Martin L Maehr
Biographic Data
| ID | 614292 |
|---|---|
| NAME | Martin L Maehr |
| GIVEN NAMES | Martin L |
| FAMILY NAME | Maehr |
| SIGNATURE | MAEHR M L |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 129 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1962 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 7 |
The Contributions and Prospects of Goal Orientation Theory
Achievement Goals and Student Well-Being
Enhancing the Motivation of African American Students: An Achievement Goal Theory Perspective
Avi Kaplan, Martin L. Maehr, Enhancing the Motivation of African American Students: An Achievement Goal Theory Perspective, The Journal of Negro Education, Vol. 68, No. 1, Preparing Students for the New Millenium: Exploring Factors That Contribute to the Successful Education of African American Students (Winter, 1999), pp. 23-41
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Schools Aren't as Good as They Used to Be; They Never Were
Schools Aren't As Good As They Used to Be; They Never Were” 1
Beyond a Two-Goal Theory of Motivation and Achievement: A Case for Social Goals
Research on academic achievement motivation has increasingly focused on students’ goals. Most of that research has focused on two particular types of achievement goals: task goals and ability goals. In this review, we propose that a more thorough understanding of motivation and achievement in schools can be developed if we examine social goals—defined as perceived social purposes for academic achievement—in addition to task and ability goals. We …
Personal investment in Japan and the U.S.A: A study of worker motivation
Gender Differences in Motivational Orientations toward Achievement in School Science: A Quantitative Synthesis
In a comprehensive review of the literature containing comparisons between boys and girls on some measure of motivation in science and/or some measure of achievement in science, findings were transformed into a common metric—an effect size—and analyzed meta-analytically. Drawn from articles and reports, large-scale national and international studies, and standardized testing procedures, the data base provided a total of 207 effect sizes for motiv…
A cross-cultural exploration into the meaning of achievement
Sociocultural and Educational Correlates of Success-Failure Attributions and Evaluation Anxiety in the School Setting for Black, Hispanic, and Anglo Children
The role of social, cultural, and personal factors in moderating achievement attributions and evaluation anxiety as they affect math performance in school was studied for 397 Anglo, black, and Hispanic students in grades four to eight. Cross-group analyses indicated that motivation contributed to low academic achievement in all groups, but different factors were important for different groups; causal attributions were more predictive of math scor…
A comparison of sex differences in career and achievement motivation in Iran and the U.S
The graying of achievement motivation
The graying of achievement motivation
Evaluating morality and achievement
The effects of evaluation conditions on “continuing motivation” study of the cultural, personological and situational antecedents of a motivational pattern
Motivating students of diverse sociocultural backgrounds to achieve
Sociocultural origins of achievement motivation
Book and Film Reviews
A Further Consideration of the Effects of Evaluation on Motivation
Investigation was made of the effects of three evaluation conditions (teacher, self, peer-comparison) on anagram task performance and continuing motivation (CM) among Iranian grade five students. While evaluation condition appeared to make little difference in the case of performance, its effect on CM was significant—results which are remarkably similar to those obtained with U.S. samples. In addition, the role of general achieving orientations a…
Achievement and morality: A cross-cultural analysis of causal attribution and evaluation
A recent study by Weiner and Peter has considered the emergence of certain patterns of attribution and evaluation in achievement and moral situations. According to their analysis, judgments should generally follow a Piagetian sequence in which younger children are influenced more by the outcome of an episode and older children by the intent of the protagonist. With a sample of U.S. subjects they found overall support for this analysis. A major of…
Culture and achievement motivation
This symposium and the papers that compose it reflect the fact that the study of culture and achievement motivation has truly ‘‘come of age.’’ Gone are the days when a few hearty souls from Europe, Great Britain, the United States, and Australia, as well as a few others imbedded in the research traditions largely associated with ‘‘Western oriented centres of knowledge’’ stood as the primary source for prompting and guiding research on the nature …
Pygmalion black and white
Pygmalion analyzed: Toward an explanation of the Rosenthal-Jacobson findings
Predisposition to risk and persistence under varying reinforcement-success schedules
Culture and achievement motivation
This symposium and the papers that compose it reflect the fact that the study of culture and achievement motivation has truly ‘‘come of age.’’ Gone are the days when a few hearty souls from Europe, Great Britain, the United States, and Australia, as well as a few others imbedded in the research traditions largely associated with ‘‘Western oriented centres of knowledge’’ stood as the primary source for prompting and guiding research on the nature …
Pygmalion black and white
Achievement and morality: A cross-cultural analysis of causal attribution and evaluation
A recent study by Weiner and Peter has considered the emergence of certain patterns of attribution and evaluation in achievement and moral situations. According to their analysis, judgments should generally follow a Piagetian sequence in which younger children are influenced more by the outcome of an episode and older children by the intent of the protagonist. With a sample of U.S. subjects they found overall support for this analysis. A major of…
Sociocultural and Educational Correlates of Success-Failure Attributions and Evaluation Anxiety in the School Setting for Black, Hispanic, and Anglo Children
The role of social, cultural, and personal factors in moderating achievement attributions and evaluation anxiety as they affect math performance in school was studied for 397 Anglo, black, and Hispanic students in grades four to eight. Cross-group analyses indicated that motivation contributed to low academic achievement in all groups, but different factors were important for different groups; causal attributions were more predictive of math scor…
Concept of Self and the Reaction of Others
