| 000 | 01978nam a2200361 4500 | ||
|---|---|---|---|
| 001 | 11097 | ||
| 010 | _a0521322200 | ||
| 090 | _a11097 | ||
| 100 | _a20080128 1992 y0pory5003 ba | ||
| 101 | 0 | _aeng | |
| 102 | _aGB | ||
| 200 | 1 |
_aAchievement and motivation _ea social-developmental perspective _fed. Ann Boggiano _gThane Pittman |
|
| 210 |
_aCambridge _cCambridge University Press _d1992 |
||
| 215 | _a291 p. | ||
| 225 | 2 |
_aCambridge Studies in Social and emotional Development _fed. Martin L. Hoffman |
|
| 464 | 1 |
_tDivergent approaches to the study of motivation and achievement : the central role of extrinsic/intrinsic orientations _0110209 |
|
| 464 | 1 |
_tSelf-handicapping and achievement _0110210 |
|
| 464 | 1 |
_tOn being psyched up but not psyched out : an optimal pressure model of achievement motivation _0110211 |
|
| 464 | 1 |
_tChildren's achievement-related behaviors : the role of extrinsic and intrinsic motivational orientations _0110212 |
|
| 464 | 1 |
_tAchievement is not intrinsically motivated : a theory of internalization and self-regulation in school _0110213 |
|
| 464 | 1 |
_tDevelopmental changes in competence assessment _0110214 |
|
| 464 | 1 |
_tCompetence processes and achievement motivation : implications for intrinsic motivation _0110215 |
|
| 464 | 1 |
_tRelationship between perceived competence, affect, and motivational orientation within the classroom : processes and .... _0110216 |
|
| 464 | 1 |
_tMotivation for creativity in children _0110217 |
|
| 464 | 1 |
_tIntrinsic and extrinsic motivational orientations in peer interactions _0110218 |
|
| 464 | 1 |
_tInitiation and regulation of intrinsically motivated learning and achievement _0110219 |
|
| 464 | 1 |
_tPsychological perspective on motivation and achievement _0110220 |
|
| 606 | 1 | _aPsicologia Educacional | |
| 686 | _a3500 - Psicologia Educacional | ||
| 702 | 1 |
_aBoggiano _bAnn K. _ced. |
|
| 702 | 1 |
_aPittman _bThane S. _ced. |
|
| 856 | 4 | _uhttps://catalogo.ispa.pt/opac/biblioteca/localizacao_doc/e2.htm | |