Motivation Myth Busters
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A01=Benjamin C. Heddy
A01=Frank C. Worrell
A01=Wendy S. Grolnick
achievement-goal theory
adaptive learning strategies
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attribution theory
Author_Benjamin C. Heddy
Author_Frank C. Worrell
Author_Wendy S. Grolnick
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behavior change
Category1=Non-Fiction
Category=VSC
Category=VSPM
cognitive dissonance
competence
conceptual change
congruence with self
COP=United States
Delivery_Delivery within 10-20 working days
dunning-kruger effect
ecological systems theory
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_self-help
expectancy-value theory
extrinsic motivation
finding meaning
flow
giving choices
goal congruence
goal setting
goal-directed energy
goal-driven behavior
growth mindset
how to motivate others
implementation intentions
increasing motivation
inner motivational resources
interest theory
intrinsic motivation
intrinsic value
joint problem solving
knowledge change
Language_English
levels of interest
mastery experience
mastery goal
mastery oriented goals
mentoring
metacognition
monitoring progress
motivating others
motivation misconceptions
motivation science
motivation vs. persuasion
motivational strategies
myths about motivation
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parenting
persistence
positive relationships
Price_€10 to €20
procrastination
PS=Active
psychomyths
refutation text
relatedness
relationship building
rewards and punishments
self-determination theory
self-efficacy
self-reflection
self-regulation
SMART goals
social cognitive theory
softlaunch
structural inequity
structure
success experience
supporting autonomy
tapping into motivation
theories of motivation
time management
valued activity
visualizing success
Product details
- ISBN 9781433841675
- Dimensions: 140 x 216mm
- Publication Date: 16 Jul 2024
- Publisher: American Psychological Association
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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What does science tell us about motivation? This book challenges common myths about motivation and offers readers strategies for successfully motivating themselves and others.
Many unscientific and inaccurate ideas about motivation persist because they seem so logical, simple, or appealing. For example, we may say that someone is amp ldquo unmotivated amp rdquo and assume that this is just part of their personality, whereas in reality everyone is motivated and it amp rsquo s more likely that their inaction is related to their interests or to their environment.
This book reveals the scientific truth about motivation. Readers will learn to identify and debunk ten persistent myths about motivation-for example, that visualizing success leads to success, that competition increases motivation for everyone, and that rewards are the best way to enhance motivation-and replace those myths with accurate knowledge that will help them take positive steps toward their goals.
Each chapter uses cutting-edge psychological research and theory to offer scientifically supported strategies for boosting motivation in a variety of contexts including school, work, health, and parenting.
Many unscientific and inaccurate ideas about motivation persist because they seem so logical, simple, or appealing. For example, we may say that someone is amp ldquo unmotivated amp rdquo and assume that this is just part of their personality, whereas in reality everyone is motivated and it amp rsquo s more likely that their inaction is related to their interests or to their environment.
This book reveals the scientific truth about motivation. Readers will learn to identify and debunk ten persistent myths about motivation-for example, that visualizing success leads to success, that competition increases motivation for everyone, and that rewards are the best way to enhance motivation-and replace those myths with accurate knowledge that will help them take positive steps toward their goals.
Each chapter uses cutting-edge psychological research and theory to offer scientifically supported strategies for boosting motivation in a variety of contexts including school, work, health, and parenting.
Wendy S. Grolnick, PhD, is professor of psychology at Clark University, an expert on motivation, and one of the country's leading parenting researchers. She has conducted pioneering studies on the role parents and teachers play in children amp rsquo s motivation and achievement. She has published more than 9 articles in scholarly journals and authored The Psychology of Parental Control: How Well-Meant Parenting Backfires and Pressured Parents, Stressed-Out Kids: Dealing with Competition While Raising a Successful Child, and coedited Retrospect and Prospect in the Psychological Study of Families. Dr. Grolnick amp rsquo s work has been funded by the National Institute of Mental Health, the William T. Grant Foundation, and the Spencer Foundation. Dr. Grolnick is a member of the American Psychological Association amp rsquo s Committee on Children, Youth and Families and the Coalition for Psychology in Schools and Education.
Benjamin C. Heddy, PhD, is associate professor of educational psychology in the Jeannine Rainbolt College of Education at the University of Oklahoma, where he is the director of the Motivation, Out-of-school, Value, and Engagement (MOVE) research lab. His research focuses on cognitive and motivational aspects of learning including engagement, academic emotions, interest development, and learning activities that occur in everyday experience. He also studies the mechanisms of conceptual, emotional, and attitudinal change. His research has been published in Educational Psychologist, the Journal of Engineering Education, Science Education, and Psychology Today. Dr. Heddy currently serves as the president of the Scholarly Consortium for Innovative Psychology in Education (SCIPIE).
Frank C. Worrell, PhD, is a distinguished professor in the Berkeley School of Education at the University of California, Berkeley, where he serves as faculty director of the School Psychology Program and the Academic Talent Development Program. He also holds an affiliate appointment in the Social and Personality Area in the Department of Psychology. His research interests include adolescence, ethnic and racial identity, talent development, and time perspective. Co-editor of Achieving College Dreams, Talent Development as a Framework for Gifted Education, the Psychology of High Performance, and The Cambridge Handbook of Applied School Psychology, he is author of over 7 journal articles and 8 book chapters. Dr. Worrell was the 2 22 president of the American Psychological Association.
Benjamin C. Heddy, PhD, is associate professor of educational psychology in the Jeannine Rainbolt College of Education at the University of Oklahoma, where he is the director of the Motivation, Out-of-school, Value, and Engagement (MOVE) research lab. His research focuses on cognitive and motivational aspects of learning including engagement, academic emotions, interest development, and learning activities that occur in everyday experience. He also studies the mechanisms of conceptual, emotional, and attitudinal change. His research has been published in Educational Psychologist, the Journal of Engineering Education, Science Education, and Psychology Today. Dr. Heddy currently serves as the president of the Scholarly Consortium for Innovative Psychology in Education (SCIPIE).
Frank C. Worrell, PhD, is a distinguished professor in the Berkeley School of Education at the University of California, Berkeley, where he serves as faculty director of the School Psychology Program and the Academic Talent Development Program. He also holds an affiliate appointment in the Social and Personality Area in the Department of Psychology. His research interests include adolescence, ethnic and racial identity, talent development, and time perspective. Co-editor of Achieving College Dreams, Talent Development as a Framework for Gifted Education, the Psychology of High Performance, and The Cambridge Handbook of Applied School Psychology, he is author of over 7 journal articles and 8 book chapters. Dr. Worrell was the 2 22 president of the American Psychological Association.
