Skip to main content Accessibility help
×
  • Cited by 7
Publisher:
Cambridge University Press
Online publication date:
July 2017
Print publication year:
2017
Online ISBN:
9781139032896
Subjects:
Sociology: General Interest, Psychology, Psychology: General Interest, Sociology

Book description

This book raises the question of whether or not educators can promote intrinsic motivation among college students when they seem overwhelmingly focused on grades. Indeed, can there be life beyond grades? The answer is 'Yes'. A love of learning can coexist, even thrive, in the face of competing pressures from grades. Drawing on recent, ground-breaking classroom research, the authors articulate a new understanding of the causes of the stalemate between intrinsic and external motivation, so that a reconciliation between them can be achieved. Then the authors apply a powerful set of motivational and pedagogical principles to lay out a step-by-step blueprint for designing and teaching college courses that promote intrinsic motivation as a primary educational goal in its own right, above and beyond knowledge and skill acquisition. This practical blueprint draws on authentic case study examples from a variety of subject-matter disciplines.

Reviews

'We have all experienced the tension, likely as both a student and as an educator, between learning for the sake of learning and the perceived high stakes of earning a good grade. … The book, Life Beyond Grades: Designing College Courses to Promote Intrinsic Motivation, by Covington, von Hoene, and Voge, examines this tension and provides motivational and pedagogical principles so that learning and grades can exist side-by-side.'

