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HUMN 8240 Human Motivation: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

HUMN 8240 Required Course Readings


The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

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Alloy, L. B., Peterson, C., Abramson, L. Y., & Seligman, M. E. (1984). Attributional style and the generality of learned helplessness. Journal of Personality and Social Psychology, 46(3), 681–687.

Amiot, C. E., & Sansfaçon, S. (2011). Motivations to identify with social groups: A look at their positive and negative consequences. Group Dynamics: Theory, Research, and Practice, 15(2), 105–127.

Apter, M. J. (2001). An introduction to reversal theory. In M. J. Apter, M. J. Apter (Eds.), Motivational styles in everyday life: A guide to reversal theory (pp. 3-35). American Psychological Association.

Arndt, J., & Goldenberg, J. L. (2002). From threat to sweat: The role of physiological arousal in the motivation to maintain self-esteem. In A. Tesser, D. A. Stapel, J. V. Wood, A. Tesser, D. A. Stapel, J. V. Wood (Eds.) , Self and motivation: Emerging psychological perspectives (pp. 43-69). American Psychological Association.

Bandura, A., &, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87–99.

Bargal, D. (2006) Personal and intellectual influences leading to Lewin's paradigm of action research. Action Research, 4(4), 367–388.

Bindra, D. (1985). Motivation, the brain, and psychological theory. In S. Koch, D. E. Leary, S. Koch, D. E. Leary (Eds.)., A century of psychology as science (pp. 338-363). American Psychological Association.

Bjørnebekk, G. (2008). Positive Affect and Negative Affect as Modulators of Cognition and Motivation: The rediscovery of affect in achievement goal theory. Scandinavian Journal Of Educational Research, 52(2), 153-170.

Capa, R. L., Audiffren, M., & Ragot, S. (2008). The effects of achievement motivation, task difficulty, and goal difficulty on physiological, behavioral, and subjective effort. Psychophysiology, 45(5) 859–868.

Chiu, M., & Chow, B. (2010). Culture, motivation, and reading achievement: High school students in 41 countries. Learning & Individual Differences, 20(6), 579–592.

Çınar, O., Bektaş, Ç., & Aslan, I. (2011). A motivation study on the effectiveness of intrinsic and extrinsic factors. Economics & Management, 16, 690–695.

Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology/Psychologie canadienne, 49(1), 14–23.<

Dimitrov, D. (2006). Cultural differences in motivation for organizational learning and training. International Journal of Diversity in Organisations, Communities & Nations, 5(4), 37-48.

Dörnyei, Z. (2000). Motivation theories. In, Routledge Encyclopedia of Language Teaching & Learning (pp. 432–435). Taylor & Francis Ltd / Books.

Egan, L. C., Santos, L. R., & Bloom, P. (2007). The origins of cognitive dissonance: Evidence from children and monkeys. Psychological Science (Wiley-Blackwell), 18(11), 978–983.

Forbes, D. L. (2011). Toward a unified model of human motivation. Review of General Psychology, 15(2), 85–98.

Geen, R. G. (1984). Human motivation: New perspectives on old problems. In A. M. Rogers, C. Scheirer, A. M. Rogers, C. Scheirer (Eds.) , The G. Stanley Hall lecture series, Vol. 4 (pp. 9-57). Washington, DC US: American Psychological Association.

Geiger, M. A., & Cooper, E. A. (1996). Using expectancy theory to assess student motivation. Issues in Accounting Education, 11(1), 113–129.

George, M. (2010). Ethics and motivation in remedial mathematics education. Community College Review, 38(1), 82–92.

Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow's hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of General Psychology, 10(4), 302–317.

Linville, P. W. (1998). The heterogeneity of homogeneity. In J. Darley, J. Cooper, J. Darley, J. Cooper (Eds.), Attribution and social interaction: The legacy of Edward E. Jones (pp. 423-487). American Psychological Association.

Louis, W. R. (2009). Collective action—and then what? Journal of Social Issues, 65(4), 727–748.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.

McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40(7), 812–825.

McCombs, B. L., & Pope, J. E. (1994). Goal one: Understanding the nature of motivation. In B. L. McCombs, J. E. Pope (Eds.) , Motivating hard to reach students (pp. 9-25). Washington, DC US: American Psychological Association.

Miller, J. G., Das, R., & Chakravarthy, S. (2011). Culture and the role of choice in agency. Journal of Personality and Social Psychology, 101(1), 46–61.

Olive, E. (2010). Behavior management and behavioral change: How can we tell them apart? Reclaiming Children & Youth, 19(1), 3–6.

Park, E. S., & Hinsz, V. B. (2006). “Strength and safety in numbers”: A theoretical perspective on group influences on approach and avoidance motivation. Motivation & Emotion, 30(2), 135–142.

Prochaska, J., DiClemente, C., & Norcross, J. (1992). In search of how people change. Applications to addictive behaviors. The American Psychologist, 47(9), 1102–1114.

Reiss, S. (2004). Multifaceted nature of intrinsic motivation: The theory of 16 basic desires. Review of General Psychology, 8(3), 179–193.

Schneider, B., & Alderfer, C. P. (1973). Three studies of measures of need satisfaction in organizations. Administrative Science Quarterly, 18(4), 489–505.

Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46(2), 137–149.

Sniehotta, F. F. (2009). Towards a theory of intentional behaviour change: Plans, planning, and self-regulation. British Journal of Health Psychology, 14(2), 261–273.

Taşdemir, N. (2011). The relationships between motivations of intergroup differentiation as a function of different dimensions of social identity. Review of General Psychology, 15(2), 125–137.

Turner, J. C., & Patrick, H.(2008). How does motivation develop and why does it change? Reframing motivation research. Educational Psychologist, 43(3), 119–131.

Turner, J. H. (1987). Toward a sociological theory of motivation. American Sociological Review, 52(1), 15–27.

Valdman, M. (2010). On the morality of Guinea-pig recruitment. Bioethics, 24(6), 287–294.

van Knippenberg, D. (2000). Work motivation and performance: A social identity perspective. Applied Psychology: An International Review, 49(3), 357–371.

van Zomeren, M., & Spears, R. (2009). Metaphors of protest: A classification of motivations for collective action. Journal of Social Issues, 65(4), 661–679.

Velicer, W. F., & Prochaska, J. O.(2008). Stage and non-stage theories of behavior and behavior change: A comment on Schwarzer. Applied Psychology: An International Review, 57(1), 75–83.

Weiner, B. (2010).The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28–36.

Zurbriggen, E. L., & Sturman, T. S. (2002). Linking motives and emotions: A test of McClelland's hypotheses. Personality and Social Psychology Bulletin, 28(4), 521–535.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

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