Motivation is the energizing force that drives much of our attention, conscious effort, and achievement in life. Yet this important driving force may be absent, low, or problematic in persons with mental retardation. This special thematic volume in the International Review of Research in Mental Retardation focuses on motivation within this special population. The book explores several theoretical models of motivation, as well as discussing issues of goal orientation, self-regulated academic learning, the setting and monitoring of realistic goals, and social competence for people with mental retardation. Additional chapters discuss the measurement of subjective well-being and quality of life in this population, and strategies for empowering students with developmental difficulties as well as instructional practices and contexts that can enhance motivation, learning, and achievement.
Academic researchers in developmental and cognitive psychology, as well as neuropsychology.
Quotes and reviews
Praise for the Series
"In 1999... the International Review was reinvigorated. Under the editorship of Laraine Masters Glidden and a new editorial board, volumes have been published more often, with each issue having 8 to 10 integrative chapters. In contrast to earlier years, contributors to the past few volumes include more international workers, reflecting the burgeoning interest in mental retardation behavioral research in Britain, Australia, New Zealand, and other countries. Glidden has also begun mixing issues with diverse content and those devoted to single topic (e.g., Vol. 23, in 2001, on behavioral research in autism)... in these volumes one sees evidence of a vibrant, diverse field."
"This book is highly detailed and heavily referenced."
"Belongs on the shelves of every serious student and researcher whose focal interest is the retarded."
—JOURNAL OF BIOLOGICAL PSYCHOLOGY
"Practically every article is of interest for psychologists who are involved with mental retardation."