Cover

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Title Page, Copyright Page

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pp. i-ii

Contributors

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pp. iii-iv

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Preface

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pp. v-vi

The papers included in this volume were originally presented at a research conference on "The Development of Achievement-Related Motives and Self-Esteem in Children" at the Graduate Center of the City University of New York on October...

Contents

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pp. vii-viii

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Chapter 1. Introduction

Charles P. Smith

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pp. 1-10

How a child develops a desire to do well in activities he undertakes, and how he becomes apprehensive about the possibility of doing poorly are problems of both theoretical and practical significance. This volume presents reports of four extensive research...

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Chapter 2. Sex Differences in Expectancy of Intellectual and Academic Reinforcement

Virginia C. Crandall

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pp. 11-45

Much research in achievement motivation or achievement behavior is carried out under theoretical systems which are basically expectancy X value formulations. While various investigators have found a number of additional constructs helpful in...

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Chapter 3. Social Comparison and the Development of Achievement Motivation

Joseph Veroff

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pp. 46-101

My interest in the ongms of achievement motivation began a number of years ago when a group of us attempted to reconcile a set of inconsistent findings contrasting the level of achievement motivation in Roman Catholics and...

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Chapter 4. The Origin and Expression of Achievement-Related Motives in Children

Charles P. Smith

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pp. 102-150

Individual differences in concern about achieving or doing well at things are well established by the age of 10 or 11. The responses of two 5th grade boys who were asked to tell a story...

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Chapter 5. The Assessment of Achievement Anxieties in Children

Sheila C. Feld and Judith Lewis

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pp. 151-199

The research reported in this chapter grew out of a general interest in the development and manifestations of achievement strivings and anxieties about achievement in young children. There were a number of interesting, substantive questions...

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Chapter 6. Comments on Papers by Crandall and Veroff

John W. Atkinson

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pp. 200-206

Some of us outside the developmental psychology of achievement motivation, viewing this work from the perspective of typical research on the college sophomore, must be impressed with certain features of it. Particularly encouraging...

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Chapter 7. Comments on Papers by Smith and by Feld and Lewis

Seymour B. Sarason

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pp. 207-212

These are not simple papers; these are not short papers; these are very important papers. In the last article I wrote in the anxiety area,l which I considered a kind of swan song, I made the point that anxiety research, and I daresay achievement...

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Chapter 8. Comments on All Papers

Howard A. Moss

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pp. 213-219

The task given to me, to synthesize the presentations collected here, represents quite a formidable undertaking. The papers presented by Crandall, Veroff, Feld and Lewis, and Smith cover such a broad range of concepts and issues and include...

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Chapter 9. Conclusion

Charles P. Smith

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pp. 220-247

When different investigators explore the same area of behavior independently, their results can be reminiscent of the blind man and the elephant-with each researcher believing that his idiosyncratic description is the correct one. When the achievement-related behavior of children of...

Bibliography

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pp. 248-258

Index

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pp. 259-263