The dynamic aspects in children’s learning and development

Motives in Children's Development: Cultural-Historical Approaches

Volumn , Issue , 2011, Pages 9-27

  Hedegaard, Mariane ^a  

^a UNIVERSITY OF COPENHAGEN   (Denmark)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84923406324     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9781139049474.003     Document Type: Chapter

References (40)

1. Ames, C., & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative dei nition. Journal of Educational Psychology, 76, 535-556.
2. Barker, R. G., & Wright, H. (1954). One boy’s day-a specimen record of behavior. New York: Harper & Brothers Publishers.
3. Bozhovich, L. I. (2009). The social situation of child development. Journal of Russian and East European Psychology, 47, 59-86.
4. Bruner, J. (1972). Processes of cognitive growth: Infancy. Vol. 3, Heinz Werner Lecture Series. Worcester, MA: Clark University Press.
5. Campbell, C. (1991). Reexaming Mills on motive: A character vocabulary approach. Sociological Analyses, 52, 89-97.
6. Campbell, C. (1996). On the concept of motive in sociology. Sociology, 30, 101-114.
7. Campbell, C. (2006). Do today’s sociologists really appreciate Weber’s essay The protestant ethic and spirit of capitalism? Sociological Review, 54, 207-223.
8. Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.
9. D’Andrade, R. G. (1992). Schemas and motivation. In R. D’Andrade & C. Strauss (Eds.), Human motive and cultural models (pp. 23-44). Cambridge: Cambridge University Press.
10. Davydov, V. V., Zinchenko, V. P., & Talyzina, N. F. (1983). The problem of activity in the work of A. N. Leontiev. Soviet Psychology, 24 (1), 22-36.
11. Elkonin, B. D. (1989). The nature of human action. Journal of Russian and European Psychology, 31 (3), 22-46.
12. Elkonin, D. B. (1999). Toward the problem of stages in the mental development of children. Journal of Russian and East European Psychology, 37, 11-29.
13. Freud, S. (1983). Kulturens byrde [the burden of culture]. Copenhagen: Hans Reitzels.
14. From, F. (1953). Om oplevelsen af andres adfærd [the experience of others’ behaviour]. Copenhagen: Nyt Nordisk Forlag.
15. Gallimore, R., Goldenberg, C. N., & Weisner, T. S. (1993). The social construction and subjective reality of activity settings: Implications for community psychology. American Journal of Community Psychology, 21, 537-559.
16. Hedegaard, M. (1999). Institutional practice, cultural positions, and personal motives: Immigrant Turkish parents’ conception about their children’s school life. In S. Chaiklin, M. Hedegaard & U. Juul Jensen (Eds.), Activity theory and social practice (pp. 276-301). Aarhus: Aarhus University Press.
17. Hedegaard, M. (2002). Learning and child development. Aarhus: Aarhus University Press.
18. Hedegaard, M. (2009). Children’s development from a cultural-historical approach: Children’s activity in everyday local settings as foundation for their development. Mind Culture and Activity, 16, 64-81.
19. Hoffman, E. (1988). The right to be a human. Los Angeles: Jeremy P. Thatcher.
20. Holland, D. C. (1992). How cultural systems become desire: A case study of American romance. In R. D’Andrade & C. Strauss (Eds.), Human motive and cultural models (pp. 61-89). Cambridge: Cambridge University Press.
21. Iljenkov, E. V. (1977). The concept of the ideal. In Philosophy in the USSR (pp. 71-99). Moscow: Progress Publishers.
22. Leontiev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
23. Levitin, K. (1982). One is not born a personality. Moscow: Progress Publishers.
24. Lewin, K. (1946). Behavior and development as a function of the total situation. In L. Carmichael (Ed.), Manual of child psychology (pp. 791-844). New York: Wiley.
25. Maehr, M. L. (1983). On doing well in science: Why Johnny no longer excels; why Sarah never did. In S. G. Paris, G. M. Olson & H. W. Stevenson (Eds.), Learning and motivation in class room (pp. 179-210). Hillsdale, NJ: Erlbaum.
26. Maslow, A. (1955). Dei ciency motivation and growth motivation. In Marshall R. Jones (Ed.), Nebraska symposium on motivation (pp. 1-30). Lincoln: University of Nebraska Press.
27. McClelland, D. C. (1965). Toward a theory of motive acquisition. American Psychologist, 20, 321-333.
28. Mills, C. W. (1940). Situated actions and vocabularies of motive. American Sociological Review, 5, 904-913.
29. Murray, H. (1938). Explorations in personality. New York: Oxford University Press.
30. Pintrich, P. R. (1991). Editor’s comment. Educational Psychologist, 26, 199-250.
31. Murray, H. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
32. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
33. Schutz, A. (1970). On phenomenology and social relations. Chicago: University of Chicago Press.
34. Schutz, A. (2005). Hverdagslivets sociology (transl. from Collected works, vol 1, 1972). Copenhagen: Hans Reitzels.
35. Strauss, C. (1992) Models and motives. In R. D’Andrade & C. Strauss (Eds.), Human motive and cultural models (pp. 1-20). Cambridge: Cambridge University Press.
36. Tharp, R. G., & Gallimore, R. (1988) Rousing minds to life. Cambridge: Cambridge University Press.
37. Vygotsky, L. S. (1998). The collected works of L. S. Vygotsky. Volume 5. Child psychology. New York: Plenum Press.
38. Wartofsky, M. (1979). Models: Representations and the scientific understanding. Dodrecht and Boston: D. Reidel.
39. Weiner, B. (1990). History of motivational research of education. Journal of Educational Psychology, 82, 616-622.
40. Zinchenko, V. P. (2002). From classical to organic psychology: In commemoration of the centennial of Lev Vygotsky’s birth. In D. Robbins & A. Stetsenko (Eds.), Voices within Vygotsky’s non-classical psychology: Past, present, future (pp. 3-26). Hauppauge, NY: Nova Science.