Front Cover -- Development of Achievement Motivation -- Copyright Page -- Contents -- Contributors -- Preface -- Introduction -- Defining Motivation and its Development -- Purpose of the Book -- Organization and Contents of the Book -- Overview of Chapters Focused on Competence-Related Beliefs -- Overview of Chapters Focused on Reasons for Engaging in Achievement Activities -- Chapters Focused on Students' Regulation of their Achievement Behaviors -- Chapters Focused on Instructional Practices and Student Motivation -- References -- Part 1: Can I Do This Activity? -- Chapter 1. The Development of Academic Self-Efficacy -- Theoretical Background -- Development of Self-Efficacy -- Transitional Influences -- Developmental Changes in Self-Appraisal Skill -- Gender and Ethnic Differences in Self-Efficacy -- Self-Efficacy for Learning and Achievement -- Research on Self-Efficacy -- Future Research Directions -- Conclusion -- References -- Chapter 2. The Developmental Course of Achievement Motivation: A Need-Based Approach -- Introduction -- Caring about Learning: A Retrospective Study -- Discussion -- References -- Chapter 3. The Development of Ability Conceptions -- Introduction -- "Before" Conceptions of Ability -- Developing Ability Conceptions -- After Conceptions of Ability: Individual Differences that Parallel Developmental Differences -- Influences on Children's Conceptions of Intelligence -- Teachers', Parents', and Evaluators' Conceptions of Ability -- Gender, Race, and Culture -- Some Broad Questions for Future Research -- Lessons from the Literature (and More Questions for the Future) -- References -- PART 2: Do I Want to Do this Activity, and Why? -- Chapter 4. The Development of Competence Beliefs, Expectancies for Success, and Achievement Values From Childhood Through Adolescence -- Eccles, Wigfield, and Colleagues' Expectancy-Value Model.

Development of Children's Competence Beliefs, Expectancies for Success, and Achievement Task Values -- Gender and Ethnic Differences in Competence-Related Beliefs and Expectancies for Success -- Expectancies, Values, Goals, and Achievement Behaviors -- Future Research Directions -- Acknowledgments -- References -- Chapter 5. Ethnicity, Gender, and the Development of Achievement Values -- Historical Perspective -- Perspectives from Other Disciplines -- A New Empirical Approach to the Study of Achievement Values -- Summary: Ethnicity, Gender, and Developing (Declining?) Achievement Values -- Five Recommendations for Motivation Theory and Research -- References -- Chapter 6. The Development of Self-Determination in Middle Childhood and Adolescence -- Self-Determination Defined -- The Expression of Self-Determination -- The Development of Self-Determination -- Self-Determination and Transitions -- Self-Determination in Multiple Contexts -- Summary and Conclusions -- Acknowledgment -- References -- Chapter 7. Student Interest and Achievement: Developmental Issues Raised by A Case Study -- Sam, A Seventh Grader -- Interest and Achievement -- Discussion -- Acknowledgments -- References -- Chapter 8. The Development of Goal Orientation -- What is a "Goal Orientation"? -- The Development of Goal Orientation -- Goal Orientations in Young Children -- Goal Orientation in Adolescents -- Discussion -- Conclusions -- References -- Chapter 9. The Contribution of Social Goal Setting to Children's School Adjustment -- Perspectives on Social Goals -- The Development of Social Goals -- Conclusion -- References -- PART 3: What Do I Need to Do to Succeed? -- Chapter 10. The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors -- What Develops in Self-Regulated Learning?.

The Role of Cognitive Factors in the Development of Self-Regulation -- The Role of Motivational Factors in the Development of Self-Regulated Learning -- Conclusions and Future Directions -- Acknowledgment -- References -- Chapter 11. What Do I Need to Do to Succeed . . .When I Don't Understand What I'm Doing!?: Developmental Influences on Students' Adaptive Help Seeking -- Introduction -- Developmental Theories Related to Students' Help Seeking -- The Role of Teachers -- The Role of Peers -- Concluding Thoughts and Ideas for Future Research -- References -- PART 4: Motivation and Instruction -- Chapter 12. Good Instruction is Motivating -- Teaching and Learning Literature -- Achievement Motivation Literature -- Mathematics Instruction Study -- School Transition Study -- Early Childhood Study -- Conclusions -- References -- Chapter 13. Instructional Practices and Motivation During Middle School (With Special Attention to Science) -- What Works in Middle Grades Reform? -- Moving Beyond the Textbook in Science Class: The Motivational Benefits of "Minds-On" and "Hands-On" Learning Opportunities -- A Field Study in Two High-Poverty Middle Schools -- Active, Meaning-Oriented Instructional Practices in Other Subjects -- Acknowledment -- References -- Index.