1st Edition

Motivation and Emotion in Learning and Teaching across Educational Contexts Theoretical and Methodological Perspectives and Empirical Insights

    314 Pages 24 B/W Illustrations
    by Routledge

    314 Pages 24 B/W Illustrations
    by Routledge

    Motivation and Emotion in Learning and Teaching across Educational Contexts brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context specificity and situatedness of their core theories in motivation and emotion.

    The book is compiled of two main sections. Section I covers theoretical reflections and perspectives on the main theories on emotion and motivation in learning and teaching and their transferability across different educational contexts illustrated with empirical examples. Section II addresses the methodological reflections and perspectives on the methodology that is needed to address the complexity and context specificity of motivation and emotion. In addition to general reflections and perspectives regarding methodology, concrete empirical examples are provided. All cutting-edge chapters include current empirical studies on emotions and motivation in learning and teaching across different contexts (age groups, domains, countries, etc.) making them applicable and relevant to a wide range of contexts and settings.

    This high-quality volume with contributions from leading international experts will be an essential resource for researchers, students and teacher trainers interested in the vital role that motivation and emotions can play in education.


    Section One. Theoretical Reflections and Perspectives

    1. The Relevance of Situated Expectancy-Value Theory to Understanding Motivation and Emotion in Different Contexts

    Allan Wigfield and Jacquelynne S. Eccles

    2. Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals,

    Self-Efficacy, and Self-Regulation

    K. Ann Renninger, Suzanne E. Hidi and Arijit De

    3. Achievement Goals: The Past, Present, and Possible Future of Achievement Goal Research in the Context of Learning and Teaching

    Martin Daumiller

    4. Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach

    Barbara Flunger and Julien Chanal

    5. The Roots and Fruits of Self-Efficacy in Diverse Academic Contexts

    Ellen L. Usher

    6. How Universal are Academic Emotions? A Control-Value Theory Perspective

    Reinhard Pekrun and Thomas Goetz

    7. Motivation and Emotion Regulation in Collaborative Learning Contexts

    Hanna Järvenoja, Tiina Törmänen, Sanna Järvelä and Tatiana Shubina

    8. Teacher and Student Well-Being: Theoretical Reflections and Perspectives

    Tina Hascher and Julia Mori

    9. Teachers’ Motivation to Teach: A Review through the Lens of Motivational Theories

    Helen M. G. Watt and Paul W. Richardson

    10. Commentary of the Section: On the Context- and Situation-Specificity of Motivation and Emotion: Which Contexts and Situations Matter?

    Fani Lauermann

    Section Two. Methodological Reflections and Perspectives

    11. Mixed Methods in Research on Motivation and Emotion

    Gerda Hagenauer, Franziska Muehlbacher, Clara Kuhn, Melanie Stephan and Michaela Gläser-Zikuda

    12. The Experience Sampling Method in the Research on Achievement-related Emotions and Motivation

    Julia Moeller, Julia Dietrich, and Jessica Baars

    13. Modelling Development and Change of Motivational Beliefs

    Rebecca Lazarides and Burkhard Gniewosz

    14. Intervening on Students’ Motivation to Learn: Promises and Pitfalls of Intervention Studies

    Hanna Gaspard

    15. Affective Processes in Collaborative Learning Contexts: Examining Affordances and Challenges of Video and Multi-Channel Data

    Kristiina Mänty, Deborah Pino-Pasternak, Sara Ahola and Cheryl Jones

    16. Where Ethnic and Cultural Identity Meet Situational Demands: Implications for Methodologies Used to Study Motivation

    Tim Urdan

    17. Using Heart Rate to Tap into Motivational and Emotional Processes During Teaching and Learning

    Monika Donker, Selma van Aken, and Tim Mainhard

    18. Commentary of the Section: An Epistemological Shift Forward: The Methodological Zone of Proximal Research on Motivation and Emotion in Learning and Teaching

    Alexander Minnaert


    Gerda Hagenauer is Professor of Educational Science and Head of the School of Education at the University of Salzburg, Austria.

    Rebecca Lazarides is a Full Professor of Research on Schools and Instruction at the University of Potsdam, Germany.

    Hanna Järvenoja is Professor of the Learning Sciences and Education at the University of Oulu, Finland.