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.
Preface 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.
