academic achievement: Theory, Research, and Practice (2nd. Ed.) (pp. 67-123). Mahwah, NJ: Lawrence Erlbam Associates.

McCombs, B. L. (2007). Strategies for generating positive affect in high school students. In R. J. Seidel & A. L. Kett (Eds.), Workbook Companion for: Principles of learning to strategies for instruction: A needs-based focus on high school adolescents (pp. 323-337).  Norwell, MA: Springer.

McCombs, B. L. (2006). Learner-centered practices: Providing the context for positive learner development, motivation, and achievement. In J. Meece & J. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development. Mahwah, NJ: Erlbaum.

McCombs, B. L. (2007).  Balancing accountability demands with research-validated, learner-centered teaching and learning practices. In C. E. Sleeter (Ed.), Educating for democracy and equity in an era of accountability (pp. 41-60). New York: Teachers College Press.

McCombs, B. L. & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating skill and will. Educational Psychologist, 25(1), 51-69.

McCombs, B. L., & Miller, L. (2007). Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin Press.

McCombs, B. L., & Pope, J. E. (1994).  Motivating hard to reach students.  In Psychology in the Classroom Series.  Washington, DC:  American Psychological Association.

McCombs, B. L., & Whisler, J. S. (1989). The role of affective variables in autonomous learning. Educational Psychologist, 24(3), 277-306.

Murdock, T. B., Miller, A., & Kohlhardt, J. (2004). Effects of classroom context variables on high school students’ judgments of the acceptability and likelihood of cheating. Journal of Educational Psychology, 96(4), 765-777.

Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51(3), 214-228.

Nisbett, R., Peng, K., Choi, I., & Norenzayan, A. (2001). Culture and systems of thought: Holistic versus analytic cognition. Psychological Review, 108, 291-310.

Payne, B. D., & Manning, B. H. (1992). Basal reader instruction: Effects of comprehension monitoring training on reading comprehension, strategy use and attitude. Reading Research and Instruction, 32(1), 29- 38.

O’Donnell, A. M. (Ed.) (1999). Cognitive perspectives on peer learning. Mahwah, NJ: Lawrence Erlbaum Associates.

O’Mara, A. J., Marsh, H. W., Craven, R. G., & Debus, R. L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41(3), 181-206.

Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97(2), 170-183.

Palardy, J. M. (199). Some strategies for motivating students. NASSP Bulletin, 83(604), 116-121.

Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1-49). Greenwich, CT: JAI Press.

Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking: A framework for curriculum and instruction (pp. 15-51). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Peng, K., Nisbett, R., & Wong, N. (1997). Validity problems comparing values across cultures and possible solutions. Psychological Methods, 2, 329-344.

Perry, R. P. (2003). Perceived (academic) control and causal thinking in achievement settings. Canadian Psychology, 44(4), 312-331.

Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology.95(3), 589-603.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology,95(4), 667-686.

Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Pressley, M., Raphael, L., Gallagher, J. D., & DiBella, J. (2004). Providence-St. Mel School: How a school that works for African American students works. Journal of Educational Psychology,96(2), 216-235.

Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375- 392.

Ridley, D. S. (1991). Reflective self-awareness: A basic motivational process. In B. L. McCombs (Ed.), Unraveling motivation: New perspectives from research and practice. Special issue of the Journal of Experimental Education.60(1), 31-48.

Rogers, C. R. (1961). On becoming a person. Boston: Houghton Mifflin Co.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition & personality, 9, 185-211.

Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-207.

Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Erlbaum.

Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The High/Scope Perry Preschool study through age 27 (Monographs of the High/Scope Educational Research Foundation, 10). Ypsilanti: High/Scope Press.

Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40. (Monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Press.

Seidel, R. J., Perencevich, K. C., & Kett, A. L. (2005). From principles of learning to strategies for instruction: Empirically based ingredients to guide instructional development. New York: Springer.

Seligman, M. E. P., & Csikszentmihalyi. M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.

Sternberg, R. J. (2006). Recognizing neglected strengths. Educational Leadership, 64(1), 30-35.

Tishman, S, Jay, E., & Perkins, D. N. (1992). Teaching thinking dispositions: From transmission to enculturation. Cambridge, MA: Harvard University.

Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96(2), 251-264.

Vansteenkiste, M.,Simons, J., Lens, W., Sheldon, K. M., Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology.87(2), 246-260.

Walker, R. A., Pressick-Kilborn, K., Arnold, L. S., & Sainsbury, E. J. (2004). Investigating motivation in context: Developing sociocultural perspectives. European Psychologist, 9(4), 245- 256.

Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97(1), 23-31.

Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.

Whisler, J. S. (1991). The impact of teacher relationships and interactions on self-development and motivation. In B. L. McCombs (Ed.), Unraveling motivation: New perspectives from research and practice. Special issue of the Journal of Experimental Education, 60(1), 15-30.

Wigfield, A., & Eccles, J. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 91-120). San Diego, CA: Academic Press.

Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3-21). Mahwah, NJ: Erlbaum.

Zimmerman, B. & Schunk, D. H. (Eds.) (2001). Self-regulated learning and academic achievement: Theory, research, and practice (2nd Ed.). Mahwah, NJ: Erlbaum.

Zins, J. E., Elias, M. J., Greenberg, M. T., & Weissberg, R. P. (2000). Promoting social and emotional competence in children. In K. M. Minke & G. G. Bear (Eds.), Preventing school problems – promoting school success: Strategies and programs that work (pp. 71-99). Bethesda, MD: National Association of School Psychologists.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.) (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

 

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s