2nd Edition

Handbook of Motivation at School

Edited By Kathryn R. Wentzel, David B. Miele Copyright 2016
    544 Pages
    by Routledge

    544 Pages
    by Routledge

    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.

    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

    Biography

    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.