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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722 Pages
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March 24, 2017
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Now completely revised (over 90% new), this handbook established the concept of competence as an organizing framework for the field of achievement motivation. With an increased focus on connecting theory to application, the second edition incorporates diverse perspectives on why and how individuals are motivated to work toward competence in school, work, sports, and other settings. Leading authorities present cutting-edge findings on the psychological, sociocultural, and biological processes that shape competence motivation across development, analyzing the role of intelligence, self-regulated learning, emotions, creativity, gender and racial stereotypes, self-perceptions, achievement values, parenting practices, teacher behaviors, workplace environments, and many other factors. As a special bonus, purchasers of the second edition can download a supplemental e-book featuring several notable, highly cited chapters from the first edition.

New to This Edition

“Each contributor is able to present his or her area of expertise, while at the same time making it clear why competence is important to that area....May very well be an essential addition to any motivation researcher's library, and it would also make a wonderful text for either an advanced seminar or a graduate course dedicated to the topic of motivation.”

PsycCRITIQUES (on the first edition)


“You are holding in your hands a complete encyclopedia of current thinking on motivation and, more generally, the psychology of achievement. I cannot imagine a more esteemed group of authors to guide readers through the fundamentals of this area—and right up to the cutting edge.”

—Angela Duckworth, PhD, Founder and Scientific Director, Character Lab; Christopher H. Browne Distinguished Professor of Psychology, University of Pennsylvania


“Like the first edition of this handbook, the second edition brings together the world's greatest experts on competence motivation to provide readers with the most important ideas and recent discoveries. Andit does something else that is new to this edition and very significant: it discusses exciting applications in key domains of everyday life, including education, business, and athletics. More than ever, this is a 'must-read' handbook for researchers, practitioners, and students.”

—E. Tory Higgins, PhD, Stanley Schachter Professor of Psychology and Professor of Business, Columbia University


“This is a worthy and stunning sequel to the first edition, and much more than an update. Completely new chapters on core topics in motivation capture significant advances over the past decade. The coverage of intervention in each chapter is notable and refreshing. I can hardly wait to use this volume in my graduate seminar on motivation, where the topics of application and practice are always underlying themes. This handbook is the best evidence to date that the field of motivation is alive and well, and that it provides a valuable framework for addressing complex, real-world challenges, such as the racial achievement gap and the underrepresentation of women in STEM fields. Kudos to the editors and chapter authors for assuring the continued vitality of our field.”

—Sandra Graham, PhD, Distinguished Professor and UC Presidential Chair in Education and Diversity, Department of Education, University of California, Los Angeles


“The second edition improves on its terrific predecessor with its deliberate attention to interventions that can promote achievement in schools and workplaces, making this volume extremely valuable to a broad audience of students, educators, and practitioners. The contributors are the most influential scholars in the field of motivation science. They provide critical perspectives on competence and motivation, with an eye toward both history and new frontiers.”

—Joshua Aronson, PhD, Associate Professor of Applied Psychology and Director, Mindful Education Lab, New York University

Table of Contents

I. Introduction

1. Competence and Motivation: Theory and Application, Andrew J. Elliot, Carol S. Dweck, & David S. Yeager

II. Central Constructs

2. Intelligence and Competence in Theory and Practice, Robert J. Sternberg

3. Achievement Motives, David E. Conroy

4. Achievement Goals, Andrew J. Elliot & Chris S. Hulleman

5. An Attribution Perspective on Competence and Motivation: Theory and Treatment Interventions, Raymond P. Perry & Jeremy M. Hamm

6. Competence Self-Perceptions, Herbert W. Marsh, Andrew J. Martin, Alexander Seeshing Yeung, & Rhonda G. Craven

7. Achievement Values: Interactions, Interventions, and Future Directions, Allan Wigfield, Emily Q. Rosenzweig, & Jacquelynne S. Eccles

8. Mindsets: Their Impact on Competence Motivation and Acquisition, Carol S. Dweck & Daniel C. Molden

9. Understanding and Addressing Performance Anxiety, Sian L. Beilock, Marjorie W. Schaeffer, & Christopher S. Rozek

III. Relevant Processes

10. Challenge and Threat Appraisals, Jeremy P. Jamieson

11. Competence Assessment, Social Comparison, and Conflict Regulation, Fabrizio Butera & Céline Darnon

12. Competence as Central, but Not Sufficient, for High-Quality Motivation: A Self-Determination Theory Perspective, Richard M. Ryan & Arlen C. Moller

13. Competence and Pay for Performance, Barry Gerhart & Meiyu Fang

14. Achievement Emotions, Reinhard Pekrun

15. The Many Questions of Belonging, Gregory M. Walton & Shannon T. Brady

16. Stereotype Threat: New Insights into Process and Intervention, Robert J. Rydell, Katie J. Van Loo, & Kathryn L. Boucher

17. Role of Self-Efficacy and Related Beliefs in Self-Regulation of Learning and Performance, Barry J. Zimmerman, Dale H. Schunk, & Maria K. DiBendetto

