To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure firstname.lastname@example.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
In this chapter, we argue that to understand intelligence one must understand motivation. In the past, intelligence was often cast as an entity unto itself, relatively unaffected by motivation. In our chapter, we spell out how motivational factors determine (1) whether individuals initiate goals relating to the acquisition and display of intellectual skills, (2) how persistently they pursue those goals, and (3) how effectively they pursue those goals, that is, how effectively they learn and perform in the intellectual arena. As will be seen, motivational factors can have systematic and meaningful effects on intellectual ability, performance, and accomplishment over time. Our discussion emphasizes that heritability is not incompatible with the malleability of intelligence and that motivation is the vehicle through which intellectual skills are successfully acquired, expressed, and built upon.
Successful intelligence involves a broader range of abilities than is typically measured by tests of intellectual and academic skills. Most of these tests measure primarily or exclusively memory and analytical abilities. With regard to memory, they assess the abilities to recall and recognize information. With regard to analytical abilities, they measure the skills involved when one analyzes, compares and contrasts, evaluates, critiques, and judges. Several separate factor-analytic studies support the internal validity of the theory of successful intelligence. The theory of successful intelligence is valid as a whole. Moreover, the theory can make a difference not only in laboratory tests but in school classrooms and even the everyday life of adults as well. The educational system in the United States, as in many other countries, places great emphasis on instruction and assessments that tap into two important skills: memory and analysis.
Email your librarian or administrator to recommend adding this to your organisation's collection.