Weiner introduces -- and offers his own motivation for producing - - this most impressive work with the following: There are two distinct approaches to the study of motivation. One stratagem is a product of academic, experimental procedures, while the second is an outgrowth of clinical, non-experimental methods. Each of the approaches has unique advantages and disadvantages. But all investigators in this field are guided by a single basic question, namely, "Why do organisms think and behave as they do?" To help answer that basic question, Human Motivation presents an entire range of motivation studies -- from psychoanalytic, social learning and humanistic theory; to social facilitation, arousal, emotions, personal responsibility, and the irrationality of attributions; through chapterand verse of Hullian and Lewinian theory.

Social Motivation, Justice, and the Moral Emotions proposes an attribution theory of interpersonal or social motivation that distinguishes between the role of thinking and feeling in determining action. The place of this theory within the larger fields of motivation and attributional analysis is explored. It features new thoughts concerning social motivation on such topics as help giving, aggression, achievement evaluation, compliance to commit a transgression, as well as new contributions to the understanding of social justice. Included also is material on moral emotions, with discussions of admiration, contempt, envy, gratitude, and other affects not considered in Professor Weiner's prior work. The text also contains previously unexamined topics regarding social inferences of arrogance and modesty and the role of mediators versus moderators in theory building. structure of a proposed theory of social motivation and justice; reviews meta-analytic tests of the theory within the contexts of help giving and aggression and examines issues related to cultural and individual differences; focuses on moral emotions including an analysis of admiration, envy, gratitude, jealousy, scorn, and others; discusses conditions where reward decreases motivation while punishment augments strivings; and provides applications that are beneficial in the classroom, in therapy, and in training programs. Social Motivation, Justice, and the Moral Emotions appeals to practicing and research psychologists and advanced students in a variety of fields including social, educational, personality, political/legal, health, and clinical psychology. It will also serve as a supplement in courses on motivational psychology, emotion and motivation, altruism and/or pro-social behavior, aggression, social judgment, and morality. Also included is the raw material (e.g., questionnaires, surveys, etc.) for 13 experiments relating to core predictions of the proposed attribution theory.

Social Motivation, Justice, and the Moral Emotions proposes an attribution theory of interpersonal or social motivation that distinguishes between the role of thinking and feeling in determining action. The place of this theory within the larger fields of motivation and attributional analysis is explored. It features new thoughts concerning social motivation on such topics as help giving, aggression, achievement evaluation, compliance to commit a transgression, as well as new contributions to the understanding of social justice. Included also is material on moral emotions, with discussions of admiration, contempt, envy, gratitude, and other affects not considered in Professor Weiner's prior work. The text also contains previously unexamined topics regarding social inferences of arrogance and modesty and the role of mediators versus moderators in theory building. structure of a proposed theory of social motivation and justice; reviews meta-analytic tests of the theory within the contexts of help giving and aggression and examines issues related to cultural and individual differences; focuses on moral emotions including an analysis of admiration, envy, gratitude, jealousy, scorn, and others; discusses conditions where reward decreases motivation while punishment augments strivings; and provides applications that are beneficial in the classroom, in therapy, and in training programs. Social Motivation, Justice, and the Moral Emotions appeals to practicing and research psychologists and advanced students in a variety of fields including social, educational, personality, political/legal, health, and clinical psychology. It will also serve as a supplement in courses on motivational psychology, emotion and motivation, altruism and/or pro-social behavior, aggression, social judgment, and morality. Also included is the raw material (e.g., questionnaires, surveys, etc.) for 13 experiments relating to core predictions of the proposed attribution theory.

Weiner introduces -- and offers his own motivation for producing - - this most impressive work with the following:
"There are two distinct approaches to the study of motivation. One stratagem is a product of academic, experimental procedures, while the second is an outgrowth of clinical, non-experimental methods. Each of the approaches has unique advantages and disadvantages. But all investigators in this field are guided by a single basic question, namely, "Why do organisms think and behave as they do?""
To help answer that basic question, Human Motivation presents an entire range of motivation studies -- from psychoanalytic, social learning and humanistic theory; to social facilitation, arousal, emotions, personal responsibility, and the irrationality of attributions; through chapterand verse of Hullian and Lewinian theory.

