Individual differences in personality and motivational systems in persons with mental retardation

Ellis' Handbook of Mental Deficiency, Psychological Theory and Research

Volumn , Issue , 2012, Pages 343-378

  Switzky, Harvey N ^a  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85069985402     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (231)

1. Abhalter, D., & Switzky, H. N. (1992, February). Measures of intrinsic and extrinsic motivation in elementary school students: A test of construct validity. Paper presented at the Third Conference of the International Association for Cognitive Education, University of California at Riverside
2. Alden, L. (1986). Self-efficacy and casual attributions for social feedback. Journal of Research in Personality, 20, 460-473
3. Atkinson, J. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand
4. Balla, D., & Zigler, E. (1979). Personality development in retarded persons. In N. R. Ellis (Eds.), Handbook of mental deficiency (2nd ed., pp. 143-168). Hillsdale, NJ: Lawrence Erlbaum Associates
5. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall
6. Bandura, A. (1978). The self-system in reciprocal detenninism. American Psychologist, 33, 344-358
7. Bandura, A. (1986a). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall
8. Bandura, A. (1986b). From thought to action: Mechanisms of personal agency. New Zealand Journal of Psychology, 15, I-I 7
9. Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-regulatory mechanisms. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38, pp. 69-164). Lincoln: University of Nebraska Press
10. Bandura, A. (1992). Exercise of personal agency through self-efficacy mechanism. In R. Schwartzer (Ed.), Self-efficacy: Thought control of action (pp. 3-38). Washington, DC: Hemisphere
11. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148
12. Bandura, M., & Dweck, C. S. (1981). Children's theories of intelligence as predictors of achievement goals. Unpublished manuscript, Harvard University, Cambridge, MA
13. Bialer, I., (1961). Conceptualization of success and failure in mentally retarded and nonnal children. Journal of Personality, 29, 303-320
14. Borkowski, J. G., Carr, M., & Pressley, M. (1987). Spontaneous strategy use: Perspectives from metacognitive theory. Intelligence, II, 61-75
15. 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. (pp. 53-92). Hillsdale, NJ: Lawrence Erlbaum Associates
16. Borkowski, J. G., & Cavanaugh, J. (1979). Maintenance and generalization of skills and strategies by the retarded. In N. Ellis (Ed.), Handbook of mental deficiency (2nd ed., pp. 569-617). Hillsdale, NJ: Lawrence Erlbaum Associates
17. Borkowski, J. G., Day, J. D., Saenz, D., Dietmeyer, D., Estrada, T. M., & Groteluschen, A. (1992). Expanding the boundaries of cognitive interventions. In B. Y. L. Wong (Ed.), Contemporary intervention research in learning disabilities. (pp. 1-21). New York: Springer-Verlag
18. Borkowski, J. G., Johnston, M. B., & Reid, M. K. (1987). Metacognition, motivation and controlled performance. In S. Ceci (Ed.), Handbook of cognitive, social, and neurological aspects of learning disabilities (Vol. 2, pp. 147-1 74). Hillsdale, NJ: Lawrence Erlbaum Associates
19. Borkowski, J. G., & Kurtz, B. E. (1987). Metacognition and executive control. In J. G. Borkowski & J. D. Day (Eds.), Cognition in special children (pp. 123-152). Norwood, NJ: Ablex
20. Bransford, J. D., & Stein, B. S. (1984). The IDEAL problem solver. New York: Freeman
21. Bregman, J. (1991). Current developments in the understanding of mental retardation. Part II. Psychopathology. Journal of the American Academy of Child and Adolescent Psychiatry, 3D, 861-872
22. Bregman, J., Dykens, E., Watson, M., Ort, S., & Leckman, J. (1987). Fragile X syndrome: Variability in phenotypic expression. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 463-471
23. Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. I, pp. 77-165). Hillsdale, NJ: Lawrence Erlbaum Associates
24. Brown, A. L., & Palinscar, A. S. (1987). In J. D. Day & J. G. Borkowski (Eds.), Intelligence and exceptionality (pp. 81-132). Norwood, NJ: Ablex
25. Burack, J. A., Hodapp, R. M., & Zigler, E. (1988). Issues in the classification of mental retardation: Differentiating among organic etiologies. Journal of Child Psychology and Psychiatry, 29, 765-779
26. Bybee, J., & Zigler, E. (1992). Is outerdirectedness employed in a harmful or beneficial manner by students with and without mental retardation? American Journal of Mental Retardation, 96, 512-521
27. Call, R. J. (1968). Motivation-hygiene orientation as a function of socioeconomic status, grade, race, and sex. Unpublished master's thesis, Tennessee State University, Nashville
28. Cantor, G. N. (1963). Hull-Spence behavior theory and mental deficiency. In N. R. Ellis (Ed.). Handbook of mental deficiency (pp. 90-133). New York: McGraw-Hill
29. Cantor, N., Markus, H., Niedenthal, r, & Nurius, r (1986). On motivation and self-concept. In R. M. Sorrentino & E. T. Higgins (Eds.), Motivation and cognition: Foundations of social behavior (pp. 99-127). New York: Guilford
30. Caprara, G. v., Pastorelli, C., & Bandura, A. (1992). Impact of perceived academic self-efficacy on interpersonal and emotional behavior. Unpublished manuscript, Stanford University, Stanford, CA
31. Carr, M., Borkowski, J. G., & Maxwell, S. E. (1991). Motivational components of underachievement. Developmental Psychology, 27, 108-118
32. Castaneda, A., McCandless, B. R., & Palermo, D. S. (1956). The Children's Form of the Manifest Anxiety Scale. Child Development, 27, 317-326
33. Chwalisz, K. D., Altmaier, E. M., & Russell, D. W (1992). Causal attributions, self-efficacy cognitions, and coping with stress. Journal of Social and Clinical Psychology, 11, 377-400
34. Cicchetti, D., & Beeghly, M. (Eds.). (1990). Children with Down Syndrome: A developmental perspective. New York: Cambridge University Press
35. Clifford, M. M. (1984). Thoughts on a theory of constructive failure. Educational Psychologist, 19, 108-120
36. Collins, J. L. (1982, March). Self-efficacy and ability in achievement behavior. Paper presented at the annual meeting of the American Educational Research Association, New York
37. Cohen, D., & Donnellan, A. (Eds.). (1987). Autism and pervasive developmental disabilities. New York: Wiley
38. Covington, M. V. (1987). Achievement motivation, self-attributions and exceptionality. In J. D. Day & J. G. Borkowski (Eds.), Cognition in special children (pp. I 73-213). Norwood, NJ: Ablex
39. Cromwell, R. L. (1963). A social learning approach to mental retardation. In N. R. Ellis (Ed.), Handbook of mental deficiency (pp. 41-91). New York: McGraw-Hill
40. Cromwell, R. L. (1967). Success-failure reactions in mentally retarded children. In J. Zubin & G. A. Gervis (Eds.), Psychopathology of mental development. New York: Grune & Stratton
41. Day, D. D., Borkowski, J. G., Dietmeyer, D. L., Howsepian, B. A., & Saenz, D. S. (1992). Possible selves and academic achievement. In L. T. Winegar & J. Valsiner (Eds.), Children's development within social context: Research and methodology (Vol. 2, pp. 181-201). Hillsdale, NJ: Elbaum
42. DeCharms, R. (1968). Personal causation: The interval affective determinants of behavior. New York: Academic Press
43. DeCharms, R. (1976). Enhancing motivation: Change in the classroom. New York: Irvington
44. DeCharms, R. (1984). Motivating enhancement in educational settings. In R. Ames & C. Ames (Eds.), Research on motivation in education, Vol 1: Student motivation (pp. 275-310). Orlando, FL: Academic Press
45. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum
46. Deci, E. L., & Chandler, C. L. (1986). The importance of motivation for the future of the LD field. Journal of Learning Disabilities, 19, 587-594
47. Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1991). Facilitating internalization: The self-determination theory perspective. Unpublished manuscript, University of Rochester, Rochester, NY
48. Deci, E. L., Nezlek, J., & Scheinman, L. (1981). Characteristics of the rewarder and the intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1-10
49. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
50. Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation, Vol. 38: Perspectives on motivation (pp. 237-288). Lincoln: University of Nebraska Press
51. Deci, E. L., Schwartz, A. J., Scheinman. L., & Ryan, R. M. (1981). An instrument to assess adults' orientation toward control versus autonomy with children. Journal of Educational Psychology, 73, 642-650
52. Deci, E. L., Vallerand, L. G., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-detennination perspective. Educational Psychologist, 26, 325-346
53. de Vries, H., Dijkstra, M., & Kuhlman, P (1988). Self-efficacy: The third factor besides attitude and subjective norm as a predictor of behavioral intentions. Health Education Research, 3, 273-282
54. Dobbs, V (1967). Motivational orientation and programmed instruction achievement gains of educable mentally retarded adolescents. Unpublished doctoral dissertation, George Peabody College, Nashville, TN
55. Dweck, C. S. (1985). Intrinsic motivation, perceived control, and self-evaluation maintenance: An achievement goal analysis. In C. Ames & R. Ames (Eds.), Research on motivation: The classroom milieu (Vol. 2, pp. 289-305). Orlando, FL: Academic Press
56. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048
57. Dweck, C. S. (1989). Motivation. In A. Lesgold & R. Glaser (Eds.), Foundations for a psychology of education (pp. 87-136). Hillsdale, NJ: Lawrence Erlbaum Associates
58. Dweck, C. S., & Bempechat, J. (1983). Children's theories of intelligence: Impact on learning. In S. G. Paris, G. M. Olson, H. W Stevenson (Eds.), Learning and motivation in the classroom (pp. 239-281). Hillsdale, NJ: Lawrence Erlbaum Associates
59. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273
60. Dykens, E. M., Hodapp, R. M., & Evans, D. W (1994). Profiles and development of adaptive behavior in children with Down syndrome. American Journal of Mental Retardation, 98, 580-587
61. Dykens, E., Hodapp, R., & Finucane, B. (1993, June). How do persons with genetic disorders differ in their behaviors? Provocations from the 'new genetics. 11 Paper read at the National Conference of the American Association on Mental Retardation, Washington, DC
62. Dykens, E. M., Hodapp, R. M., & Leckman, J. F. (1994). Behavior and development in fragile X syndrome, Vol. 28. Thousand Oaks, CA: Sage
63. Dykens, E. M., & Leckman, J. F. (1990). Developmental issues in fragile X. In R. M. Hodapp, J. A. Burack, & E. Zigler (Eds.), Issues in the developmental approach to mental retardation (pp. 226-245). New York: Cambridge University Press
64. Dzewaltowski, D. A., Noble, J. M., & Shaw, J. M. (1990). Physical activity participation: Social cognitive theory versus the theories of reasoned action and planned behavior. Journal of Sport and Exercise Psychology, 12, 388-405
65. Elliott, E. S., & Dweck, C. S. (1981). Children's achievement goals as determinants of learned helplessness and mastery-oriented achievement patterns: An experimental analysis. Unpublished manuscript, Harvard University, Cambridge, MA
66. Elliot, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12
67. Feuerstein, R., & Feuerstein, S. (1991). Mediated learning experience: A theoretical review. In R. Feuerstein., P S. Klein, & A. J. Tannenbaum (Eds.), Mediated learning experience (MLE): Theoretical, psychosocial and learning implications (pp. 3-51). London: Freund
68. Feuerstein, R., Klein, P S., & Tannenbaum, A. J. (Eds.). (1991). Mediated learning experience (MLEJ: Theoretical, psychosocial and learning implications. London: Freund
69. Feuerstein, R., & Rand, Y. (1974). Mediated learning experiences: An outline of the proximal etiology for differential development of cognitive functions. International Understanding, 9-10, 7-37
70. Feuerstein, R., Rand, Y., Hoffman, M. B., & Miller, R. (1980). Instrumental enrichment: intervention program for cognitive modifiability. Baltimore, MD: University Park Press
71. Gambro, J. S., & Switzky, H. N. (1988). Motivational orientation and self-regulation in young children. Reflections of Learning ResearchJ 3, 6-7
72. Gambro, J. S., & Switzky, H. N. (1991). Motivational orientation and self-regulation in young children. Early Child Development and CareJ 70J 45-51
73. Glick, M' J & Zigler, E. (1985). Self-image: A cognitive-developmental approach. In R. Leahy (Ed.), The development of the self (pp. 1-53). New York: Academic Press
74. Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational PsychologyJ 20, 205-215
75. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational PsychologyJ 82, 525-538
76. Greenberg, F., Guzzetta, V, Montes-de Oca-Luna, R., Magenis, R. E., Smith, A. C., Richter, S. F., Kondo, I., Dobyns, W B., Patel, P I., & Lupski, J. R. (1991). Molecular analysis of the Smith-Magenis syndrome: A posible contiguous-gene syndrome associated with del(17) (pll.2). American Journal of Medical Genetics J 49, 1207-1218
77. HamersJ J. H. M., Sijtsma, K., & Ruijssenaars, A. J. J. M. (Eds.). (1993). Learning potential assessment. Amsterdam: Swets & Zeitlinger
78. Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human DevelopmentJ6J 34-64
79. Harter, S. (1981 a). A model of intrinsic motivation in children. In W A. Collins (Ed.), Minnesota Symposium on Child Psychology (Vol. 14, pp. 215-255). Hillsdale, NJ: Lawrence Erlbaum Associates
80. Harter, S. (1981 b). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental PsychologyJ 17, 300-312
81. Harter, S. (1982). The Perceived Competence Scale for Children. Child Development, 53, 87-97
82. Harter, S. (1983). Developmental perspectives on the self-system. In E. M. Hetherington (Ed.), Handbook of child psychology: Socialization, personality and social development (Vol. 4, pp. 278-386). New York: Wiley
83. Harter, S. (1986). Processes underlying the construction, maintenance, and enhancement of the self-concept in children. In S. Suls & A. Greenwald (Eds.), Psychological perspectives on the self (Vol. 3, pp. 136-182). Hillsdale, NJ: Lawrence Erlbaum Associates
84. Harter, S. (1987). The determinants and mediational role of global self-worth in children. In N. Eisenberg (Ed.), Contemporary topics in developmental psychology. (pp. 219-241). New York: Wiley
85. Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child DevelopmentJ55, 1969-1982
86. Harter, S., & Zigler, E. (1974). The assessment of effectance motivation in normal and retarded children. Developmental Psychology, 10, 169-180
87. Haywood, H. C. (1968a). Motivational orientation of overachieving and underachieving elementary school children. American Journal of Mental Deficiency, 72, 662-667
