Handbook of Competence and Motivation

Second Edition
Theory and Application

Edited by Andrew J. Elliot, Carol S. Dweck, and David S. Yeager

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April 28, 2017
ISBN 9781462529605
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722 Pages
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March 1, 2018
ISBN 9781462536030
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March 24, 2017
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Katherine A. Adams, PhD, Department of Applied Psychology, New York University, New York, New York

Eric M. Anderman, PhD, Department of Educational Studies, The Ohio State University, Columbus, Ohio

Sian L. Beilock, PhD, Department of Psychology and Committee on Education, University of Chicago, Chicago, Illinois

Rebecca S. Bigler, PhD, Department of Psychology, University of Texas at Austin, Austin, Texas

Clancy Blair, PhD, Department of Applied Psychology, New York University, New York, New York

Kathryn L. Boucher, PhD, School of Psychological Sciences, University of Indianapolis, Indianapolis, Indiana

Shannon T. Brady, MS, Graduate School of Education, Stanford University, Stanford, California

Fabrizio Butera, PhD, Institute of Psychology, University of Lausanne, Lausanne, Switzerland

Ruth Butler, PhD, School of Education, Hebrew University of Jerusalem, Jerusalem, Israel

Andrei Cimpian, PhD, Department of Psychology, New York University, New York, New York

Geoffrey L. Cohen, PhD, Department of Psychology and Graduate School of Education, Stanford University, Stanford, California

David E. Conroy, PhD, Department of Kinesiology, The Pennsylvania State University, University Park, Pennsylvania; Department of Preventive Medicine, Northwestern University, Chicago, Illinois

Rhonda G. Craven, PhD, Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia

Ronald E. Dahl, MD, Community Health Sciences Division, School of Public Health, University of California, Berkeley,Berkeley, California

Céline Darnon, PhD, Social and Cognitive Psychology Laboratory, Clermont Auvergne University, Clermont-Ferrand, France

Carsten K. W. De Dreu, PhD, Institute of Psychology, Social and Organizational Psychology, Leiden University, Leiden, The Netherlands;Center for Experimental Economics and Political Decision Making, University of Amsterdam, Amsterdam, The Netherlands

Maria K. DiBenedetto, PhD, Bishop McGuinness Catholic High School, Kernersville, North Carolina

Andrea G. Dittmann, BA, Kellogg School of Management, Northwestern University, Evanston, Illinois

Carol S. Dweck, PhD, Department of Psychology, Stanford University, Stanford, California

Jacquelynne S. Eccles, PhD, School of Education, University of California, Irvine, Irvine, California

Andrew J. Elliot, PhD, Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York

Meiyu Fang, PhD, Graduate Institute of Human Resource Management, National Central University, Jhongli City, Taiwan

Julio Garcia, PhD, Department of Psychology and Graduate School of Education, Stanford University, Stanford, California

Barry Gerhart, PhD, Department of Management and Human Resources, University of Wisconsin–Madison, Madison, Wisconsin

J. Parker Goyer, PhD, Department of Psychology and Graduate School of Education, Stanford University, Stanford, California

DeLeon L. Gray, PhD, Department of Teacher Education and Learning Sciences, College of Education, North Carolina State University, Raleigh, North Carolina

Wendy S. Grolnick, PhD, Department of Psychology, Clark University, Worcester, Massachusetts

Jeremy M. Hamm, PhD, Department of Psychology and Social Behavior, University of California, Irvine, Irvine, California

Judith M. Harackiewicz, PhD, Department of Psychology, University of Wisconsin–Madison, Madison, Wisconsin

Liat Hasenfratz, PhD, Martin Buber Society of Fellows, Hebrew University of Jerusalem, Jerusalem, Israel

Amy Roberson Hayes, PhD, Department of Psychology, University of Texas at Tyler, Tyler, Texas

Jutta Heckhausen, PhD, Department of Psychology and Social Behavior, University of California, Irvine, Irvine, California

Chris S. Hulleman, PhD, Center for the Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia

Jeremy P. Jamieson, PhD, Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York

Ruth Kanfer, PhD, Department of Psychology,Georgia Institute of Technology, Atlanta, Georgia

Maximilian Knogler, PhD, School of Education, Technical University of Munich, Munich, Germany

Beth E. Kurtz-Costes, PhD, Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Hae Yeon Lee, MA, Department of Psychology, University of Texas at Austin, Austin, Texas

Michael P. Leiter, PhD, School of Psychology, Deakin University, Geelong, Victoria, Australia

Herbert W. Marsh, PhD, DSc, Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia

Andrew J. Martin, PhD, School of Education, University of New South Wales, Sydney, Australia

Christina Maslach, PhD, Department of Psychology, University of California, Berkeley, Berkeley, California

Daniel C. Molden, PhD, Department of Psychology, Northwestern University, Evanston, Illinois

Arlen C. Moller, PhD, Department of Psychology, Illinois Institute of Technology, Chicago, Illinois

Bernard A. Nijstad, PhD, Department of Organizational Behavior and Human Decision Making, University of Groningen, Groningen, The Netherlands

Meagan M. Patterson, PhD, Department of Educational Psychology, University of Kansas, Lawrence, Kansas

Reinhard Pekrun, PhD, Department of Psychology, University of Munich, Munich, Germany; Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia

Raymond P. Perry, PhD, Department of Psychology, University of Manitoba, Winnipeg, Manitoba, Canada

Eva M. Pomerantz, PhD, Department of Psychology, University of Illinois at Urbana–Champaign, Champaign, Illinois

C. Cybele Raver, PhD, Department of Applied Psychology, New York University, New York, New York

Christopher S. Rozek, PhD, Department of Psychology, University of Chicago, Chicago, Illinois

Emily Q. Rozenzweig, PhD, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland

Richard M. Ryan, PhD, Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia; Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York

Robert J. Rydell, PhD, Department of Psychological and Brain Sciences, Indiana University Bloomington, Indiana

Marjorie W. Schaeffer, MA, Department of Psychology, University of Chicago, Chicago, Illinois

Dale H. Schunk, PhD, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina

Jacob Shane, PhD, Department of Psychology, Brooklyn College, City University of New York, Brooklyn, New York

Christopher M. Spray, PhD, School of Sport, Exercise and Health Sciences, Loughborough University,Loughborough, United Kingdom

Nicole M. Stephens, PhD, Kellogg School of Management,Northwestern University, Evanston, Illinois

Robert J. Sternberg, PhD, Department of Human Development, Cornell University, Ithaca, New York

Sarah S. M. Townsend, PhD, Marshall School of Business, University of Southern California, Los Angeles, California

Elliot M. Tucker-Drob, PhD, Department of Psychology, University of Texas at Austin, Austin, Texas

Katie J. Van Loo, PhD, Department of Psychological and Brain Sciences, Indiana University Bloomington, Indiana

Nico W. Van Yperen, PhD, Department of Psychology, University of Groningen, Groningen, The Netherlands

Gregory M. Walton, PhD, Department of Psychology, Stanford University, Stanford, California

Kathryn R. Wentzel, PhD, department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland

Allan Wigfield, PhD, Department of Human Development and Quantitative Methodology, University of Maryland,College Park, Maryland

Taniesha A. Woods, PhD, independent consultant, New York, New York

David S. Yeager, PhD, Department of Psychology, University of Texas at Austin, Austin, Texas

Alexander Seeshing Yeung, PhD, Institute of Positive Psychology and Education, Australian Catholic University, Sydney, Australia

Barry J. Zimmerman, PhD, Doctoral Program in Educational Psychology, Graduate Center, City University of New York, New York, New York
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