Jennifer J. Waldron Source: PsycCRITIQUES

Refine List

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
×

Contents

References

Abt, C. C. (1986) Serious games. New York: Lanham.
Adelson, B. (1981). Problem solving and the development of abstract categories in programming languages. Memory and Cognition, 9, 422423.
Ambrose, S. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Wiley.
Ames, C., and Archer, J. (1987). Mothers’ beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79, 409414.
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359372.
Barr, R. B., and Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change (November–December), 13–25.
Baldi, V. (2014). The effects of a problem based learning approach on students’ attitude levels: A meta-analysis. Educational Research and Reviews, 9(9), 272276.
Beery, R. G. (1975). Fear of failure in the student experience. Personnel and Guidance Journal, 54, 190203.
Birney, R. C., Burdick, H., & Teevan, R. C. (1969). Fear of failure. New York: Van Nostrand.
Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21, 531.
Bloom, B. (1956). Taxonomy of educational objectives handbook. New York: David Mckay Co.
Born, D. G., & Zlutnick, S. (1972). Personalized instruction. Educational Technology, 12, 3034.
Born, D. G., Gledhill, S. N., & Davis, M. L. (1972). Examination performance in lecture-discussion and personalized instruction courses. Journal of Applied Behavior Analysis, 5, 3343.
Boyer, E. (1998). Reinventing undergraduate education: A blueprint for America’s research universities. New York: State University of New York of Stony Brook.
Bransford, J. D., Nitsch, K. E., & Franks, J. J. (1977). The facilitation of knowing. In Anderson, R. C., Spiro, R. J., & Montague, W. E. (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Erlbaum.
Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. Contributions to Human Development [Special Issue], 21, 108126.
Burns, R. (1978). Models of instructional organization: A case book on mastery learning and outcome-based education. San Francisco: Far West Laboratory for Educational Research and Development.
Butler, D., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Education Research, 65, 245281.
Butler, R., & Nisan, M. (1986) Effects of no feedback, task-related comments, and grade on intrinsic instruction and performance. Journal of Educational Psychology, 78, 210216.
Campbell, D. N. (1974, October). On being number one: Competition in education. Phi Delta Kappan, 143–146.
Carver, C. S., & Scheier, M. F. (1986). Functional and dysfunctional responses to anxiety: The interaction between expectancies and self-focused attention. In Schwrzer, R. (Ed.), Self-related cognitions in anxiety and motivation. (pp. 111141). Hillsdale, NJ: Erlbaum.
Chase, W. C., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 5581.
Christie, A. (1931). The floating admiral. New York: Doubleday, Doran Co.
Churchill, W. S. (1923). The world crisis (Vol. 1, Part 1). New York: Scribner’s Sons.
Clement, J. (1982). Analogical reasoning patterns in expert problem solving: Proceedings of the Fourth Annual Conference of the Cognitive Science Society. Ann Arbor: University of Michigan Press.
Combs, A. W. (1957). The myth of competition: Childhood education. Washington, DC: Association for Childhood Education International.
Condry, J. D., & Chambers, J. (1978). Intrinsic motivation and the process of learning. In Lepper, M. R. & Greene, D. (Eds.), The hidden costs of rewards: New perspectives on the psychology of human motivation (pp. 6184). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Corno, L. (1993). The best laid plans: Modern conceptions of volition and educational research. Educational Research, 22, 1422.
Covington, M. V. (1985a). The effects of multiple-testing opportunities on rote and conceptual learning and retention. Human Learning, 4, 5772.
Covington, M. V. (1985b). Text anxiety: Causes and effects over time. In van der Ploeg, H. M., Schwarzer, R., & Spielberger, C. D. (Eds.), Advances in test anxiety research (Vol. 4, pp. 5568). Hillsdale, NJ: Erlbaum.
Covington, M. V. (1998). The will to learn: A guide for motivating young people. New York: Cambridge University Press.
Covington, M. V. (1999). Caring about learning: The nature and nurturing of subject-matter appreciation. Educational Psychologist, 34, 127136.
Covington, M. V. (2000a). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171200.
Covington, M. V. (2000b). Intrinsic versus extrinsic motivation in schools: A reconciliation. Current Directions in Psychological Science, 9, 2225.
Covington, M. V. (2001). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
Covington, M. V. (2002). Rewards and intrinsic motivation: A needs-based, developmental perspective. In Urdan, T. & Pajares, F. (Eds.), Motivation of adolescents (pp. 169192). New York: Academic Press.
