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.
Edited by:
Kathryn R. Wentzel,
David B. Miele
Imprint: Routledge
Country of Publication: United Kingdom
Edition: 2nd New edition
Dimensions:
Height: 254mm,
Width: 178mm,
Spine: 30mm
Weight: 997g
ISBN: 9781138776203
ISBN 10: 1138776203
Series: Educational Psychology Handbook
Pages: 532
Publication Date: 02 March 2016
Audience:
Professional and scholarly
,
College/higher education
,
Undergraduate
,
Further / Higher Education
Format: Paperback
Publisher's Status: Active
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
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.