88. Haywood, H. C. (1968b). Psychometric motivation and the efficiency of learning and performance in the mentally retarded. In B. W Richards (Ed.), Proceedings of the First Congress of the International Association for the Scientific Study of Mental Deficiency (pp. 276-283). Reigate, England: Michael Jackson
89. Haywood, H. C. (1971). Individual differences in motivational orientation: A trait approach. In H. I. Day, D. E. Berlyne, & D. E. Hunt (Eds.), Intrinsic motivation: A new direction in education. Toronto: Holt, Rinehart & Winston
90. Haywood, H. C. (1977). A cognitive approach to the education of retarded children. Peabody Journal of Education, 54, 110-116
91. Haywood, H. C. (1992). The strange and wonderful symbiosis of motivation and cognition. International Journal of Cognitive Education & Mediated LearningJ2, 186-197
92. Haywood, H. C., Brooks, P, & Bums, S. (1986). Stimulating cognitive development at developmental level: A tested, non-remedial preschool curriculum for preschool and older retarded children. In M. Schwebel & C. A. Maher (Eds.), Facilitating cognitive development: Priru:iples, practices, and programs (pp. 127-147). New York: Haworth
93. Haywood, H. C., & Burke, W P (1977). Development of individual differences in intrinsic motivation. In I. C. Uzgiris & F. Weizman (Eds.), The structuring of experience (pp. 235-263). New York: Plenum
94. Haywood, H. C., Meyers, C. E., & Switzky, H. N. (1982). Mental retardation. Annual Review of Psychology, 33, 309-342
95. Haywood, H. C., & Switzky, H. N. (1975). Use of contingent social reinforcement to change the verbal expression of motivation in children of differing motivational orientation. Perceptual and Motor Skills, 86, 356-365
96. Haywood, H. C., & Switzky, H. N. (1985). Work response of mildly mentally retarded adults to self versus external regulation as a function of motivational orientation. American Journal of Mental Deficiency, 90, 151-159
97. Haywood, H. C., & Switzky, H. N. (1986). Intrinsic motivation and behavioral effectiveness in retarded persons. In N. Ellis & N. Bray (Eds.), International review of research in mental retardation (Vol. 14, pp. 1-46). New York: Academic Press
98. Haywood, H. C., & Switzky, H. N. (1992). Ability and modifiability: What, how and how much? In J. S. Carlson (Ed.), Advances in cognition and educational practice: Theoretical issues: Intelligeru:e, cognition, and assessment (Vol. I-Part A, pp. 25-85). Greenwich, CT: JAI
99. Haywood, H. C., & Tzuriel, D. (Eds.). (1992). Interactive assessment. New York: Springer-Verlag
100. Haywood, H. C., Tzuriel, D., & Vaught, S. (1992). Psychoeducational assessment from a transactional perspective. In H. C. Haywood & D. Tzuriel (Eds.), Interactive assessment (pp. 38-63). New York: Springer-Verlag
101. Haywood, H. C., & Wachs, T. D. (1966). Size discrimination learning as a function of motivationhygiene orientation in adolescents. Journal of Educational Psychology, 57, 279-286
102. Haywood, H. C., & Weaver, S. J. (1967). Differential effects of motivational orientation and incentive conditions on motor performance in institutionalized retardates. American Journal of Mental Deficiency, 72, 459-467
103. Herzberg, F (1966). Work and the nature of man. Cleveland, OH: World
104. Herzberg, F., & Hamlin, R. M. (1961). A motivation-hygiene concept of mental health. Mental Hygiene, 47, 384-397
105. Herzberg, F, & Hamlin, R. M. (1963). The motivation-hygiene concept and psychotherapy. Mental Hygiene, 47, 384-397
106. Herzberg, F, Mausner, B., & Snyderman, B. B. (1959). The motivation to work. New York: Wiley
107. Hill, K. (1984). Debilitating motivation and testing: A major educational problem, possible solutions, and policy applications. In R. Ames & C. Ames (Eds.), Research on motivation in education, Voll: Student motivation (pp. 245-272). Orlando, FL: Academic Press
108. Hill, K., & Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. The Elementary School Journal, 85, 105-126
109. Hobbs, N. (1963). Foreword. In N. R. Ellis (Ed.), Handbook of mental deficiency (pp. ix-x). New York: McGraw-Hill
110. Hodapp, R. M., Burack, J. A., & Zigler, E. (Eds.). (1990). Issues in the developmental approach to mental retardation. New York: Cambridge University Press
111. Hodapp, R. M., & Dykens, E. M. (1994). Mental retardation's two cultures of behavioral research. American Journal on Mental Retardation, 98, 675-687
112. Hoffman, J., & Weiner, B. (1978). Effects of attributions for success and failure on the performance of retarded adults. American Journal of Mental Deficiency, 82, 449-452
113. Horai, J., & Guarnaccia, V J. (1975). Performance and attributions to ability, effort, task, and luck of retarded adults after success or failure feedback. American Journal of Mental Deficiency, 79, 690-694
