Skip to main content
SpringerLink
Log in

Motivation as the Readiness to Act on Moral Commitments

  • Chapter
Book cover Handbook of Moral Motivation

Part of the book series: Moral Development and Citizenship Education ((MORA,volume 1))

Abstract

A famous musician was walking through a park. A busker recognized him and immediately begged him to play. The musician initially refused, but a crowd began to grow and chant with the anticipation of witnessing a concert.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Apperly, I., Samson, D., & Humphreys, G. (2009). Studies of adults can inform accounts of theory of mind development. Developmental Psychology, 45, 190–201. doi: 10.1037/a0014098

    Article  Google Scholar 

  • Aquinas, T. (1964). Commentary on Aristotle’s Nicomachean Ethics. Notre Dame, IN: Dumb Ox Books.

    Google Scholar 

  • Atkinson, J.W., & Raynor, J.O. (1974). Motivation and achievement. Washington, DC: Winston.

    Google Scholar 

  • Blasi, A. (1980). Bridging moral cognition and moral action: A critical review of the literature. Psychological Bulletin, 88, 1–45.

    Article  Google Scholar 

  • Blasi, A. (1993). The development of identity: Some implications for moral functioning. In G.G. Noam, & T.E. Wren (Eds.), The moral self (pp.99–122). Cambridge, MA: MIT Press.

    Google Scholar 

  • Costa, P.T., & McCrae, R.R. (2008). The NEO inventories. In R.P. Archer, & S.R. Smith (Eds.), Personality assessment (pp. 213–245). New York, NY: Routledge/Taylor & Francis Group.

    Google Scholar 

  • Dalbert, C. (1999). The world is more just for me than generally: About the personal belief in a Just World Scale’s validity. Social Justice Research, 12, 79–98. doi:10.1023/A:1022091609047

    Article  Google Scholar 

  • Dalbert, C. & Umlauft, S. (2003). Justice centrality scale. Unpublished scale, Martin Luther University of Halle Wittenberg, Germany.

    Google Scholar 

  • Dennett, D.C. (1987). The intentional stance. Cambridge, MA: MIT Press.

    Google Scholar 

  • deVingemont, F. (2009). Drawing the boundary between low-level and high-level mindreading. Philosophical Studies, 144, 457–466.

    Article  Google Scholar 

  • Frijda, N.H., Kuipers, P., & ter Schure, E. (1989). Relations among emotion, appraisal, and emotional action readiness. Journal of Personality and Social Psychology, 57, 212–228.

    Article  Google Scholar 

  • Hallie, P. (1979). Lest innocent blood be shed: The story of the village of LeChambon and how goodness happened there. New York: Harper Perennial.

    Google Scholar 

  • Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16, 233–253.

    Article  Google Scholar 

  • Jones, E.E., & Nisbett, R.E. (1971). The actor and the observer: Divergent perceptions of the causes of behavior. Morristown, NJ: General Learning Press.

    Google Scholar 

  • Karniol, R. (2003). Egocentrism versus protocentrism: The status of self in social prediction. Psychological Review, 110, 564–580. doi: 10.1037/0033-295X.110.3.564

    Article  Google Scholar 

  • Kohlberg, L. (1969). Stage and sequence: The cognitive developmental approach to socialization. In D.A. Goslin (Ed.), Handbook of socialization theory and research (pp. 347–480). Chicago: Rand McNally

    Google Scholar 

  • Kukla, A. (1972). Foundations of attribution theory. Psychological Review, 79, 454–470.

    Article  Google Scholar 

  • Lewin, K. (1926). Vorsatz, Wille, und Bedürfnis. Psychologische Forschung, 7, 330–385. [Translated by D. Rapaport (1951) in Organization and pathology of thought. (pp. 95–153) New York: Columbia University Press. Reprinted in M. Gold (1999), The complete social scientist: A Kurt Lewin reader. (pp. 83–115). Washington, DC: American Psychological Association.]

    Google Scholar 

  • Malle, B.F. (2006). The actor-observer asymmetry in attribution: A (surprising) meta-analysis, Psychological Bulletin, 132, 895–919.

    Article  Google Scholar 

  • Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Oser, F. (2010). The unhappy moralist effect: A story of hybrid moral dynamics. In T. Lovat, R. Toomey & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 605–614). Dordrecht, Netherlands: Springer.

    Chapter  Google Scholar 

  • Pratt, M.W., Arnold, M.L., Pratt, A.T., & Diessner, R. (1999). Predicting adolescent moral reasoning from family climate: A longitudinal study. Journal of Early Adolescence, 19, 148–175. doi: 10.1177/0272431699019002002

    Article  Google Scholar 

  • Thelen, E., & Smith, L.B. (1998). Dynamic systems theories. In W. Damon & R.M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (5th ed., pp. 563–634). New York: John Wiley & Sons.

    Google Scholar 

  • Thorkildsen, T.A. (2000). Children’s coordination of procedural and commutative justice in school. In W. van Haaften, T. Wren & A. Tellings (Eds.), Moral sensibilities and education II: The schoolchild (pp. 61–88). Bemmel, Netherlands: Concorde Publishing House.

    Google Scholar 

  • Thorkildsen, T.A., Golant, C.J., & Cambray-Engstrom, E. (2008). Essential solidarities for understanding Latino adolescents’ moral and academic engagement. In C. Hudley & A.E. Gottfried (Eds.), Academic motivation and the culture of schooling in childhood and adolescence (pp. 73–98). Oxford: Oxford University Press.

    Chapter  Google Scholar 

  • Thorkildsen, T.A., & Nicholls, J.G. (with Bates, A., Brankis, N., & DeBolt, T.). (2002). Motivation and the struggle to learn: Responding to fractured experience. Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Thorkildsen, T.A., & Walberg, H.J. (Eds.). (2004). Nurturing morality. New York, NY: Kluwer.

    Google Scholar 

  • Tomasello, M., Kruger, A., & Ratner, H. (1993). Cultural learning. Behavioral and Brain Sciences, 16, 495–552.

    Article  Google Scholar 

  • Van Overwalle, F. (2009). Social cognition and the brain: A meta-analysis. Human Brain Mapping, 30, 829–858.

    Article  Google Scholar 

  • Walker, L.J., & Pitts, R.C. (1998). Naturalistic conceptions of moral maturity. Developmental Psychology, 34, 403–419. doi: 10.1037/0012-1649.34.3.403

    Article  Google Scholar 

  • Weiner, B. (1972). Theories of motivation: From mechanism to cognition. Chicago: Markham.

    Google Scholar 

  • Weiner, B. (1995). Judgments of responsibility: A foundation for a theory of social conduct. New York, NY: Guilford Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Psychology, University of Illinois, Chicago, USA

    Theresa A. Thorkildsen

Authors
  1. Theresa A. Thorkildsen
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Sense Publishers

About this chapter

Cite this chapter

Thorkildsen, T.A. (2013). Motivation as the Readiness to Act on Moral Commitments. In: Handbook of Moral Motivation. Moral Development and Citizenship Education, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-275-4_6

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation