EPSY387 Spring 2019 Class Presentation Group Assignment and Date for Each Group

The person marked # is the group leader

Group 1 Fatmah, So Seon*, and Dan (Barrett) April 9 Expectancy-value theory

Group 2 Dan (Buehler)*, Tashawn, and Lashaina April 11 Attribution theory

Group 3 Kimberly, Nagnouma, and Joey* April 16 Self-efficacy theory

Group 4 Kelly, Destiny*, and Caleb April 18 Rewards and incentives

Group 5 Kristen*, Nadea, and Rosalie April 23 Drives/needs (organismic)

Group 6 Michael, Abigail*, and McKenzie April 25 Goal setting (what)

Group 7 Emily*, Dominique, and Emanuel April 30 Goal orientation (why)

Group 8 Kaya, Clarissa, Isadore* and Leanna May 2 Intrinsic motivation

Group 9 Jada, Stephanie, Shelley, and Zane* May 7 Volition

EPSY387 Course Readings

Baiting the hook (case) (Click to download)

Mary Ewing (case). (Click to download)

Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372.  (Click to download)

Bandura, A., & Jourden, F. J. (1991). Self-regulatory mechanisms governing the impact of social comparison on complex decision making. Journal of Personality and Social Psychology, 60, 941-951. (Click to download)

Bidjerano. T., & Dai, D. Y. (2007). Relationship between big-five personality and self-regulated learning.  Learning and Individual Differences,17, 69-81. (Click to download)

Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28, 149-167.  (Click to download)

Corno, L. (2001). Volitional aspect of self-regulated learning. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement (2nd ed.; pp. 191-225). New York: Routlege. (Click to download)

Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14-22. (Click to download)

Elliot, A. J., & Harackiewicz, J. M. (1994). Goal setting, achievement orientation, and intrinsic motivation: a mediational analysis. Journal of Personality and Social Psychology, 66, 968-980.  (Click to download)

Hatano, G. (1988). Social and motivational bases for mathematic understanding. In G. B. Saxe & M. G. Gearhart (Eds.), Children's mathematics (pp. 55-70). San Francisco: Jossey-Bass. (Click to download)

Mischel, W. et al. (2011). “Willpower” over the life span: Decomposing self-regulation. Social cognitive and affective neuroscience, 6, 252-256. (Click to download)

Solmon, M. A. (1996). Impact of motivational climate on students' behaviors and perceptions in a physical education setting.  Journal of Educational Psychology, 88, 731-738. (Click to download)

Vancouver, J. B. Weinhardt, J. M., & Vigo, R. (2014). Change one can believe in: Adding learning to computational models of self-regulation. Organizational Behavior and Human Decision Processes, 124, 56–74. (Click to downloa01