114. Hunt, J. M. (1963). Motivation inherent in information processing and action. In O. J. Harvey (Ed.), Motivation and social interaction: Cognitive determinants (pp. 35-94). New York: Ronald
115. Hunt, J. M. (1965). Intrinsic motivation and its role in psychological development. In D. Levine (Ed.), Nebraska symposium on motivation (Vol. 13, pp. 189-282). Lincoln: University of Nebraska Press
116. Hunt, J. M. (1966). The epigenesis of intrinsic motivation and early cognitive learning. In R. N. Haber (Ed.), Current research in motivation (pp. 355-370). New York: Holt
117. Hunt, J. M. (1971). Toward a history of intrinsic motivation. In H. I. Day, D. E. Berlyne, & D. E. Hunt (Eds.), Intrinsic motivation: A new direction in education (pp. 1-32). Toronto: Holt
118. Kounin, J. (1941 a). Experimental studies of rigidity: I. The measurement of rigidity in nonnal and feebleminded persons. Character and Personality, 9, 251-272
119. Kounin, J. (1941 b). Experimental studies of rigidity: II. The explanatory power of the concept of rigidity as applied to feeblemindedness. Character and Personality, 9, 273-282
120. Kunca, D. F., & Haywood, N. P (1969). The measurement of motivational orientation in low mental age subjects. Peabody Papers in Human Development, 7(Whole No.2)
121. Leahy, R. L. (Ed.). (1985). The development of the self Orlando, FL: Academic Press
122. Leahy, R., Balla, D., & Zigler, E. (1982). Role taking, self-image and imitativeness in mentally retarded and nonretarded individuals. American Journal ofMental Deficiency, 86, 372-379
123. Leeper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education. (Vol. 3, pp. 73-105). San Diego, CA: Academic Press
124. Lewin, K. (1936). A dynamic theory of personality. New York: McGraw-Hill
125. Lipman, R. S. (1963). Learning: Verbal, perceptual-motor, and classical conditioning. In N. R. Ellis (Ed.), Handbook of mental deficiency. (pp. 391-423). New York: McGraw-Hill
126. Lipman, R. S., & Griffith, B. C. (1960). Effects of anxiety level on concept fonnation: A test of drive theory. American Journal of Mental Deficiency, 65, 342-348
127. Locke, E. A., & Latham, G. P (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall
128. Madden, T. J., Ellen, P S., & Ajzen, I. (1992). A comparison of the theory of planned behavior and the theory of reasoned action. Personality and Social Psychology Bulletin, 18, 3-9
129. Maehr, M. L., & Braskamp, L. A. (1986). The motivation factor: A theory of personal investment. Lexington, MA: Lexington
130. Maehr, M., & Pintrich, P R. (1991). Advances in motivation and achievement: Goals and self-regulatory processes (Vol. 7). Greenwich, Cf: JAI
131. Markus, H., Cross, S., & Wurf, E. (1990). The role of the self-system in competence. In R. J. Sternberg & J. Kolligan, Jr. (Eds.), Competence considered (pp. 205-225). New Haven, Cf: Yale University Press
132. Markus, H., & Nurius, P (1986). Possible selves. American Psychologist, 41, 954-969
133. Marsh, H. W (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623-636
134. Marshall, H. H., & Wienstein, R. S. (1984). Classroom factors affecting students' self-evaluations: An interactional model. Review of Educational Research, 54, 301-325
135. McAuley, E. (1991). Efficacy, attributional, and affective responses to exercise participation. Journal of Sport and Exercise Psychology, 13, 382-393
136. McAuley, E., Duncan, T. E., & McElroy, M. (1989). Self-efficacy cognitions and causal attributions for children's motor performance: An exploratory investigation. The Journal ofGenetic Psychology, 150, 65-73
137. McCaul, K. D., O'Neill, K., & Glasgow, R. E. (1988). Predicting the performance of dental hygiene behaviors: An examination ofthe Fishbein and Ajzen model and self-efficacy expectations. Journal ofApplied Social Psychology, 18, 114-128
138. McCombs, B. L. (1988). Motivational skill 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
139. McCombs, B. L. (1989). Self-regulated learning and academic achievement: A phenomenological view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 51-82). New York: Springer-Verlag
140. McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self in regulating will and skill. Educational Psychologist, 25, 51-69
141. McCombs, B. L., & Whisler, J. S. (1989). The role of affective variables in autonomous learning. Educational Psychologist, 24, 277-306
142. Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70
143. Merighi, J., Edison, M., & Zigler, E. (1990). The role of motivational factors in the functioning of mentally retarded individuals. In R. M. Hodapp, J. A. Burack, & E. Zigler (Eds.), Issues in the developmental approach to mental retardation (pp. 114-134). New York: Cambridge University Press
144. Miller, M. B. (1961). Locus of control, learning climate, and climate shift in serial learning with mental retardates. Ann Arbor, MI: University Microfilms
