Caring about learning: The nature and nurturing of subject-matter appreciation

Educational Psychologist

Volumn 34, Issue 2, 1999, Pages 127-136

  Covington, Martin V ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033456819     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15326985ep3402_5     Document Type: Article

References (39)

1. Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31, 313-337.
2. Alschuler, A. S. (1973). Developing achievement motivation in adolescents. Englewood Cliffs, NJ: Educational Technology Publications.
3. Ames, C., & Archer, J. (1987, April). Achievement goals in the classroom: Student learning strategies and motivation processes. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
4. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
5. Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
6. Campbell, D. N. (1974, October). On being number one: Competition in education. Phi Delta Kappan, 143-146.
7. Carnegie Foundation for the Advancement of Teaching. (1989). Missions of the college curriculum: A contemporary review with suggestions. San Francisco: Jossey-Bass.
8. Condry, J. D., & Chambers, J. (1978). Intrinsic motivation and the process of learning. In M. R. Lepper & D. Greene (Eds.), The hidden costs of reward: New perspectives on the psychology of human motivation. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
9. Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
10. Covington, M. V. (1998). The will to learn: A guide for motivating young people. New York: Cambridge University Press.
11. Covington, M. V., & Beery, R. G. (1976). Self-worth and school learning. New York: Holt, Rinehart & Winston.
12. Covington, M. V., & Omelich, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169-182.
13. Covington, M. V., & Omelich, C. L. (1981). As failures mount: Affective and cognitive consequences of ability demotion on the classroom. Journal of Educational Psychology, 73, 799-808.
14. Covington, M. V., & Omelich, C. L. (1985). Ability and effort valuation among failure-avoiding and failure-accepting students. Journal of Educational Psychology, 73, 799-808.
15. Covington, M. V., & Omelich, C. L. (1988). Achievement dynamics: The interaction of motives, cognitions and emotions over time. Anxiety Journal, 1, 165-183.
16. Covington, M. V., & Omelich, C. L. (1991). Need achievement revisited: Verification of Atkinson's original 2 × 2 model. In C. D. Spielberger, I. G. Sarason, Z. Kulcsár, & G. L. Van Heck (Eds.), Stress and emotion: Anxiety, anger, and curiosity (Vol. 14, pp. 85-105). Washington, DC: Hemisphere.
17. Covington, M. V., & Teel, K. M. (1996). Overcoming student failure: Changing motives and incentives for learning. Washington, DC: American Psychological Association.
18. Covington, M. V., & Wiedenhaupt, S. (1997). Turning work into play: The nature and nurturing of intrinsic task engagement. In R. Perry & J. C. Smart (Eds.), Effective teaching in higher education: Research and practice, special edition (pp. 101-114). New York: Agathon Press.
19. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
20. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
21. Deci, E. L., & Ryan, R. M. (1994). Promoting self-determined education. Scandinavian Journal of Educational Research, 38, 3-14.
22. Dewey, J. (1963). Experience and education. New York: Collier. (Original work published 1938)
23. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
24. Glasser, W. (1976). Schools without failure. New York: Harper & Row.
25. Hagtvet, K. A. (1984). Fear of failure, worry and emotionality: Their suggestive causal relationships to mathematical performance and state anxiety. In H. M. van der Ploeg, R. Schwarzer, & C. D. Spielberger (Eds.), Advances in test anxiety research (pp. 211-224). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
26. Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 215-238). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
27. Kohn, A. (1993). Punished by rewards. New York: Houghton Mifflin.
28. Leonard, G. B. (1968). Education and ecstasy. New York: Delacorte.
29. 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, 129-137.
30. Maslow, A. H. (1970). Religions, values, and peak experiences. New York: Viking.
31. Newman, R. S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 92-100.
32. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
33. 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, 966-981.
34. Perry, R. P., & Magnusson, J.-L. (1987). Effective instruction and students' perceptions of control in the college classroom: Multiple-lectures effect. Journal of Educational Psychology, 79, 453-460.
35. Renninger, K. A., Hidi, S., & Krapp, A. (1992). The role of interest in learning and development. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
36. Teel, K. M., DeBruin-Parecki, A., & Covington, M. V. (1998). Teaching strategies that honor and motivate inner-city African American students: A school university collaboration. Teaching and Teacher Education, 14, 479-495.
37. Thompson, T. (1993). Characteristics of self-worth protection in achievement behavior. British Journal of Educational Psychology, 63, 469-488.
38. Thompson, T. (1996). Self-worth protection in achievement behavior: A review and implications for counselling. Australian Psychologist, 31, 41-51.
39. Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal, 35, 101-122.