Baza wiedzy


Extrinsic and intrinsic motivation at 30: Unresolved scientific issues.

Behavior Analyst, 28, 1-14. Reiss, S. (2005).

Motivation in Development Context: A new method of studying self-actualization.

Journal of Humanistic Psychology, 45, 41-53. Reiss, S., & Havercamp, S. M. (2005).

The 16 strivings for God.

Zygon, 39, 303-320. Reiss, S. (2004).

Relations between big five traits and fundamental motives.

Psychological Reports, 95, 795-802. Olson, Kenneth R. , & Weber, D. A. (2004).

Why people watch reality TV?

Media Psychology 6, 363-378. Reiss, S. & Wiltz, J. (2004).

Curiosity and mental retardation: Beyond IQ.

Mental Retardation, 42, 77-81. Reiss, S. & Reiss, M. (2004).

Compatibility of housemates with mental retardation.

American Journal of Mental Retardation, 108, 173-180. Wiltz, J., & Reiss, S. (2003).

The personality of love: Fundamental motives and traits related to components of love.

Personality and Individual Differences, 32, 839-853. Engel, G., Olson, K. R., Patrick, C. (2002).

Why people turn to religion: A motivational analysis.

Journal for the Scientific Study of Religion, 39, 47-52. Reiss, S. (2000).

Toward a comprehensive assessment of fundamental motivation.

Psychological Assessment, 10, 97-106. Reiss, S. & Havercamp, S. H. (1998).

Anxiety sensitivity, anxiety frequency, and the prediction of fearfulness.

Behavior Research and Therapy, 24, 1-8. Reiss, S., Peterson, R.A., Gursky, D.M., & McNally, R.J. (1986).

Expectancy model of fear.

In S. Reiss and R.R. Bootzin (eds.), Theoretical issues in behavior therapy. New York: Academic Press, 107-121. Reiss, S., & McNally, R.J. (1985).

Overjustification, competing responses, and the acquisition of intrinsic interest.

Journal of Personality and Social Psychology, 31, 1116-1125. Reiss, S., & Sushinsky, L.W. (1975).

Dlaczego moje dziecko ma problemy w szkole? – sześć powodów wynikających z wewnętrznej motywacji cz. 2

Niestety system szkolnictwa nie pozostawia zbyt wiele miejsca na indywidualne podejście. Edukacja ma swój sztywny schemat, do którego należy się dostosować. Szkoła to forma, do której musi dopasować się każdy

The Reiss profile of fundamental goals and motivational Sensitivities. Examiner and technical manual 2004, Version 2.1

Ohio State University, USA. Reiss, Steven.

The sensivity theory of motivation: implications for psychopathology.

Behavior Research and Therapy 1996, Vol. 34, No. 8, pp. 621-632. Reiss, Steven; Havercamp, Susan M.