145. Moser, H. W, Smith, K. B., & Moser, A. B. (1995). X-linked Adrenoleukodystrophy. In C. R. Scriver, A. L. Beaudet, W S. Sly, & D. Valle (Eds.), The metabolic and molecular bases of inherited disease (pp. 2325-2348). New York: McGraw-Hill
146. Moss, J. W (1958). Failure-avoiding and success-striving behavior in mentally retarded and normal children. Ann Arbor, MI: University Microfilms
147. Nicholls, J. G. (1979a). Development of perception of own attainment and casual attributions for success and failure in reading. Journal of Educational Psychology, 71, 94-99
148. Nicholls, J. G. (1979b). Quality and equality in intellectual development. American Psychologist, 34, 1071-1084
149. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346
150. Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press
151. Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. Sternberg & J. Kolligen, Jr. (Eds.), Competence considered (pp. 11-40). New Haven, CT: Yale University Press
152. Nicholls, J. G., Cheung, PG., Lauer, J., & Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, I, 63-84
153. Nicholls, J. G., Cobb, P, Wood, T., Yackel, E., & Patashnick, M. (1990). Assessing students' theories of success in mathematics: Individual and classroom differences. Journal for Research in Mathematics Education, 21, 109-122
154. Nicholls, J. G., Cobb, P, Yackel, E., Wood, T., & Wheatley, G. (1990). Students' theories about mathematics and their mathematical knowledge: Multiple dimensions of assessment. In G. Kulm (Ed.), Assessing higher order thinking in mathematics (pp. 137-154). Washington, DC: American Association for the Advancement of Science
155. Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents' theories of education. Journal of Educational Psychology, 77, 683-692
156. Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287
157. Paris, S. G., & Byrnes, J. P (1989). The constructivist approach to self-regulation and learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 169-200). New York: Springer-Verlag
158. Paris, S. G., & Newman, R. S. (1990). Developmental aspects ofself-regulated learning. Educational Psychologist, 25, 87-102
159. Pennington, B., O'Connor, R., & Sudhalter, V (1991). Toward a neuropsychology of fragile X syndrome. In R. J. Hagerman & A. C. Silverman (Eds.), FragileX syndrome: Diagnosis, treatment and research (pp. 173-201). Baltimore, MD: Johns Hopkins University Press
160. Piers, E. V, & Harris, D. B. (1964). Age and other correlates of self-concept in children. Journal of Educational Psychology, 55, 91-95
161. Pintrich, P R., & De Groot, E. V (1990). Motivational and self-regulated learning. Journal of Educational Psychology, 82, 33-40
162. Pintrich, P R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Cause and consequences (pp. 149-183). Hillsdale, NJ: Lawrence Erlbaum Associates
163. Pressley, M., Borkowski, J. G., & O'Sullivan, J. T. (1984). Memory strategy instruction is made of this: Metamemory and durable strategy use. Educational Psychologist, 19, 94-107
164. Pressley, M., Borkowski, J. G., & O'Sullivan, J. T. (1985). Children's metamemory and the teaching of memory strategies. In D. L. Forrest-Pressley, G. E. MacKennon, & T G. Waller (Eds.), Metacognition, cognition, and human performance (pp. 111-153). San Diego, CA: Academic Press
165. Pressley, M., Borkowski, J. G., & Schneider, W (1990). Good information processing: What it is and how education can promote it. International Journal of Educational Research, 2, 857-867
166. Rogers, C. (1947). Some observations on the organization of personality. American Psychologist, 2, 358-368
167. Rosenholtz, S. J., & Simpson, C. (1984). The formation of ability conceptions: Developmental trend or construction? Review of Educational Research, 54, 31-63
168. Rotter, J. (1954). Social learning and clinical psychology. New York: Prentice-Hall
169. Ryan, R. M. (1991). The nature of the self in autonomy and relatedness. In G. R. Goethals & J. Strauss (Eds.), Multidisciplinary perspectives on the self (pp. 208-238). New York: Springer-Verlag
170. Ryan, R., & Connell, J. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761
171. Ryan, R. M., Connell, J. P, & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation. In C. Ames & R. Ames (Eds.), Research on motivation in the classroom: lkll. 2, The classroom milieu (pp. 13-51). Orlando, FL: Academic Press
172. Sarason, S., Davidson, K., Lighthall, F, Waite, R., & Ruebusch, B. (1960). Anxiety in elementary school children. New York: Wiley
173. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3 & 4), 299-323
174. Schultz, G. F., & Switzky, H. N. (1990). The development of intrinsic motivation in students with learning problems. Preventing School Failure, 34, 14-20
175. Schultz, G. F, & Switzky, H. N. (1993). The academic achievement of elementary and junior high school students with behavior disorders and their nonhandicapped peers as a function of motivational orientation. Learning & Individual Differences, 5, 31-42
176. Schunk, D. H. (1989a). Self-efficacy and cognitive skill learning. In C. Ames & R. Ames (Eds.), Research on motivation in education, Vol. 3: Goals and cognitions (pp. 13-44). San Diego, CA: Academic Press
177. Schunk, D. H. (1989b). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 83-119). New York: Springer-Verlag
178. Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86
179. Schunk, D. H. (1991). Self-efficacy and academic achievement. Educational Psychologist, 26(3 & 4), 207-231
180. Schunk, D. H., & Gunn, T. P (1986). Self-efficacy and skill development: Influence of task strategies and attributions. Journal of Educational Research, 79, 238-244
181. Schunk, D. H., & Rice, J. M. (1986). Extended attributional feedback: Sequence effects during remedial reading instruction. Journal of Early Adolescence, 6, 55-66
182. Silon, E. L., & Harter, S. (1985). Assessment of perceived competence, motivational orientation, and anxiety in segregated and mainstreamed educable mentally retarded children. Journal of Educational Psychology, 77, 217-230
183. Snygg, D., & Combs, A. V (1949). Individual behavior: A new frame of reference for psychology. New York: Harper
184. Spielberger, C. (1972). Anxiety as an emotional state. In C. Spielberger (Ed.), Anxiety: Current trends in theory and research, Vol. 1 (pp. 23-49). New York: Academic Press
185. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge, England: Cambridge University Press
186. Sternberg, R. J. (1987). A unified theory of intellectual exceptionality. In J. D. Day & J. G. Borkowski (Eds.), Intelligence and exceptionality (pp. 135-172). Norwood, NJ: Ablex
187. Sternberg, R. J., & Berg, C. A. (Eds.). (1992). Intellectual development. New York: Cambridge University Press
188. Stevenson, H. W, & Zigler, E. (1958). Probability learning in children. Journal of Experimental Psychology, 56, 185-192
189. Stipek, D. J. (1984). The development of achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education, Vol. 1: Student motivation (pp. 145-1 74). Orlando, FL: Academic Press
190. Stipek, D. J. (1993). Motivation to learn (2nd. ed). Boston: Allyn and Bacon
191. Stipek, D. J., & Weisz, J. R. (1981). Perceived personal control and academic achievement. Review of Educational Research, 51, 101-137
192. Stoel-Gammon, C. (1990). Down Syndrome: Effects on language development. Journal of the American Speech and Hearing Association, 32, 42-44
193. Switzky, H. N. (1985). Self-reinforcement schedules in young children: A preliminary investigation of the effects of motivational orientation and instructional demands. Reflections of Learning Research, 1, 3-18
194. Switzky, H. N., & Haywood, H. C. (1974). Motivational orientation and the relative efficacy of self-monitored and externally imposed reinforcement schedules. Journal of Personality and Social Psychology, 30, 360-366
195. Switzky, H. N., & Haywood, H. C. (1984). Bio-social ecological perspectives on mental retardation. In N. S. Endler & J. M. Hunt (Eds.), Personality and the behavior disorders (2nd ed., Vol 2, pp. 851-896). New York: Wiley
196. Switzky, H. N., & Haywood, H. C. (1991). Self-reinforcement schedules in persons with mild mental retardation: Effects of motivational orientation and instructional demands. Journal of Mental Deficiency Research, 35, 221-230
197. Switzky, H. N., & Haywood, H. C. (1992). Self-reinforcement schedules in young children: Effects of motivational orientation and instructional demands. Learning and Individual Differences, 4, 59-71
198. Switzky, H. N., Haywood, H. C., & Isett, R. (1974). Exploration, curiosity, and play in young children: Effects of stimulus complexity. Developmental Psychology, 10, 321-329
199. Switzky, H. N., & Heal, L. (1990). Research methods in special education. In R. Gaylord-Ross (Ed.), Issues and research in special education (Vol. 1, pp. 1-81). New York: Teachers College Press
200. SwitzkY' H. N., Ludwig, L., & Haywood, H. C. (1979). Exploration, curiosity, and play in young children: Effects of object complexity and age. American Journal of Mental Deficiency, 86, 637-646
201. Switzky, H. N., & Schultz, G. F. (1988). Intrinsic motivation and learning perfonnance implications for individual educational programming for the mildly handicapped. Remedial and Special Education, 9, 7-14
202. SwitzkY' H., Van Haneghan, J., & Baxter, A. (in press). Adrenoleukodystrophy. In L. Phelps (Ed.), Handbook of health-related disorders in children. Washington, DC: NASP
203. Taylor, R., & Caldwell, M. (Eds.). (1988). Prader-Willi Syndrome: Selected research and management issues. New York: Springer-Verlag
204. Thorkildsen, T A. (1988). Theories of education among academically precocious adolescents. Contemporary Educational Psychology, 13, 323-330