18. Interest: Theory and Application, Judith M. Harackiewicz & Maximilian Knogler

19. On Becoming Creative: Basic Theory and Implications for the Workplace, Carsten K. W. De Dreu & Bernard A. Nijstad

20. Motivation, Competence, and Job Burnout, Michael P. Leiter and Christina Maslach

IV. Development

21. Early Reasoning about Competence Is Not Irrationally Optimistic, Nor Does It Stem from Inadequate Cognitive Representations, Andrei Cimpian

22. Self-Regulation in Early Childhood: Implications for Motivation and Achievement, C. Cybele Raver, Katherine A. Adams, & Clancy Blair

23. Competence and Motivation during Adolescence, David S. Yeager, Hae Yeon Lee, & Ronald E. Dahl

24. Competence and Motivation at Work throughout Adulthood: Making the Most of Changing Capacities and Opportunities, Jutta Heckhausen, Jacob Shane, & Ruth Kanfer

25. Motivational Factors as Mechanisms of Gene–Environment Transactions in Cognitive Development and Academic Achievement, Elliot M. Tucker-Drob

V. Social Groups and Social Influences

26. Gender and Competence Motivation, Ruth Butler & Liat Hasenfratz

27. Social Class and Models of Competence: How Gateway Institutions Disadvantage Working-Class Americans and How to Intervene, Nicole M. Stephens, Andrea G. Dittmann, & Sarah S. M. Townsend

28. Race and Ethnicity in the Study of Competence Motivation, Beth E. Kurtz-Costes & Tanisha A. Woods

29. Social Striving: Social Group Membership and Children’s Motivations and Competencies, Rebecca S. Bigler, Amy Roberson Hayes, & Meagan M. Patterson

30. The Role of Parenting in Children’s Motivation and Competence: What Underlies Facilitative Parenting?, Eva M. Pomerantz & Wendy S. Grolnick

31. Peer Relationships, Motivation, and Academic Performance at School, Kathryn R. Wentzel

32. The Roles of Schools and Teachers in Fostering Competence Motivation, Eric M. Anderman & DeLeon L. Gray

33. Competence and Motivation in the Physical Domain: The Relevance of Self-Theories in Sports and Physical Education, Christopher M. Spray

34. Competence and the Workplace, Nico W. Van Yperen

VI. Psychological Interventions

35. Turning Point: Targeted, Tailored, and Timely Psychological Intervention, Geoffrey L. Cohen, Julio Garcia, & J. Parker Goyer

Supplemental E-Book Featuring Selected Chapters from the First Edition:

*A Conceptual History of the Achievement Goal Construct, Andrew J. Elliot

*Motivation from an Attribution Perspective and the Social Psychology of Perceived Competence, Bernard Weiner

*Self-Theories: Their Impact on Competence Motivation and Acquisition, Carol S. Dweck & Daniel C. Molden

*Competence Motivation in the Classroom, Tim Urdan & Julianne C. Turner

*Cultural Competence: Dynamic Processes, Chi-yue Chiu & Ying-yi Hong


About the Editors

Andrew J. Elliot, PhD, is Professor of Psychology at the University of Rochester. He has been a visiting professor at Cambridge University and Oxford University, United Kingdom; King Abdulaziz University, Saudi Arabia; and the University of Munich, Germany, and a Visiting Fellow at Churchill College (Cambridge) and Jesus College (Oxford). Dr. Elliot’s research focuses on achievement motivation and approach-avoidance motivation. He is editor of Advances in Motivation Science and author of approximately 200 scholarly publications. The recipient of multiple awards for his teaching and research contributions to educational and social/personality psychology, he has given keynote or university addresses in more than 20 countries, and his lab regularly hosts professors, postdocs, and graduate students from around the globe.

Carol S. Dweck, PhD, is the Lewis and Virginia Eaton Professor of Psychology at Stanford University. Her research focuses on the critical role of mindsets in students’ achievement and has led to successful intervention to foster student learning. Dr. Dweck is a member of the American Academy of Arts and Sciences and the U.S. National Academy of Sciences, and is the recipient of nine different lifetime achievement awards for her research. She addressed the United Nations on the eve of its new global development agenda and has advised governments on educational and economic policies. Dr. Dweck's bestselling book Mindset: The New Psychology of Success brought her research to the wider public.

David S. Yeager, PhD, is Assistant Professor of Psychology at the University of Texas at Austin. Dr. Yeager’s research focuses on motivation and adolescent development and on the use of behavioral science to make improvements toward pressing social issues. Dr. Yeager is co-chair of the Mindset Scholars Network, an interdisciplinary network devoted to improving the science of learning mindsets and expanding educational opportunity. He holds appointments at the Carnegie Foundation for the Advancement of Teaching, the Population Research Center and the Charles A. Dana Center at the University of Texas at Austin, and the Center for Advanced Study in the Behavioral Sciences, and he is the recipient of more than 15 awards in social, developmental, and educational psychology.

Contributors

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

Audience

Researchers and students in social/personality, developmental, educational, and industrial/organizational psychology.

Course Use

Serves as a primary or supplemental text in advanced undergraduate- and graduate-level courses in achievement motivation and related topics.
Previous editions published by Guilford:

First Edition, © 2005
ISBN: 9781593856069
New to this edition: