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• Bibliographic Information

  Title

  Motivation in education : theory, research, and applications

  Author

  Schunk, Dale H.  

  Publisher:

  Pearson,

  Pub date:

  c2014.

  Pages:

  xii, 436 p. ;

  ISBN:

  9780133017526

  Item info:

  1 copy available at New York State Library.
  

  • Holdings			Change Display
    New York State Library
    	Copy	Material	Location
    370.154 P659 96-6028 2014	1	BOOK	C-STACKS

  • 1 order(s)

    Library	Copies	Status	Parts
    New York State Library	1	RECEIVED

• MARC Record

  Motivation in education : theory, research, and applications
  Schunk, Dale H.
  

  Control number:

  ocn809365664

  ISBN:

  9780133017526

  ISBN:

  0133017524

  ISBN:

  9780133347418 (paperback)

  ISBN:

  0133347419 (paperback)

  Local control number:

  (OCoLC)809365664 (OCoLC)830348731

  Call number:

  370.154 P659 96-6028 2014

  Author:

  Schunk, Dale H.

  Title:

  Motivation in education : theory, research, and applications / Dale H. Schunk, Judith L Meece, Paul R. Pintrich.

  Imprint:

  Boston : Pearson, c2014.

  Physical description:

  xii, 436 p. ; 24 cm.

  Note:

  Includes bibliographical references (p. 381-419) and index.

  Contents:

  Machine generated contents note: ch. 1 Motivation: Introduction and Historical Foundations -- Motivation Defined -- Relation of Motivation to Learning and Performance -- Motivation Theory and Research -- Theory and the Study of Motivation -- Motivation Research Paradigms -- Assessing Motivation -- Indexes of Motivation -- Methods of Assessment -- Historical Theories of Motivation -- Volition/Will -- Instincts -- Freud's Theory -- Behavior Theories -- Drive Theories -- Purposive Behaviorism -- Arousal Theories -- Cognitive Consistency -- Functional Autonomy of Motives -- Humanistic Theories -- Contemporary Perspectives on Motivation -- Common Themes in Current Theories -- Neuroscience of Motivation -- Summary -- Further Reading -- ch. 2 Expectancy-Value Theory -- Historical Perspectives -- Lewin's Level of Aspiration -- Atkinson's Achievement Motivation -- Contemporary Expectancy-Value Theory -- Theoretical Framework -- Expectancy Beliefs -- Value Beliefs -- Developmental Differences in Expectancies and Values -- Level and Accuracy of Self-Perceptions of Competence -- Developmental Changes in Values -- Group Differences in Expectancies and Values -- Gender Differences in Expectancies -- Ethnic Differences in Expectancies -- Gender and Ethnic Differences in Values -- Summary -- Further Reading -- ch. 3 Attribution Theory -- Overview of Attribution Theory -- Antecedents of Attributions -- Environmental Factors -- Personal Factors -- Consequences of Attributions -- Conditions That Foster Spontaneous Attributional Search -- Content of Attributional Thinking -- Motivational Dimensions of Attributions -- Linkage of Attributions to Expectancy Beliefs -- Linkage of Attributions to Emotions -- Responsibility Judgments -- Developmental and Group Differences in Attributions -- Developmental Differences -- Gender and Ethnic Differences -- Attribution Retraining -- Summary -- Further Reading -- ch. 4 Social Cognitive Theory -- Historical Influences -- Theories of Imitation -- Social Learning Theory -- Theoretical Framework -- Reciprocal Interactions -- Learning and Motivation -- Enactive and Vicarious Learning -- Modeling and Vicarious Processes -- Functions of Modeling -- Characteristics of Effective Models -- Functions of Modeled Consequences -- Reciprocal Teaching -- Tutoring and Mentoring -- Motivational Processes -- Outcome Expectations -- Goals -- Values -- Self-Efficacy -- Motivated Learning -- Social Comparison -- Festinger's Theory -- