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|a BF503
|b .A22 1992
|
| 082 |
|
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|a 370.15/4
|2 20
|
| 245 |
0 |
0 |
|a Achievement and motivation :
|b a social-developmental perspective /
|c edited by Ann K. Boggiano, Thane S. Pittman.
|
| 260 |
|
|
|a Cambridge [England] ;
|a New York :
|b Cambridge University Press,
|c 1992.
|
| 300 |
|
|
|a x, 291 p. ;
|c 24 cm.
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|0 http://id.loc.gov/vocabulary/contentTypes/txt
|
| 337 |
|
|
|a unmediated
|b n
|2 rdamedia
|0 http://id.loc.gov/vocabulary/mediaTypes/n
|
| 338 |
|
|
|a volume
|b nc
|2 rdacarrier
|0 http://id.loc.gov/vocabulary/carriers/nc
|
| 440 |
|
0 |
|a Cambridge studies in social and emotional development
|
| 504 |
|
|
|a Includes bibliographical references and indexes.
|
| 505 |
0 |
0 |
|g 1.
|t Psychological perspectives on motivation and achievement /
|r Thane S. Pittman and Ann K. Boggiano --
|g Pt. I.
|t Intrinsic motivation.
|g 2.
|t The initiation and regulation of intrinsically motivated learning and achievement /
|r Edward L. Deci and Richard M. Ryan.
|g 3.
|t Intrinsic and extrinsic motivational orientations in peer interactions /
|r Thane S. Pittman, Ann K. Boggiano and Deborah S. Main.
|g 4.
|t The motivation for creativity in children /
|r Teresa M. Amabile and Beth A. Hennessey --
|g Pt. II.
|t Competence and motivation.
|g 5.
|t The relationship between perceived competence, affect, and motivational orientation within the classroom: processes and patterns of change /
|r Susan Harter.
|g 6.
|t Competence processes and achievement motivation: implications for intrinsic motivation /
|r Judith M. Harackiewicz, George Manderlink and Carol Sansone.
|g 7.
|t Developmental changes in competence assessment /
|r Diane N. Ruble, Ellen H. Grosovsky, Karin S. Frey and Renae Cohen --
|g Pt. III.
|t Motivation and achievement.
|g 8.
|t When achievement is not intrinsically motivated: a theory of internalization and self-regulation in school /
|r Richard M. Ryan, James P. Connell and Wendy S. Grolnick.
|g 9.
|t Children's achievement-related behaviors: the role of extrinsic and intrinsic motivational orientations /
|r Cheryl Flink, Ann K. Boggiano, Deborah S. Main, Marty Barrett and Phyllis A. Katz.
|g 10.
|t On being psyched up but not psyched out: an optimal pressure model of achievement motivation /
|r Philip R. Costanzo, Erik Woody and Pamela Slater.
|g 11.
|t Self-handicapping and achievement /
|r Janet Morgan Riggs.
|g 12.
|t Divergent approaches to the study of motivation and achievement: the central role of extrinsic/intrinsic orientations /
|r Ann K. Boggiano and Thane S. Pittman.
|
| 650 |
|
0 |
|a Achievement motivation
|0 http://id.loc.gov/authorities/subjects/sh85000493
|
| 650 |
|
0 |
|a Intrinsic motivation
|0 http://id.loc.gov/authorities/subjects/sh85067642
|
| 650 |
|
0 |
|a Achievement motivation in children
|0 http://id.loc.gov/authorities/subjects/sh85000495
|
| 650 |
|
7 |
|a Achievement motivation.
|2 fast
|0 http://id.worldcat.org/fast/fst00795656
|
| 650 |
|
7 |
|a Achievement motivation in children.
|2 fast
|0 http://id.worldcat.org/fast/fst00795665
|
| 650 |
|
7 |
|a Intrinsic motivation.
|2 fast
|0 http://id.worldcat.org/fast/fst00977830
|
| 700 |
1 |
0 |
|a Pittman, Thane S.
|0 http://id.loc.gov/authorities/names/n91114617
|1 http://viaf.org/viaf/32084619
|
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|t Library of Congress classification
|a BF503.A220 1992
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|t Library of Congress classification
|a BF503.A220 1992
|l JRL
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