The Oxford Handbook of Human Motivation

By Richard M. Ryan. 2012

711 citations recorded by the source corpus.

The Oxford Handbook of Human Motivation, Second Edition, addresses key advances made in the field since the previous edition, offering the latest insights from the top theorists and researchers of human motivation. The volume includes chapters on social learning theory, control theory, self-determination theory, terror management theory, and regulatory focus theory and also presents articles from leading scholars on phenomena such as ego depletion, choice, curiosity, flow, implicit motives, and personal interests. A special section dedicated to goal research highlights achievement goals, goal attainment, goal pursuit and unconscious goals, and the goal orientation process across adulthood. The volume sheds new light on the biological underpinnings of motivation, including chapters on neuropsychology and cardiovascular dynamics. This resource is also packed with practical research and guidance, with sections on relationships and applications in areas such as psychotherapy, education, physical activity, sport, and work. By providing reviews of the most advanced work by the very best scholars in this field, this volume represents an invaluable resource for both researchers and practitioners, as well as any student of human nature.

Subfields: Cognitive Neuroscience

View Paper: https://www.semanticscholar.org/paper/7e4686bfca95abfe0acec71358a9d3364c5a76a7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

Citations in the corpus

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “Motivational theories in education consider cognitive, social, behavioral, and self-regulation perspectives as well as perspectives from self-determination theory (for an overview, see Ryan 2012).”
Designing for Motivation, Engagement and Wellbeing in Digital Experience (2018, methodology): “” In their paper, which provides guidance to HCI researchers on the use of behavioral theories, they discuss behavior change models such as TPB (Ajzen, 1991), Self-Efficacy Theory (Bandura, 1996; Schunk and Usher, 2012), and SDT (Ryan and Deci, 2000b, 2017).”
Impacts of Hedonic and Utilitarian User Motives on the Innovativeness of User-Developed Solutions: Motives for User-Developed Solutions (2015, positive): “The theory predicts that “people are assumed to be inherently active and thus to proactively initiate engagement with their environment” (Deci and Ryan, 2012, p. 87).”
The Sources of Self-Efficacy (2016, background): “The relative influence of each source of self-efficacy has been found to vary according to contextual factors such as gender, ethnicity, culture, values, ability, and domain (Schunk & Usher, 2012; Usher & Pajares, 2008).”
Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science (2016, background): “…motivation in many different ways but generally agree that the core of motivation describes why a person selects one action over another with great energization or frequency (Bargh, Gollwitzer, & Oettingen, 2010; Gollwitzer & Oettingen, 2012; McClelland, 1978; TouréTillery & Fishbach, 2014).”
MOTIVASI BELAJAR MAHASISWA PADA PEMBELAJARAN DARING SELAMA PANDEMIK COVID-19 (2020, neutral): “Motivasi dapat memengaruhi apa yang kita pelajari, bagaimana kita belajar, dan kapan kita memilih untuk belajar (Schunk & Usher, 2012).”
The Lens of Intrinsic Skill Atoms: A Method for Gameful Design (2015, background): “Fourth, the outcome of a nontrivial challenge is by deﬁnition uncertain, stoking curiosity, interest, and arousal (Malone, 1981; Silvia, 2012).”
Weakness of the will: Is a quick fix possible? (2014, background): “In the goal literature there seems to be widespread agreement on the most prominent challenges of goal attainment (Gollwitzer and Oettingen 2012; Bargh et al. 2010).”
The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners (2019, methodology): “An individual with high self-efficacy in writing may have more interest and make more effort to perform a writing task (Schunk & DiBenedetto, 2016; Schunk & Usher, 2012).”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “Flow theory describes conditions and dimensions where an optimal psychological and psychical state can maximize enjoyment and engagement [50].”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “Meta-awareness and students’ assumption of responsibility for their learning can contribute to the development of interest from one phase to another (see Renninger & Su, 2012).”
Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “Unlike other theories that relegate full explanatory power to the controlling environment (e.g., behaviorism) or to unseen inner impulses (e.g., psychoanalysis), social cognitive theory emphasizes the role of personal agency in human development and performance (Schunk & Usher, 2012).”
Serious games and the gamification of tourism (2017, background): “Meaningful gamification focuses on the hedonic function of gaming, addresses the intrinsic motivation of a person, leading to deep engagement and great satisfaction (Deci, Koestner & Ryan, 1999; Schell, 2008; Ryan, 2012).”
Gamification in theory and action: A survey (2015, background): “, 1999 ; Ryan , 2012 ) , but , as yet , no research has sought to validate this design approach in practice .”
College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory (2017, background): “Although these findings have yielded important pedagogical implications, this research has been limited by three methodological concerns that should be addressed in order to better align communication scholarship with modern theories of motivation (c.f., Ryan, 2012).”