454 SUBJECT INDEX
phases, 97–99
Intersubjectivity, 27
Introversion,seeExtroversion vs.
introversion
Investment theory, 126–138
LLearning,see alsoAcademic
self-regulation
Chinese beliefs, 403–411, 412
affect, 408–411
kinds of achievement, 407–408
process, 405–407
purpose, 403–405
cultural differences
achievement and motivation, 388–391
eastern vs. western beliefs, 385–414
intelligence, 387–388
learning styles, 391–393
U.S./Chinese studies, 393–398
U.S. beliefs, 394–403, 411–412
affect, 402–403
kinds of achievement, 401–402
purpose of learning, 399–400
process of learning, 400–401
Learning Goals,seegoal orientations
Limbic system, 202, 226–228
MMDL,seedomain learning, model of
Maladaptive,seeEmotional intelligence,
maladaptive behavior
Maximal performance,seePerformance,
typical vs. maximal
Meaning making, 13
Mental attention, 204–211
E, 209
four functional resources of, 205–209
I-Operator, 209
M-Capacity, 206–208, 210–211
task, 228–229
M-Operator, 209
M-Space, 209
Mind as the computer, 424,see also
Cognitivism
Mood, 58, 64–84
association network theory, 60
infusion model, 60–61
effects on cognition, 62,see alsoAf-
fect, storage and retrieval
Mood and general knowledge theory,
63–64, 70–71
Motivation, 11 , 198–199
development, 201–204
dialectical-constructivist approach,
197–230
effects on academic performance,
44–48
effects on attention and cognition,
45–51
electrophysiological approach,
45–48
implications of educational interven-
tion, 48–51
intrinsic, 329–331
effect of external rewards, 302,
330–331
role of mental attention, 216
self-motivation, 224–229, 340–341
cognitive theories of, 90
MSCEIT, 178–180
Music, 306–314
personality, 308–310
the role of environment, 309
My-side bias, 368
N
Nature and nurture, 27–28, 306–310,see
alsoAptitude vs. deep
engagement
Need for cognition, 357
Neurobiological approaches, 9–10
Neuroticism, 152–155
P
Personality
as states, 159–166
as self-regulative constructs, 167–169
as traits, 146–159
as self-regulative constructs, 158–159
Performance
effects of stress, 165–166
effects of beliefs and goals, 42
effort demanded vs. effort allocated,
137
environmental press, 135–137
situations,seeEnvironmental press
typical vs. maximal, 119–138,
121–125
Performance goals,seeGoal orientations