Gender Differences in Motivational Orientations toward Achievement in School Science: A Quantitative Synthesis
In a comprehensive review of the literature containing comparisons between boys and girls on some measure of motivation in science and/or some measure of achievement in science, findings were transformed into a common metric—an effect size—and analyzed meta-analytically. Drawn from articles and reports, large-scale national and international studies, and standardized testing procedures, the data base provided a total of 207 effect sizes for motiv…
Pygmalion analyzed: Toward an explanation of the Rosenthal-Jacobson findings
A Further Consideration of the Effects of Evaluation on Motivation
Investigation was made of the effects of three evaluation conditions (teacher, self, peer-comparison) on anagram task performance and continuing motivation (CM) among Iranian grade five students. While evaluation condition appeared to make little difference in the case of performance, its effect on CM was significant—results which are remarkably similar to those obtained with U.S. samples. In addition, the role of general achieving orientations a…
Two experiments on the concept of self and the reaction of others
Enhancing the Motivation of African American Students: An Achievement Goal Theory Perspective
Avi Kaplan, Martin L. Maehr, Enhancing the Motivation of African American Students: An Achievement Goal Theory Perspective, The Journal of Negro Education, Vol. 68, No. 1, Preparing Students for the New Millenium: Exploring Factors That Contribute to the Successful Education of African American Students (Winter, 1999), pp. 23-41
Sociocultural origins of achievement motivation
A comparison of sex differences in career and achievement motivation in Iran and the U.S
Evaluating morality and achievement
The effects of evaluation conditions on “continuing motivation” study of the cultural, personological and situational antecedents of a motivational pattern
Motivating students of diverse sociocultural backgrounds to achieve
Predisposition to risk and persistence under varying reinforcement-success schedules
Concept of Self and the Reaction of Others
Two experiments on the concept of self and the reaction of others
Predisposition to risk and persistence under varying reinforcement-success schedules
Pygmalion analyzed: Toward an explanation of the Rosenthal-Jacobson findings
Pygmalion black and white
Culture and achievement motivation
This symposium and the papers that compose it reflect the fact that the study of culture and achievement motivation has truly ‘‘come of age.’’ Gone are the days when a few hearty souls from Europe, Great Britain, the United States, and Australia, as well as a few others imbedded in the research traditions largely associated with ‘‘Western oriented centres of knowledge’’ stood as the primary source for prompting and guiding research on the nature …
Book and Film Reviews
A Further Consideration of the Effects of Evaluation on Motivation
Investigation was made of the effects of three evaluation conditions (teacher, self, peer-comparison) on anagram task performance and continuing motivation (CM) among Iranian grade five students. While evaluation condition appeared to make little difference in the case of performance, its effect on CM was significant—results which are remarkably similar to those obtained with U.S. samples. In addition, the role of general achieving orientations a…
Achievement and morality: A cross-cultural analysis of causal attribution and evaluation
A recent study by Weiner and Peter has considered the emergence of certain patterns of attribution and evaluation in achievement and moral situations. According to their analysis, judgments should generally follow a Piagetian sequence in which younger children are influenced more by the outcome of an episode and older children by the intent of the protagonist. With a sample of U.S. subjects they found overall support for this analysis. A major of…
Sociocultural origins of achievement motivation
Motivating students of diverse sociocultural backgrounds to achieve
The graying of achievement motivation
The graying of achievement motivation
Evaluating morality and achievement
The effects of evaluation conditions on “continuing motivation” study of the cultural, personological and situational antecedents of a motivational pattern
A comparison of sex differences in career and achievement motivation in Iran and the U.S
A cross-cultural exploration into the meaning of achievement
Sociocultural and Educational Correlates of Success-Failure Attributions and Evaluation Anxiety in the School Setting for Black, Hispanic, and Anglo Children
The role of social, cultural, and personal factors in moderating achievement attributions and evaluation anxiety as they affect math performance in school was studied for 397 Anglo, black, and Hispanic students in grades four to eight. Cross-group analyses indicated that motivation contributed to low academic achievement in all groups, but different factors were important for different groups; causal attributions were more predictive of math scor…
Gender Differences in Motivational Orientations toward Achievement in School Science: A Quantitative Synthesis
In a comprehensive review of the literature containing comparisons between boys and girls on some measure of motivation in science and/or some measure of achievement in science, findings were transformed into a common metric—an effect size—and analyzed meta-analytically. Drawn from articles and reports, large-scale national and international studies, and standardized testing procedures, the data base provided a total of 207 effect sizes for motiv…
Personal investment in Japan and the U.S.A: A study of worker motivation
Beyond a Two-Goal Theory of Motivation and Achievement: A Case for Social Goals
Research on academic achievement motivation has increasingly focused on students’ goals. Most of that research has focused on two particular types of achievement goals: task goals and ability goals. In this review, we propose that a more thorough understanding of motivation and achievement in schools can be developed if we examine social goals—defined as perceived social purposes for academic achievement—in addition to task and ability goals. We …
Schools Aren't as Good as They Used to Be; They Never Were
Schools Aren't As Good As They Used to Be; They Never Were” 1
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Achievement Goals and Student Well-Being
Psychology (26 works) · Social Psychology (22 works) · Education, Achievement, and Giftedness (13 works) · Developmental psychology (12 works) · Social Psychology (12 works) · Need for achievement (9 works) · Sociology (8 works) · Mathematics education (7 works) · Motivation and Self-Concept in Sports (7 works) · Humanities (6 works)