Table Of ContentSAGE DIRECTIONS IN EDUCATIONAL
PSYCHOLOGY
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The SAGE Library of Educational Thought and Practice major works series
encapsulates and disseminates the seminal works in the field of educational
science and collects together those articles and essays which have been most
influential in shaping and driving the discipline.
Each multivolume set presents readers with a collection of both classical and
contemporary published works sourced from the foremost publications in the
field by an internationally renowned editor or editorial team. Each set includes a
full introduction, presenting a rationale for the selection and which contextualizes
the major work within the discipline, giving students, researchers and academics
insight into the past, present and likely future of that area of research.
The series covers both key approaches to studying education theory and the
primary sub-fields which form the focus of educational practitioners’ work.
The SAGE Library of Educational Thought and Practice is an essential addition for
all libraries throughout the world with an interest in education.
Neil J. Salkind has been teaching at the University of Kansas for 30 years, in
the Department of Psychology and Research in Education. He has published more
than 80 professional papers and is the author of several college-level textbooks,
including Statistics for People Who (Think They) Hate Statistics (now in the third
edition), Child Development, Exploring Research, and Introduction to Theories of
Human Development (SAGE 2004). He was editor of Child Development Abstracts
and Bibliography from 1989 through 2002 and is active in the Society for Research
in Child Development.
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SAGE LIBRARY OF EDUCATIONAL THOUGHT AND PRACTICE
SAGE DIRECTIONS
IN EDUCATIONAL
PSYCHOLOGY
VOLUME I
Edited by
Neil J. Salkind
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Introduction and editorial arrangement © Neil J. Salkind 2011
First published 2011
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British Library Cataloguing in Publication data
A catalogue record for this book is available from the
British Library
ISBN: 978-0-85702-178-6 (set of five volumes)
Library of Congress Control Number: 2010923776
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Printed on paper from sustainable resources
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Contents
Appendix of Sources xiii
Editor’s Introduction Neil J. Salkind xxiii
Volume I
Section I: Human Development
1. Aging and Human Performance 3
Neil Charness
2. Violence and Human Development 15
Elton B. McNeil
3. T he Life-course and Human Development:
An Ecological Perspective 25
Glen H. Elder, Jr and Richard C. Rockwell
4. T he Family Conference: The Social Control of
Human Development 43
David R. Buckholdt
5. F rom Childhood to the Later Years: Pathways of
Human Development 57
Robert Crosnoe and Glen H. Elder Jr
6. T he Developmental Niche: A Conceptualization at the Interface
of Child and Culture 81
Charles M. Super and Sara Harkness
7. Conceptualizing Adult Development 103
Calvin F. Settlage, John Curtis, Marjorie Lozoff, Milton Lozoff,
George Silberschatz and Earl J. Simburg
8. E arly Child Care and Children’s Development Prior to School
Entry: Results from the NICHD Study of Early Child Care 119
NICHD Early Child Care Research Network
9. A Developmental Approach to Language Acquisition:
Two Case Studies 151
M. Bamberg, N. Budwig and B. Kaplan
10. P romoting Positive Youth Development: New Directions
in Developmental Theory, Methods, and Research 171
William M. Kurtines, Laura Ferrer-Wreder, Steven L. Berman,
Carolyn Cass Lorente, Wendy K. Silverman and
Marilyn J. Montgomery
11. C hildren Have More Need of Models than Critics: Early
Language Experience and Brain Development 181
Travis Thompson
12. Development: Transfer of Technology, Transfer of Culture 191
Jacques Binet
(Translated by Jeanne Ferguson)
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vi Contents
13. T he Clinical Study and Treatment of Normal and Abnormal
Development: A Psychological Clinic 207
Lightner Witmer
14. S elf-Motivation for Academic Attainment: The Role of
Self-Efficacy Beliefs and Personal Goal Setting 231
Barry J. Zimmerman, Albert Bandura and Manuel Martinez-Pons
15. T he Dangerous and the Good? Developmentalism, Progress,
and Public Schooling 245
Bernadette Baker
16. T he Scientific Humanism of G. Stanley Hall 287
Donald H. Meyer
17. G rowing Old – Or Older and Growing 299
Carl R. Rogers
18. M aturational Timing and the Development of Problem
Behavior: Longitudinal Studies in Adolescence 311
Rainer K. Silbereisen, Anne C. Petersen, Helfried T. Albrecht
and Bärbel Kracke
Volume II
Section I: Human Development (Continued)
19. M otor Development as Foundation and Future of
Developmental Psychology 3
Esther Thelen
20. P hysical Growth 31
Kai Jensen
21. M ental Development during the Preadolescent
and Adolescent Periods 79
Gordon Hendrickson
Section II: Curriculum, Instruction and Learning
22. M aking Sense of Curriculum Evaluation: Continuities and
Discontinuities in an Educational Idea 93
David Hamilton
23. P sychology of Learning Environments: Behavioral, Structural,
or Perceptual? 123
Herbert J. Walberg
24. T hought and Two Languages: The Impact of Bilingualism
on Cognitive Development 159
Rafael M. Diaz
25. C omponents of a Psychology of Instruction: Toward
a Science of Design 189
Robert Glaser
