In lieu of an abstract, here is a brief excerpt of the content:

Références de la partie 1 Adams, J., Priest, R. F. et Prince, H. T. (1985). Achievement motive: Analysing the validity of the WOFO. Psychology of Women Quarterly, 9, 357-370. Amabile, T. M., Hill, K. G., Hennessey, B. A. et Tighe, E. M. (1994). The Work Preference Inventory : Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66, 950-967. Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. Ames, C. (1992). Achievement goals and the classroom motivational climate. Dans D. H. Schunk et J. L. Meece (dir.), Student perceptions in the classroom (p. 327-347). NJ: Erlbaum. Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. Dans G. Roberts (dir.), Motivation in sport and exercise (p. 161-176). Champaign, IL: Human Kinetics. Ames, C. et Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267. Aronson, E. (1958). The need for achievement as measured by graphic expression. Dans J. W. Atkinson (dir.), Motives in Fantasy, Action, and Society. Princeton, NJ: Van Nostrand. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372. Atkinson, J. W. (1960). Personality dynamics. Annual Review of Psychology, 11, 255-290. Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Biddle, S., Cury, F., Goudas, M., Sarrazin, P., Famose, J.-P. et Durand, M. (1995). Development of scales to measure perceived physical education class climate: A cross-national project. British Journal of Educational Psychology, 65, 341-358. Bowers, K. S. (1973). Situationism in psychology : An analysis and critique. Psychological Review, 80, 307-336. Brandstätter, V. (2005). Review of the Objective Achievement Motivation Test. Zeitschrift für Personalpsychologie , 4, 132-137. 76 Questionnaires psychologiques pour l’activité physique, le sport et l’exercice Brière, N. M., Vallerand, R. J., Blais, M. et Pelletier, L. (1995). Développement et validation d’une mesure de motivation intrinsèque, extrinsèque et d’amotivation en contexte sportif: L’échelle de motivation dans les sports (ÉMS). Journal international de psychologie du sport, 26, 465-489. Brunel, P. C. (1996). The relationship of task and ego orientation to intrinsic and extrinsic motivation. Journal of Sport and Exercise Psychology, 18 (Suppl.), S59. Byrne, Z. S., Mueller-Hanson, R. A., Cardador, J. M., Thornton III, G. C., Schuler, H., Frintrup, A. et Fox, S. (2004). Measuring achievement motivation: Tests of equivalency for English, German, and Israeli versions of the Achievement Motivation Inventory. Personality and Individual Differences, 37, 203-217. Carr, S. (2006). An examination of multiple goals in children’s physical education: Motivational effects of goal profiles and the role of perceived climate in multiple goal development. Journal of Sports Sciences, 24, 281-297. Carr, S. et Weigand, D. A. (2001). Parental, peer, teacher and sporting heroes on goal orientations of children in physical education. European Physical Education Review, 7, 305-328. Carr, S., Weigand, D. A. et Hussey, W. (1999). The relative influence of parents, teachers and peers on children and adolescents’ achievement and intrinsic motivation and perceived competence in physical education. Journal of Sport Pedagogy, 5, 28-50. Cassidy, T. et Lynn, R. (1989). A multifactorial approach to achievement motivation: The development of a comprehensive measure. Journal of Occupational Psychology, 62, 301-312. Chambliss, D. (1989). The mundanity of excellence: An ethnographic report on stratification and Olympic swimmers. Sociology Theory, 7, 70-86. Chi, L. et Duda, J. L. (1995). Multi-sample confirmatory factor analysis of the task and ego orientation questionnaire. Research Quarterly for Exercise and Sport, 65, 91-98. Connell, J. P. et Ryan, R. M. (1984). A developmental theory of motivation in the classroom. Teacher Education Quarterly, 11, 64-77. Connell, J. P. et Ryan, R. M. (1987, Fall). Motivation and development in the social context of schools. International Society for Study of Behavioral Development: Newsletter, 1-2. Conroy, D. E., Elliot, A. J. et Hofer, S. M. (2003). A 2 × 2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability and external validity. Journal of Sport and Exercise Psychology, 25, 456-476. Covington, M. V. et Beery, R. G. (1976). Self-worth and school learning. New York : Holt, Rinehart, and Winston. Cury, F...

Share