205. Tzuriel, D. (1991). Cognitive modifiability, mediated learning experience and affective motivational processes: A transactional approach. In R. Feuerstein, P S. Klein, & A. J. Tannenbaum (Eds.), Mediated learning experience (MLE): Theoretical, psychosocial and learning implications (pp. 95-120). London: Freund
206. Vallerand, R. J. (1991). A motivational analysis of high school dropout. Unpublished manuscript, University of Quebec at Montreal, Montreal, Canada
207. Van Haneghan, J., Switzky, H., & Baxter, A. (in press). Smith-Magenis Syndrome. In L. Phelps (Ed.), Handbook of health-related disorders in children. Washington, DC: NASP
208. Vye, N. J., Delclos, V R., Bums, M. S., & Bransford, J. D. (1988). Teaching thinking and problem solving: Illustrations and issues. In R. J. Sternberg & E. E. Smith (Eds.), The psychology ofhuman thought (pp. 337-365). Cambridge, England: Cambridge University Press
209. Wagner, S., Ganiban, J., & Cicchetti, D. (1990). Attention, memory, and perception in infants with Down Syndrome: A review and commentary. In D. Cicchetti & M. Beeghly (Eds.), Children with Down Syndrome: A developmental perspective (pp. 302-328). New York: Cambridge University Press
210. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag
211. Weiner, B. (1990). History of motivational research in education. Journal ofEducational Psychology, 82, 616-622
212. Weisz, J. R. (1978). Choosing problem-solving rewards and Halloween prizes: Delay ofgratification and preference for symbolic reward as a function of development, motivation, and person of investment. Developmental Psychology, 14, 66-78
213. Weisz, J. R. (1979). Perceived control and learned helplessness among mentally retarded and nonretarded children: A developmental analysis. Developmental Psychology, 15, 311-319
214. Weisz, J. R. (1981). Learned helplessness in black and white children identified by their schools as retarded and nonretarded: Performance deterioration to failure. Developmental Psychology, 17, 499-508
215. Weisz, J. R. (1990). Cultural-familial mental retardation: A developmental perspective on cognitive performance and 'helpless' behavior. In R. M. Hodapp, J. A. Burack, & E. Zigler (Eds.), Issues in the developmental approach to mental retardation (pp. 137-168). New York: Cambridge University Press
216. Wheeler, K. G. (1983). Comparisons of self-efficacy and expectancy models of occupational preferences for college males and females. Journal of Occupational Psychology, 56, 73-78
217. White, R. H. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333
218. Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26(3 &4), 233-261
219. Wooldridge, R. (1966). Motivation-hygiene orientation and school achievement in mentally subnormal children. Unpublished EdS Study, George Peabody College, Nashville, TN
220. Yando, R., Seitz, V, & Zigler, E. (1989). Imitation, recall, and imitativeness in children with low intelligence of organic and familial etiology. Research in Developmental Disabilities, 10, 225-240
221. Zewdie, A. (1995). Work performance of Afro-American adults with mild and moderate mental retardation to self versus external regulation as a function of intrinsic versus extrinsic motivation. Unpublished doctoral dissertation, Northern Illinois University, DeKalb, IL
222. Zigler, E. (1971). The retarded child as a whole person. In H. E. Adams & W K. Boardman III (Eds.), Advances in experimental clinical psychology (Vol. I, pp. 47-121). New York: Pergamon Press
223. Zigler, E., & Balla, D. (1981). Issues in personality and motivation in mentally retarded persons. In M. J. Begab, H. C. Haywood, & H. L. Garber (Eds.), Psychosocial influences in retarded performance (Vol. 1, pp. 197-218). Baltimore, MD: University Park Press
224. Zigler, E., & Balla, D. (Eds.). (1982). Mental retardation: The developmental-difference controversy. Hillsdale, NJ: Lawrence Erlbaum Associates
225. Zigler, E., Balla, D., & Watson, N. (1972). Developmental and experiential detenninants of self-image disparity in institutionalized and noninstitutionalized retarded and nonnal children. Journal of Personality and Social Psychology, 23, 81-87
226. Zigler, E., & Burack, J. (1989). Personality development in the dually diagnosed person. Research in Developmental Disabilities, 10, 225-240
227. Zigler, E., & Glick, M. (1986). A developmental approach to adult psychopathology. New York: Wiley
228. Zigler, E., & Hodapp, R. M. (1991). Behavioral functioning in individuals with mental retardation. Annual Review of Psychology, 42, 29-50
229. Zimmennan, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychological Review, 2, 173-201
230. Zimmennan, B. J., & Schunk, D. H. (Eds.). (1989). Self-regulated learning and academic achievement. New York: Springer-Verlag
231. Zoeller, C., Mahoney, G., & Weiner, B. (1983). Effects of attribution training on the assembly task performance of mentally retarded adults. American Journal of Mental Deficiency, 88, 109-112