26. T he Emergence of Cognitive Psychology 211
Robert R. Holt
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Contents vii
27. T he Advancement of Learning 227
Ann L. Brown
28. P aradigms of Knowledge and Instruction 249
S. Farnham-Diggory
29. H ealth Promotion by Social Cognitive Means 267
Albert Bandura
30. M odels of the Learner 291
Jerome Bruner
31. C hild’s Talk: Learning to Use Language 299
Jerome Bruner
32. T he Reflexivity of Cognitive Science: The Scientist as
Model of Human Nature 303
Jamie Cohen-Cole
33. H istory, Culture, Learning, and Development 333
Patricia M. Greenfield, Ashley E. Maynard and Carla P. Childs
34. B iology and Cognition 351
Jean Piaget
(Translated by Martin Faigel)
35. N eural Bases of Intelligence and Training 369
Mark R. Rosenzweig
Volume III
Section II: Curriculum, Instruction and Learning (Continued)
36. H uman Intelligence: An Introduction to Advances in Theory
and Research 3
David F. Lohman
37. C ognitive Demands of New Technologies and the
Implications for Learning Theory 51
Richard J. Torraco
38. C ognitive Conceptions of Learning 79
Thomas J. Shuell
39. M eaning in Complex Learning 109
Ronald E. Johnson
40. P hases of Meaningful Learning 141
Thomas J. Shuell
41. G rowth, Development, Learning, and Maturation as
Factors in Curriculum and Teaching 161
William C. Trow
Section III: Motivation
42. M aslow, Monkeys and Motivation Theory 175
Dallas Cullen
43. M aslow’s Theory of Motivation: A Critique 195
Andrew Neher
44. C aught on Fire: Motivation and Giftedness 215
Ann Robinson
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viii Contents
45. A n Empirical Test of Maslow’s Theory of Motivation 219
Eugene W. Mathes and Linda L. Edwards
46. M eaningfulness, Commitment, and Engagement:
The Intersection of a Deeper Level of Intrinsic Motivation 223
Neal Chalofsky and Vijay Krishna
47. M otivation and Human Growth: A Developmental Perspective 237
M.S. Srinivasin
48. E volutionary Perspectives on Human Motivation 247
Jutta Heckhausen
49. T he Debate about Rewards and Intrinsic Motivation:
Protests and Accusations Do Not Alter the Results 263
Judy Cameron and W. David Pierce
50. A Comprehensive Expectancy Motivation Model:
Implications for Adult Education and Training 279
Kenneth W. Howard
51. T he Academic Motivation Scale: A Measure of Intrinsic,
Extrinsic, and Amotivation in Education 291
Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais,
Nathalie M. Brière, Caroline Senécal and Evelyne F. Vallières
52. E xtrinsic Rewards and Intrinsic Motivation in Education:
Reconsidered Once Again 305
Edward L. Deci, Richard Koestner and Richard M. Ryan
53. B eyond the Rhetoric: Understanding Achievement and
Motivation in Catholic School Students 333
Janine Bempechat, Beth A. Boulay, Stephanie C. Piergross
and Kenzie A. Wenk
54. D imensions of School Motivation: A Cross-cultural
Validation Study 345
Dennis M. McInerney and Kenneth E. Sinclair
55. A chievement Motivation in Children of Three Ethnic Groups
in the United States 361
Manuel Ramirez III and Douglass R. Price-Williams
56. M otivation and Learning Environment Differences between
Resilient and Nonresilient Latino Middle School Students 369
Hersholt C. Waxman, Shwu-yong L. Huang
and Yolanda N. Padrón
57. A ttracting and Retaining Teachers: A Question of Motivation 387
Karin Müller, Roberta Alliata and Fabienne Benninghoff
Volume IV
Section III: Motivation (Continued)
58. I nterpersonal Relationships, Motivation, Engagement,
and Achievement: Yields for Theory, Current Issues, and
Educational Practice 3
Andrew J. Martin and Martin Dowson
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Contents ix
59. C lassroom and Individual Differences in Early Adolescents’
Motivation and Self-Regulated Learning 45
Paul R. Pintrich, Robert W. Roeser and Elisabeth A.M. De Groot
60. A tkinson’s Theory of Achievement Motivation: First Step
toward a Theory of Academic Motivation? 67
Martin L. Maehr and Douglas D. Sjogren
61. M otivation and Engagement across the Academic Life Span:
A Developmental Construct Validity Study of Elementary
School, High School, and University/College Students 87
Andrew J. Martin
62. M otivation and Achievement: A Quantitative Synthesis 121
Margaret E. Uguroglu and Herbert J. Walberg
63. A cademic Motivation and Achievement among Urban Adolescents 135
Joyce F. Long, Shinichi Monoi, Brian Harper, Dee Knoblauch
and P. Karen Murphy
64. I ntrinsic Motivation and School Misbehavior: Some
Intervention Implications 157
Howard S. Adelman and Linda Taylor
65. R einforcement, Reward, and Intrinsic Motivation: A Meta-Analysis 179
Judy Cameron and W. David Pierce
66. M otivation in Transition 241
Barbara Stauber
Section IV: Research Design, Measurement and
Statistics and Evaluation
67. W hy P Values Are Not a Useful Measure of Evidence in
Statistical Significance Testing 263
Raymond Hubbard and R. Murray Lindsay
68. A lphabet Soup: Blurring the Distinctions between p’s and
a ’s in Psychological Research 283
Raymond Hubbard
69. R esearch Methods: Experimental Design 313
Julian C. Stanley
70. W hat Can We Learn from International Assessments? 325
Robert J. Mislevy
71. P ower, Control, and Validity in Research 353
Randall M. Parker
72. T esting Reasoning and Reasoning about Testing 371
Walt Haney
Volume V
Section IV: Research Design, Measurement and
Statistics and Evaluation (Continued)
73. M agnitudes of Experimental Effects in Social Science Research 3
Lee Sechrest and William H. Yeaton
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