Contributors

Foreword

Preface

Promoting Intrinsic Motivation and Self-Determination in People with Mental Retardation

Edward L. Deci

Introduction

Self-Determination Theory

Human Needs, Social Contexts, and Motivation

Self-Determination, Learning, and Adjustment

Possible Implications of SDT for the Field of MR

Conclusions

References

Applications of a Model of Goal Orientation and Self-Regulated Learning to Individuals with Learning Problems

Paul R. Pintrich

Juliane L. Blazevski

A General Framework for Self-Regulated Learning

Goal Orientation and Self-Regulated Learning

Conclusions and Future Directions for Theory and Research

References

Learner-Centered Principles and Practices: Enhancing Motivation and Achievement for Children with Learning Challenges and Disabilities

Barbara L. McCombs

The LCPS as a Foundational Knowledge Base

What are Practice and Policy Implications of the Learner-Centered Framework for Serving the Needs of Students with Disabilities and Learning Challenges?

Implications for Research

Conclusions

References

Why Pinocchio Was Victimized: Factors Contributing to Social Failure in People with Mental Retardation

Stephen Greenspan

A Case Study Drawn from Children's Literature

Use of an Action Model to Explain Pinocchio's Incompetence

Can Social Incompetence Be Remediated?

References

Understanding the Development of Subnormal Performance in Children from a Motivational-Interactionist Perspective

Janne Lepola

Pekka Salonen

Marja Vauras

Elisa Poskiparta

Scaffolding and the Socially Mediated Development of Cognition and Motivation

Cognitive and Motivational Factors in the Development of Subnormal Reading Achievement

Summary and Conclusions

References

Toward Inclusion Across Disciplines: Understanding Motivation of Exceptional Students

Helen Patrick

Allison M. Ryan

Eric M. Anderman

John Kovach

Barriers to Integrating Research within Fields of Motivation and Special Education

Importance of Integrating Motivation and Special Education Research

Examining Motivation of Exceptional and Non-Exceptional Students

Motivation of Early Adolescents in Special Education Classes

The Classroom Environment and Student Motivation

Directions for Future Research

References

Loneliness and Developmental Disabilities: Cognitive and Affective Processing Perspectives

Malka Margalit

Definitions

The Contribution of Genetic and Family Factors

The Loneliness Construct

Loneliness and Social Difficulties in Developmental Disabilities

Self-Reports of Social Competence and Loneliness

Developmental Trends

Sources of Social Difficulties

The Affective-Cognitive Model of Loneliness

Social Status and Companionship

Coping and Intervention

Loneliness and Technology

References

The Motivation to Maintain Subjective Well-Being: A Homeostatic Model

Robert A. Cummins

Anna L. D. Lau

Issues of Nomenclature and Measurement

Generic Versus Specific Instrumentation

Normative Values

SWB Homeostasis

A Model for Homeostasis

Personality

The Cognitive Buffering System

Met and Unmet Needs

Adaptation

Homeostatic Maintenance and Failure

Conclusions

References

Quality of Life from a Motivational Perspective

Robert L. Schalock

Our Current Understanding of the Concept of Quality of Life

The Focus on Effectance and Intrinsic Motivation

The Motivational Aspects of the Core Quality-Of-Life Domains

Quality of Life and Motivational Strategies

Implications of Viewing Quality of Life from a Motivational Perspective

Conclusions

References

Index

Contents of Previous Volumes