Covington, M. V. (2004). Self-worth theory goes to college, or do our motivation theories motivate? In McInerney, D. M. & Van Etten, S. (Eds.), Big theories revisited (pp. 91114). Greenwich, CT: Information Age Publishing.
Covington, M. V. (2005). Foreword. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. xixii). New York: Guilford Press.
Covington, M. V. (2006). How can optimal self-esteem be facilitated in children and adolescents by parents and teachers? In Kernis, M. H. (Ed.), Self esteem: Issues and answers (pp. 125141). New York: Psychology Press.
Covington, M. V. (2009). Self-worth theory: Retrospective and prospects. In Wigfield, A. & Wentzel, K. (Eds.), Handbook of motivation at school (pp. 141170). New York: Erlbaum.
Covington, M. V. (2014). Creativity reconsidered. Unpublished manuscript. Department of Psychology, University of California, Berkeley.
Covington, M. V., & Beery, R. G. (1976). Self-worth and school learning. New York: Holt, Rinehart & Winston.
Covington, M. V., & Dray, E. (1976). The developmental course of achievement motivation: A need-based approach. In Wigfield, A. & Eccles, J. S. (Eds.), Development of achievement motivation (pp. 3356). New York: Academic Press.
Covington, M. V., & Elliot, A. J. (Eds.) (2001). Special issue of Educational Psychological Review. New York: Plenum Press.
Covington, M. V., & Mueller, K. (2000). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. In Covington, M. V. & Elliot, A. J. (Eds.), Special issue of educational psychology review (pp. 111130). New York: Plenum Press.
Covington, M. V., & Omelich, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169182.
Covington, M. V., & Omelich, C. L. (1981). As failures mount: Affective and cognitive consequences of ability demotion in the classroom. Journal of Educational Psychology, 73, 799808.
Covington, M. V., & Omelich, C. L. (1982). Achievement anxiety, performance, and behavioral instruction: A cost/benefits analysis. In Schwarzer, R., van der Ploeg, H. M., & Spielberger, C. D. (Eds.), Advances in text anxiety research (Vol. 1, pp. 139154). New York: Erlbaum.
Covington, M. V., & Omelich, C. L. (1987a). “I knew it cold before the exam:” A test of the anxiety-blockage hypothesis. Journal of Educational Psychology, 77, 446459.
Covington, M. V., & Omelich, C. L. (1987b). Item difficulty and test performance among high-anxious and low-anxious students. In Schwarzer, R., van der Ploeg, H. M., & Spielberger, C. D. (Eds.), Advances in test anxiety research (Vol. 5, pp. 127135). Hillsdale, NJ. Erlbaum.
Covington, M. V., & Omelich, C. L. (1988). Achievement dynamics: The interaction of motives, cognitions and emotions overtime. Anxiety Journal, 1, 165183.
Covington, M. V., & Omelich, C. L. (1990). The second time around: Coping with repeated failures. Unpublished manuscript, Department of Psychology, University of California, Berkeley.
Covington, M. V., Spratt, M. F., & Omelich, C. L. (1990). Is effort enough, or does diligence count too? Student and teacher reactions to effort stability in failure. Journal of Educational Psychology, 72, 717729.
Covington, M. V., & Wiedenaupt, S. (1997). Turning work into play: The nature and nurturing of intrinsic task engagement. In Perry, R. & Smart, J. C. (Eds.), Effective teaching in higher education: Research and practice (Special ed., pp. 101114). New York: Agathon Press.
Cox, R. (2009). The college fear factor: How students and professors misunderstand one another. Cambridge, MA: Harvard University Press.
Culler, R. E., & Holahan, C. J. (1980). Text anxiety and academic performance: The effects of study-related behaviors. Journal of Educational Psychology, 72, 1620.
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
Diener, C. T., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451462.
Diener, C. T., & Dweck, C. S. (1980). An analysis of learned helplessness II: The processing of success. Journal of Personality and Social Psychology, 39, 940952.
Dillon, J. T. (1982). Problem finding and solving. Journal of Creative Behavior, 16, 97111.
Dweck, C. S., & Bempechat, J. (1983). Children’s theories of intelligence: Consequences for learning. In Paris, S. G., Olson, G. M., & Stevensen, H. M. (Eds.), Learning and motivation in the classroom (pp. 239256). Hillsdale, NJ: Erlbaum.
Elliot, A. J., & Dweck, C. S. (2005). Handbook of competence and motivation. New York: Guilford Press.
Ellis, A., & Kraus, W. J. (1977). Overcoming procrastination. New York: Institute of Rational Living.
Feldman, K. A. (1976). The superior college teacher from the student’s view. Research in Higher Education, 5, 243288.
Fogg, P. (2004). Hello … I must be going. The Chronicle of Higher Education, 50 (41), A10.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA, 111, 84108415.