For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion and motivation from an attributional perspective. The presentation of a unified theory of motivation and emotion is the goal of this book. My more specific aims in the chapters to follow are to: 1) Outline the basic princi ples that I believe characterize an adequate theory of motivation; 2) Convey what I perceive to be the conceptual contributions of the perspective advocated by my col leagues and me; 3) Summarize the empirical relations, reach some definitive con clusions, and point out the more equivocal empirical associations based on hypotheses derived from our particular attribution theory; and 4) Clarify questions that have been raised about this conception and provide new material for still further scrutiny. In so doing, the building blocks (if any) laid down by the attributional con ception will be readily identified and unknown juries of present and future peers can then better determine the value of this scientific product."

This volume, featuring work by leading researchers in educational and developmental psychology, provides new perspectives on how and why children tend to thrive or fail at school. The individual chapters examine the unique roles of peers and teachers in communicating and reinforcing school-related attitudes, expectations, and definitions of self. The relation of children's school adjustment to school motivation, interpersonal functioning, and social skillfulness are also explored. The developmental and social perspectives on motivation and achievement presented in this text provide fresh insights into the complex processes that contribute to success in school. This is important reading for educators and psychologists who work with children.

This volume, featuring work by leading researchers in educational and developmental psychology, provides new perspectives on how and why children tend to thrive or fail at school. The individual chapters examine the unique roles of peers and teachers in communicating and reinforcing school-related attitudes, expectations, and definitions of self. The relation of children's school adjustment to school motivation, interpersonal functioning, and social skillfulness are also explored. The developmental and social perspectives on motivation and achievement presented in this text provide fresh insights into the complex processes that contribute to success in school. This is important reading for educators and psychologists who work with children.

This intriguing new work provides a careful examination of how judgments of ourselves and others relate to problems and, in so doing, yields valuable insight into human interactions and motivational processes. Laying out a general theory of social motivation, the author incorporates a number of well-researched areas in social psychology and motivation to elucidate basic principles that guide human conduct across culture and time. Chapters reveal how responsibility inferences are reached, the manner in which such judgments affect emotions, and the role that "cold" judgments of responsibility versus "hot" feelings, such as anger, play in producing both positive and negative behaviors. The author demonstrates that the ways others are perceived influence the behaviors directed toward them, showing how attributions of personal causality are followed by judgments of responsibility. These inferences then give rise to other-directed emotions such as anger and sympathy which, in turn, generate antisocial and prosocial actions. Providing a conceptual system that permits readers a deeper understanding of motivational processes and suggests guidelines for more effective interventions, this book is insightful reading for a wide range of scholars.

"Human Motivation qualifies both as a superb textbook for upper- division psychology majors and graduate students and as an important sourcebook for motivational scholars and researchers. . . . Readers will be pleased to find that this text is extraordinarily well written, with a style not unlike that of a good novel. Other desirable features, from a teaching perspective, are 12 illustrative experiments for students to complete and interspersed biographical sketches of eminent motivational theorists. . . . Bernard Weiner's volume represents the culmination of years of research and scholarship and will offer an array of insights to students who are more advanced. It is also likely to be used as a motivation sourcebook for years to come." --Contemporary Psychology Use the quote above for next mailing 9/93 "This is a truly outstanding work, comprehensive in its coverage and innovative in its approach. By using the device of metaphor, Bernard Weiner has brilliantly clarified the relationship among the different theoretical perspectives on motivation. Encompassing both research and theory, the volume surveys classical and recent motivation theories, and culminates in an exciting and challenging new perspective. The book qualifies both as a highly attractive text and as an essential volume for all motivational psychologists. Highly recommended. This brilliant work effectively communicates the excitement of research on the 'whys' of human behavior, a field to which Weiner himself has been a major contributor. Rather than just presenting one theory after another Weiner has organized them in an original and easy-to-comprehend fashion." --Paul McReynolds, Emeritus Professor, University of Nevada--Reno