Handbook of Motivation at School

Kathryn R. Wentzel, David B. Miele (Herausgeber)

Buch | Softcover

532 Seiten

2016 | 2nd edition
Routledge (Verlag)
978-1-138-77620-3 (ISBN)

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The Handbook on Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning and social adjustment at school..

The second edition of the Handbook of Motivation at School presents an integrated compilation of theory and research in the field. With chapters by leading experts, this book covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Section I focuses on theoretical perspectives and major constructs, Section II on contextual and social influences on motivation, and Section III on new directions in the field.

This new edition will have the same popular organizational structure with theories at the beginning. It will also include new chapters that cover motivation as it relates to identity, culture, test anxiety, mindfulness, neuroscience, parenting, metacognition, and regulatory focus.

Kathryn R. Wentzel is Professor of Human Development in the Department of Human Development and Quantitative Methodology at the University of Maryland, College Park. David B. Miele is Buehler Sesquicentennial Assistant Professor in the Counseling, Developmental, and Educational Psychology Department in the Lynch School of Education at Boston College.

Contents

List of Figures

List of Tables

Acknowledgements

Contributors

1. Overview

Kathryn R. Wentzel and David B. Miele

SECTION I: MAJOR THEORETICAL PERSPECTIVES AND CONSTRUCTS

2. Attribution Theory and Motivation in School

Sandra Graham and April Z. Taylor

3. Self-Efficacy Theory in Education

Dale H. Schunk and Maria K. DiBenedetto

4. Expectancy–Value Theory

Allan Wigfield, Stephen M. Tonks, and Susan Lutz Klauda

5. Achievement Goal Theory: A Story of Early Promises, Eventual Discords, and Future Possibilities

Corwin Senko

6. Facilitating and Hindering Motivation, Learning, and Well-Being in Schools: Research and Observations from Self-Determination Theory

Richard M. Ryan and Edward L. Deci

7. Academic Emotions

Reinhard Pekrun

8. Engagement and Disaffection as Central to Process of Motivational Resilience and Development

Ellen A. Skinner

9. The Development of Self-Regulated Learning in Secondary School Years: A Social Cognitive Instructional Perspective

Anastasia Kitsantas and Timothy J. Cleary

10. Positioning Interest and Curiosity Within a Model of Academic Development

Patricia A. Alexander and Emily M. Grossnickle

Section II: CONTEXTUAL AND SOCIAL INFLUENCES ON Motivation

11. Teacher-Student Relationships

Kathryn R. Wentzel

12. School-Based Peer Relationships and Achievement Motivation

Jaana Juvonen and Casey Knifsend

13. Learning Environments and Motivation

Avi Kaplan and Helen Patrick

14. Culture and Motivation: The Road Travelled and the Way Ahead

Ronnel B. King and Dennis M. McInerney

15. Motivation and Identity

Allison Master, Sapna Cheryan, and Andrew N. Meltzoff

16. Gender and Motivation

Helen M. G. Watt

17. Teacher Motivation: Self-Efficacy and Goal Orientation

Helenrose Fives and Michelle M. Buehl

SECTION III: NEW DIRECTIONS IN THE FIELD

18. Self-Regulation of Motivation

David B. Miele and Abigail A. Scholer

19. Beyond All Splits: Mindfulness in Students’ Motivation, Learning, and Self/Identity Development in School

Robert W. Roeser

20. Math Anxiety: Causes, Consequences, and Remediation

Erin A. Maloney

21. Neuroscientific Contributions to Motivation in Education

Johnmarshall Reeve and Woogul Lee

22. A Multiple Goal Perspective on Academic Motivation

Manfred Hofer and Stefan Fries

23. Parental Involvement and Children’s Motivation and Achievement: A Domain-Specific Perspective

Meredith L. Rowe, Geetha Ramani, and Eva M. Pomerantz

24. The Origins and Educational Implications of Promotion-Focused and Prevention-Focused Achievement Motivations

Daniel C. Molden and Emily Q. Rosenzweig

Index

Erscheinungsdatum	06.04.2016
Reihe/Serie	Educational Psychology Handbook
Zusatzinfo	15 Tables, black and white; 23 Line drawings, black and white; 2 Halftones, black and white
Verlagsort	London
Sprache	englisch
Maße	178 x 254 mm
Gewicht	1010 g
Themenwelt	Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
Themenwelt	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
ISBN-10	1-138-77620-3 / 1138776203
ISBN-13	978-1-138-77620-3 / 9781138776203
Zustand	Neuware