Fried, R. (2001). The passionate learner: How teachers and parents can help children reclaim the joy of discovery. Boston: Beacon Press.
Getzels, J. W. (1975). Problem-finding and the inventiveness of solutions. Journal of creative behavior, 9, 1218.
Glick, M. L., & Holyoak, K. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 138.
Goldsmith, T. E., & Johnson, P. J. (1989). A structural assessment of classroom learning. In Schvaneveldt, R. W. (Ed.), Pathfinder associative networks: Studies in knowledge organization (pp. 231254). Norwood, NJ: Ablex.
Gough, G. H. (1966). Graduation from high school as predicted from the California Psychological Inventory. Psychology in the Schools, 3, 208216.
Gough, G. H. (1968). College attendance among high-aptitude students as predicted from the California Psychological Inventory. Journal of Counseling Psychology, 15, 269278.
Hafer, G. (2016). Unexpected benefits of grading effort and habit. faculty focus: Higher Ed teaching strategies from Magna Publications, March 7.
Harari, O., & Covington, M. V. (1981). Reactions to achievement behavior from a teacher and student perspective: A developmental analysis. American Educational Research Journal, 18, 1528.
Hativa, N. (1998). Lack of clarity in university teaching: A case study. Higher Education, 36(3), 353381.
Hativa, N., & Birenbaum, M. (2000). Who prefers what? Disciplinary differences in students’ approaches to teaching and learning styles. Research in Higher Education, 4(2), 209236.
Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
Hill, K. T. (1980). Motivation, evaluation, and educational testing policy. In Fyans, L. J. (Ed.), Achievement motivation: Recent trends in theory and research (pp. 3495). New York: Springer.
Hill, K. T. (1984). Debilitating motivation and educational testing policy: A major problem, possible solutions, and policy applications. In Ames, R. & Ames, C. (Eds.), Research on motivation in education: Student motivation (pp. 245274). New York: Academic Press.
Hunt, E. (1994). Problem solving. In Sternberg, R. J. (Ed.), Thinking and problem solving (pp. 215232). San Diego, CA: Academic Press.
Karp, D., & Yoels, W. (1976). The college classroom: Some observations on the meaning of student participation. Sociology and Social Research, 60, 421439.
Khanna, P. (2016). A new map for America. The New York Times, April 25.
Kohn, A. (1993). Punished by rewards. New York: Houghton Mifflin.
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: American Association of Colleges and Universities.
Kuhl, J., & Blankenship, V. (1979). Behavioral change in a constant environment: Shift to more difficult tasks with constant probability of success. Journal of Personality and Social Psychology, 37, 551563.
Kulik, J. A., Kulik, C. C., & Cohen, P. A. (1979). A meta-analysis of outcome studies of Kellar’s personalized system of instruction. American Psychologist, 34, 307318.
Larkin, J. J., McDermott, J., Simon, D. P., & Simom, H. A. (1980). Modes of competency in solving physics problems. Cognitive Science, 4, 317345.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129137.
Lloyd-Jones, R. (1977). The politics of research into the teaching of composition. College Composition and Communication, 28, 218222.
Locke, E. A., & Latham, G. P. (1984). Goal setting: A motivational technique that works! Englewood Cliffs, NJ: Prentice-Hall.
Manchester, W. (1983). The last lion: Winston Spencer Churchill. Boston, MA: Little, Brown.
Marshall, H. H. (1988). Work or learning: Implications of classroom metaphors. Educational Researcher, 9, 916.
Maslach, C. (2015). Personal communication.
McClelland, D. C. (1961). The achieving society. Princeton, NJ: Van Nostrand.
McClure, J. R., Sonak, B., & Suen, H. K.(1999). Conceptual map assessment of classroom learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching, 36, 475492.
McTighe, J. & Wiggins, G. (2013) Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision and Curriculum Development.
Merriam Webster (2011). Webster’s American English Dictionary. New Edition. Springfield, MA: Federal Street Press.
Merrow, J. (2005). The undergraduate experience: Survival of the fittest. The New York Times, April 24.
Merton, R. K. (1949). Social theory and social structure. Glencoe, IL: Free Press.
Naveh-Benjamin, M. (1985). A comparison of training programs intended for different types of test-anxious students. Paper presented at symposium on information processing and motivation, American Psychological Association, Los Angeles.
Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
Newman, R. S. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 7180.
Newman, R. S., & Goldin, L. (1990). Children’s reluctance to seek help with school-work. Journal of Educational Psychology, 82, 92100.
Nilson, L. (2007). The graphic syllabus and the outcomes: Communicating your course. San Francisco: Wiley.
Norem, J. K., & Cantor, N. (1986). Defensive pessimism: Harnessing anxiety as motivation. Journal of Personality and Social Psychology, 51, 12081217.
Omelich, C. L. (1974). Attribution and achievement in the classroom: The self-fulfilling prophecy. Paper presented at the meeting of the California Personnel and Guidance Association, San Francisco.
Palmer, P. (1998). The courage to teach: Exploring the inner landscape of teacher’s life. San Francisco: Jossey-Bass.
Perry, R. P. (1981). Educational seduction: Some implications for teaching evaluation and improvement (Rep. No. 7). Vancouver, British Columbia, Canada: University of British Columbia, Center for Improving Teaching and Evaluation.
Perry, R. P., & Dickens, W. J. (1984) Perceived control in the college classroom: Response-outcome contingency training and instructor expressiveness effects on student achievement and causal attributions. Journal of Educational Psychology, 76, 966981.
Renninger, K. A, Hidi, S. A., & Krapp, A. (1992). The role of interest in learning and development in learning a task. Hillsdale, NJ: Lawrence Erlbaum Associates.
Rocklin, T., & O’Donnell, A. M. (1986). Self-adapted testing: A performance-improving variant of computerized adaptive testing. Paper presented as a poster at the annual meeting of the American Psychological Association, Washington, DC.
Rosenberg, J. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33, 387394.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 6878.
Sarason, I. G., & Potter, E. H. (1983). Self-monitoring: Cognitive processes and performance. Technical Report prepared for Office of Naval Research, December 12.
Schlesinger, A. (2008). The politics of hope. Princeton, NJ: Princeton University Press.
Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press.
Simon, H. A. (1973). The structure of ill-structured problems. Artificial Intelligence, 4, 181202.
Simon, H. A. (1980). Problem solving and education. In Tuma, D. T. & Reif, F. (Eds.), Problem solving and education: Issues in teaching and research. Hillsdale, NJ: Erlbaum.
Smith, T. W., Snyder, C. R., and Handelsman, M. M. (1982). On the self-serving function of an academic wooden leg: Test anxiety as a self-handicapping strategy. Journal of Personality and Social Psychology, 42, 314321.
Snyder, C. R. (1984). Excuses, excuses: They sometimes actually work to relieve the burden of blame. Psychology Today, 18, 5055.
Speilberger, C. D. (1972). Anxiety as an emotional state. In Speilberger, C. D. (Ed.), Anxiety: Current trends in theory and research (Vol. 1, pp. 2349). New York: Academic Press.
Speilberger, C. D. (1985). Personal communication.
Spence, J. T., & Helmreich, R. L. (1983). Achievement-related motives and behaviors. In Spence, J. T. (Ed.), Achievement and achievement motives. (pp. 774). San Francisco: Freeman.
Spenner, K. I. (1985). The upgrading and downgrading of occupations: Issues, evidence, and implications for education. Review of Educational Research, 55, 125154.
Steinberg, E. (1989). Cognition and learner control: A literature review, 1977–1988. Journal of Computer-Based Instruction, 16(4), 117121.
Stevens, E. (1988). Tinkering with teaching. Review of Higher Education, 12(4), 6378.
Stevenson, J. A. (1921). The project method of teaching. New York: MacMillan.
Thompson, T. (1993). Characteristics of self-worth protection in achievement behavior. British Journal of Educational Psychology, 63, 469488.
Tompkins, J. (1990). Pedagogy of the distressed. College English, 52, 653660.
Wallace, D. W., & Mintzes, J. J. (1990). The conceptual map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27, 10331052.
Walvoord, B. E., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San Francisco: Jossey-Bass.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.
Weiss, D. J. (1983). New horizons in testing: Latent trait test theory and computerized adaptive testing. New York: Academic Press.
Whitehead, A. N. (1929). The aims of education. New York: New American Library.
Wine, J. D. (1980). Cognitive-attentional theory of test anxiety. In Sarason, I. G. (Ed.), Test anxiety: Theory, research, and applications (pp. 349385). Hillsdale, NJ: Erlbaum.
Zeidner, M., & Matthews, G. (2005). Evaluation anxiety: Current theory and research. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of competence and motivation (pp. 141163). New York: Guilford.

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Book summary page views

Total views: 0 *
Loading metrics...

* Views captured on Cambridge Core between #date#. This data will be updated every 24 hours.

Usage data cannot currently be displayed.