References+for+MotivationalLearningTheories+Wiki


 * 'old' wiki home page **


 * Image **[]


 * Motivation in General page **

Urdan, T.& Schoenfelder, E. (2006). Classroom effects on student motivation: goal structures, social relationships, and competence beliefs. //Journal of School Psychology, 44 //, 331-349. Webster’s definition of “motivation” Retrieved from [] Motivation word cloud [] Fite, K. (2009). //A Review of Drive //: //The Surprising Truth about What Motivates Us. Networks, 12(2). // [] http://motivation-project.wikispaces.com/Home [] [] <span style="font-family: Cambria,serif;">[]


 * <span style="font-family: Cambria,serif;">Videos for fun page **

<span style="font-family: Cambria,serif;">The Importance of Motivation. [] <span style="font-family: Cambria,serif;">Motivational video inspires excellentce.[] <span style="font-family: Cambria,serif;">The Best Motivation Video []


 * <span style="font-family: Cambria,serif;">Wookie Home Page **

<span style="font-family: Cambria,serif;">“DREAM” picture [|http://www.bing.com/images/search?q=motivation+images&view=detail&id=2D2B4DCF53EB92BD0A560907CDFCC92C09E41462&first=91&FORM=IDFRIR] <span style="font-family: Cambria,serif;">Motivation street sign [] <span style="font-family: Cambria,serif;">Shark motivation poster []


 * <span style="color: windowtext; font-family: Cambria,serif;">Learning Motivation Theories pages **
 * **Attribution Theory**
 * **<span style="font-family: Cambria,serif;">Media (video and pictures) **
 * **<span style="font-family: Cambria,serif;">Attribution Theory Xtranormal 3. **<span style="font-family: Cambria,serif;">[]
 * **<span style="font-family: Cambria,serif;">Case study **
 * **<span style="font-family: Cambria,serif;">Related articles **
 * **<span style="color: #250e71; font-family: Cambria,serif;">~ **[|**Weiner, B.**]**<span style="color: #250e71; font-family: Cambria,serif;">(2010): The Development of an Attribution-Based Theory of Motivation: A History of ** **<span style="color: #250e71; font-family: Cambria,serif;">Ideas, **//**<span style="color: #250e71; font-family: Cambria,serif;">Educational Psychologist, 45 **//**<span style="color: #250e71; font-family: Cambria,serif;">(1), 28-36. ** <span style="font-family: Cambria,serif;">[]
 * <span style="color: #3c2970; font-family: Cambria,serif;">~ <span style="font-family: Cambria,serif;">[|Thompson, T.] <span style="color: #3c2970; font-family: Cambria,serif;"> (1994). Self-worth protection: Review and implications for the classroom. //<span style="color: #3c2970; font-family: Cambria,serif;">Educational Review, 26 //<span style="color: #3c2970; font-family: Cambria,serif;">(3), 259-273.
 * **<span style="font-family: Cambria,serif;">What do the experts say **
 * **<span style="font-family: Cambria,serif;">Bibliography (speaks for itself) **
 * **<span style="font-family: Cambria,serif;">Biography of a theorist **


 * **Expectancy-Value Theory**
 * **<span style="font-family: Cambria,serif;">Media (video and pictures) **
 * <span style="font-family: Cambria,serif;">Notre Dame Football and the Expectancy Theory []
 * <span style="font-family: Cambria,serif;">The Expectancy Theory. []
 * <span style="font-family: Cambria,serif;">Porsche commercial. []
 * **<span style="font-family: Cambria,serif;">Case study **
 * **<span style="font-family: Cambria,serif;">Related articles **
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Bembenutty, Hefer (2008). **[|**Academic delay of gratification and expectancy value**]**<span style="font-family: Arial,sans-serif; font-size: 10pt;">. **//**<span style="font-family: Arial,sans-serif; font-size: 10pt;">Personality and Individual Differences, **////**<span style="font-family: Arial,sans-serif; font-size: 10pt;">44 **//**<span style="font-family: Arial,sans-serif; font-size: 10pt;">, p193-202. **
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wigfield, A. & Eccles, J.S. (2000). **[|**Expectancy-value theory of achievement motivation**]**<span style="font-family: Arial,sans-serif; font-size: 10pt;">. **//**<span style="font-family: Arial,sans-serif; font-size: 10pt;">Contemporary Educational Psychology, **////**<span style="font-family: Arial,sans-serif; font-size: 10pt;">25 **//**<span style="font-family: Arial,sans-serif; font-size: 10pt;">, p68-81. **
 * **<span style="font-family: Cambria,serif;">What do the experts say **
 * **<span style="font-family: Cambria,serif;">Bibliography (speaks for itself) **
 * **<span style="font-family: Cambria,serif;">Biography of a theorist **


