Running head: Incentives and flow-experience in learning settings ...

More documents

Recommendations

Info

16performed before. Teachers may decide whether adapting task challenges to differentperiods of learning (learning new things without being evaluated vs. preparing for anexamination) is practical in their teaching work.ReferencesAtkinson, J. W. (1957). Motivational determinants of risk taking behavior.Psychological Review, 64, 359-372.Bandura, A. (1997). Self-efficacy: The exercise of control. New York:Freeman.Beckman, J., & Heckhausen, H. (2008). Motivation as a function ofexpectancy and incentives. In H. Heckhausen & J. Heckhausen (Eds.), Motivation andaction (pp. 99-136). Cambridge, UK: Cambridge University Press.Brunstein, J. C., & Heckhausen, H. (2008). In H. Heckhausen & J.Heckhausen (Eds.), Motivation and action (pp. 137-183). Cambridge, UK: CambridgeUniversity Press.Brunstein, J. C., Schultheiss, O. C., & Grässmann, R. (1998). Personal goalsand emotional well-being: The moderating role of motive dispositions. Journal ofPersonality and Social Psychology, 75, 494-508.Bühler, K. (1922). Die geistige Entwicklung des Kindes [The mentaldevelopment of the child]. Jena, Germany: Fischer.Clavadetscher, C. (2003). Motivation ehrenamtlicher Arbeit im VereinMahogany Hall, Bern [Motivation for voluntary work in the association MahoganyHall, Bern]. Bern: Abschlussarbeit NDS BWL/UF, Hochschule für Technik undArchitektur.Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco:Jossey-Bass.Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience.New York: Harper & Row.Csikszentmihalyi, M. (1999). Das Flow-Erlebnis: Jenseits von Angst undLangeweile. [Flow experience: Beyond Anxiety and Boredom]. Stuttgart, Germany:Klett-Cotta.Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In A. J.Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 598-608).New York: Guilford.Csikszentmihalyi, M., & Csikszentmihalyi, I. (1988). Optimal experience:Psychological studies of flow in consciousness. Cambridge, UK: CambridgeUniversity Press.Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1991). Dieaussergewöhnliche Erfahrung im Alltag: Die Psychologie des Flow-Erlebens[Extraordinary experience in everyday life: Psychology of flow experience]. Stuttgart,Germany: Klett-Cotta.Csikszentmihalyi, M., & LeFevre, J. (1989). Optimal experience in work andleisure. Journal of Personality and Social Psychology, 56, 815-822.Csikszentmihalyi, M., & Rathunde, K. (1992). The measurement of flow ineveryday life: Toward a theory of emergent motivation. In R. Dienstbier & J. E.Jacobs (Eds.), Nebraska Symposium on motivation (pp. 57-97). Lincoln, NE:University of Nebraska Press.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers:A longitudinal study of their development. New York: Cambridge University Press.Dahme, G., Jungnickel, D., & Rathje, H. (1993). Güteeigenschaften derAchievement Motives Scale (AMS) von Gjesme und Nygard (1970) in der deutschenÜbersetzung von Göttert und Kuhl: Vergleich der Kennwerte norwegischer unddeutscher Stichproben [Psychometric indices of the Achievement Motives Scale byGjesme and Nygard (1970) in the German version by Goettert and Kuhl: Acomparison of Norwegian and German samples]. Diagnostica, 39, 257-270.DeCharms, R. (1968). Personal causation. New York: Academic.Deci, E. L., & Ryan, R. M. (1980). The empirical exploration of intrinsicmotivational processes. In L. Berkowitz (Ed.), Advances in experimental socialpsychology (pp. 39- 80). New York: Academic.Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determinationin human behavior. New York: Plenum.Dweck, C. (1996). Capturing the dynamic nature of personality. Journal ofResearch in Personality, 30, 348-362.Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals.Annual Review of Psychology, 53, 109-132.Eisenberger, R., Jones, J. R., Stinglhamber, F., Shanock, L., & Randall, A. T.(2005). Flow experiences at work: For high need achievers alone? Journal ofOrganizational Behavior, 26, 755-775.Elliot, A. J. (2005). A conceptual history of the achievement goal construct. InA. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York: Guilford.Elliot, A. J., & Harackiewicz, J.M. (1996). Approach and avoidanceachievement goals and intrinsic motivation. A mediational analysis. Journal ofPersonality and Social Psychology, 70, 461-475.Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchicalmodel of achievement motivation. Educational Psychology Review, 13(2), 139-156.Ellis, G. D., Voelkl, J. E., & Morris, C. (1994). Measurements and analysisissues with explanation of variance in daily expierience using the flow model. Journalof Leisure Research, 26, 337-356.Emmons, R.A. (1989). The personal striving approach to personality andsubjective well-being. In L. A. Pervin (Ed.), Goal concepts in personality and socialpsychology (pp. 87-126). Hillsdale, NJ: Erlbaum.Engeser, S., & Rheinberg, F. (2008). Flow, performance, and moderators ofchallenge-skill balance. Manuscript submitted for publication.Engeser, S., Rheinberg, F., Vollmeyer, R., & Bischoff, J. (2005). Motivation,Flow-Erleben und Lernleistung in universitären Lernsettings [Motivation, flowexperience and performance in learning settings at university]. Zeitschrift fürPädagogische Psychologie, 19, 159-172.Gable, S. L., Reis, H. T., & Elliot, A. J. (2003). Evidence for bivariatesystems: An empirical test of appetition and aversion across domains. Journal ofResearch in Personality, 37, 349-372.Groos, K. (1899). Die Spiele des Menschen [Human games]. Jena, Germany:Fischer.Harackiewicz, J. M., & Sansone, C. (1991). Goals and intrinsic motivation:You can get there from here. In M. L. Maehr & P. R. Pintrich (Eds.), Advances inmotivation and achievement (Vol. 7, pp. 21-49). Greenwich, CT: JAI Press.17
Page 4: 4The latter perspective is taken in
Page 11 and 12: 3.1.2. “Local” antecedents of f
Page 13 and 14: difficult task which is preferred b
Page 15: settings these results mean that in
Page 19 and 20: Pates, J., Karageorghis, C. I., Fry
Page 21: 21S-O ExpectancyA-O ExpectancyO-C E

Running head: Incentives and flow-experience in learning settings ...

Create successful ePaper yourself

Delete template?

Save as template?