Психология достижений. Как добиваться поставленных целей

{5.} J. Fцrster, H. Grant, L. C. Idson, and E. T. Higgins, “Success/Failure Feedback, Expectancies, and Approach/Avoidance Motivation: How Regulatory Focus Moderates Classic Relations,” Journal of Experimental Social Psychology 37 (2001): 253–60.

{6.} E. T. Higgins, R. S. Friedman, R. E. Harlow, L. C. Idson, O. N. Ayduk, and A. Taylor, “Achievement Orientations from Subjective Histories of Success: Promotion Pride versus Prevention Pride,” European Journal of Social Psychology 31 (2001): 3–23.

{7.} J. Norem, The Positive Power of Negative Thinking (New York: Basic Books, 2001).

{8.} P. Lockwood, C. H. Jordan, and Z. Kunda, “Motivation by Positive or Negative Role Models: Regulatory Focus Determines Who Will Best Inspire Us,” Journal of Personality and Social Psychology 83 (2002): 854–64.

{9.} L. Werth and J. Fцrster, “How Regulatory Focus Influences Consumer Behavior,” European Journal of Social Psychology 36 (2006): 1–19.

{10.} E. T. Higgins, H. Grant, and J. Shah, “Self-Regulation and Quality of Life: Emotional and Non-emotional Life Experiences,” in Well-being: The Foundations of Hedonic Psychology, D. Kahnemann, E. Diener, and N. Schwarz, eds. (New York: Russell Sage Foundation, 1999), pp. 244–66.

{11.} E. Crowe and E. T. Higgins, “Regulatory Focus and Strategic Inclina-tions: Promotion and Prevention in Decision Making,” Organizational Behavior and Human Decision Processes 69 (1997): 117–32.

{12.} N. Liberman, L. C. Idson, C. J. Camacho, and E. T. Higgins, “Promotion and Prevention Choices between Stability and Change,” Journal of Personality and Social Psychology 77 (1999): 1135–45.

{13.} A. L. Freitas, N. Liberman, P. Salovey, and E. T. Higgins, “When to Begin? Regulatory Focus and Initiating Goal Pursuit,” Personality and Social Psychology Bulletin 28 (2002): 121–30.

{14.} R. Zhu and J. Meyers-Levy, “Exploring the Cognitive Mechanism That Underlies Regulatory Focus Effects,” Journal of Consumer Research 34 (2007).

{15.} D. Molden, G. Lucas, W. Gardner, K. Dean, and M. Knowles, “Motivations for Prevention or Promotion following Social Exclusion: Being Rejected versus Being Ignored,” Journal of Personality and Social Psychology 96 (2009): 415–31.

{16.} E. T. Higgins, “Regulatory Fit in the Goal-Pursuit Process,” in The Psychology of Goals, G. Moskowitz and H. Grant, eds. (New York: Guilford, 2009).

{17.} H. Grant, A. Baer, E. T. Higgins, and N. Bolger, “Coping Style and Regulatory Fit: Emotional Ups and Downs in Daily Life,” неопубликованная рукопись, 2010.

{18.} J. Fцrster, E. T. Higgins, and A. Taylor Bianco, “Speed/Accuracy in Performance: Tradeoff in Decision Making or Separate Strategic Concerns?” Organizational Behavior and Human Decision Processes 90 (2003): 148–64.

{19.} D. Miele, D. Molden, and W. Gardner, “Motivated Comprehension Regulation: Vigilant versus Eager Metacognitive Control,” Memory Cognition 37 (2009): 779–95.

{20.} L. Werth and J. Fцrster, “The Effects of Regulatory Focus on Braking Speed,” Journal of Applied Social Psychology (2007).

{21.} P. Fuglestad, A. Rothman, and R. Jeffery, “Getting There and Hanging On: The Effect of Regulatory Focus on Performance in Smoking and Weight Loss Interventions,” Health Psychology 27 (2008): S260–70.

{22.} A. L. Freitas, N. Liberman, and E. T. Higgins, “Regulatory Fit and Resisting Temptation during Goal Pursuit,” Journal of Experimental Social Psychology 38 (2002): 291–98.

{23.} A. D. Galinsky and T. Mussweiler, “First Offers As Anchors: The Role of Perspective-Taking and Negotiator Focus,” Journal of Personality and Social Psychology 81(2001): 657–69.

Глава 5

{1.} R. Ryan and E. Deci, “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being,” American Psychologist 55 (2000): 68–78.

{2.} M. E. P. Seligman, Authentic Happiness (New York: Free Press, 2004).

{3.} M. Hagger, N. Chatzisarantis, T. Culverhouse, and S. Biddle, “The Processes by Which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model,” Journal of Educational Psychology 95 (2003): 784–95.