 * **Goal Theory**
 * **<span style="font-family: Cambria,serif;">Media (video and pictures) **
 * Too much emphasis on getting an A. []
 * Fear to fail? Then do nothing! []
 * Picture of flower/goals. []
 * **<span style="font-family: Cambria,serif;">Case study **
 * **<span style="font-family: Cambria,serif;">Related articles **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Urdan, T.& Schoenfelder, E. (2006). Classroom effects on student motivation: goal structures, social relationships, and competence beliefs. //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Journal of School Psychology, 44 //<span style="font-family: Arial,sans-serif; font-size: 10pt;">, 331-349.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">McDonald, A. (2010). Keeping the vision alive: maintaining motivation and promoting effective learning. Procedia Social and Behavioral Sciences, 3, 190-193.
 * **<span style="font-family: Cambria,serif;">What do the experts say **
 * **<span style="font-family: Cambria,serif;">Bibliography (speaks for itself) **
 * **<span style="font-family: Cambria,serif;">Biography of a theorist **


 * **Intrinsic and Extrinsic Motivation**
 * **<span style="font-family: Cambria,serif;">Media (video and pictures) **
 * **<span style="font-family: Cambria,serif;">Behavioral economics of intrinsic motivation. **[]
 * **<span style="font-family: Cambria,serif;">Motivation is a fire picture. http://ts1.mm.bing.net/images/thumbnail.aspx?q=1357403654792&id=f1fc11fd7a92da2a8cbf2f06ffbd9307&url=http%3a%2f%2fwww.coolwidescreenwallpapers.com%2fwallpapers%2f16001200%2fmotivational%2fmotivational17.jpg **
 * **<span style="font-family: Cambria,serif;">Teacher in front of class picture. http://4.bp.blogspot.com/_Hb-IRNh9WXo/TERFW9OudjI/AAAAAAAAAxU/GkBMExcigeI/s1600/Motivation.jpg **
 * **<span style="font-family: Cambria,serif;">Guy chasing dollar sign picture. http://accidental-hr.com/wp-content/uploads/2010/08/bigstock_Self_Motivation_Golden_Dollar_2032755.jpg **
 * **<span style="font-family: Cambria,serif;">Case study **
 * **<span style="font-family: Cambria,serif;">Related articles **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Judy L. (2011): Got Motivation? Six Great Resources for Instructors at Every Level. //<span style="font-family: Arial,sans-serif; font-size: 10pt;">College // //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Teaching, 59 //<span style="font-family: Arial,sans-serif; font-size: 10pt;">(4), 150-153.
 * **<span style="font-family: Cambria,serif;">What do the experts say **
 * **<span style="font-family: Cambria,serif;">Bibliography (speaks for itself) **
 * **<span style="font-family: Cambria,serif;">Biography of a theorist **


 * **Social Cognitive Theory**
 * **<span style="font-family: Cambria,serif;">Media (video and pictures) **
 * The social-cognitive approach. []
 * **<span style="font-family: Cambria,serif;">Case study **
 * **<span style="font-family: Cambria,serif;">Related articles **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Anderson, E.S., Winnett, R.A., & Wojcik (2007). Self-regulation, self-efficacy, outcome expectations, and social support: social cognitive theory and nutrition behavior. //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Annals of Behavioral Medicine, 34 //<span style="font-family: Arial,sans-serif; font-size: 10pt;">(3), 304-312
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Schunk, D.H., Pintrich, P.R., & Meece, J.L. (2008). Motivation in Education: Theory, Research, and Applications. 3rd ed. Upper Saddle River, New Jersey: Pearson.
 * **<span style="font-family: Cambria,serif;">What do the experts say **
 * **<span style="font-family: Cambria,serif;">Bibliography (speaks for itself) **
 * **<span style="font-family: Cambria,serif;">Biography of a theorist **


 * <span style="font-family: Cambria,serif;">In the Real world pages (only those references not already referenced other places in the wiki) If reference is used in wiki, should be hyperlinked to that section. **
 * <span style="font-family: Cambria,serif;">Motivation in Extension Education


 * <span style="font-family: Cambria,serif;">Motivation in Manufacturing World

> <span style="font-family: Georgia,serif; font-size: 10pt;">Nilsson, K.E.L. & Stomberg, M.I.W. (2008). Nursing students motivation toward their studies-a survey study. BMC Nursing, 7(6), 1-7. doi:10.1186/1472-6955-7-6. Retrieved from [].
 * <span style="font-family: Cambria,serif;">Nursing Education & Motivation

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 * <span style="font-family: Cambria,serif;">Motivation and Human Resource Development


 * <span style="font-family: Cambria,serif;">For Educators: Constructivist Learning Theory as Motivating