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A Motivational Analysis of Selfdetermination
Lyn Corno 53 Teachers College Columbia University New York
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ability academic achievement activity American Ames asked associated attempt attitudes attributions behavior beliefs better causal causes chapter child classroom close cognitive competence competitive concept concern context contingency cooperative correlation described Educational effects efficacy effort environment evidence example expectations experience external extrinsic factors failure feel findings friends goals important increase indicated individual influence instruction interaction interest internal intrinsic motivation involved Johnson Journal judgments learning less measure negative one's outcomes particular pattern perceived perceptions performance positive practice predictions presented Press problem processes promote questions ratings reasons relationship relative relevance reported responses Review rewards role Ryan self-evaluation sense of efficacy situations skills social Social Psychology specific strategies structure subjects success suggest task teachers teaching tend theory tion University variables York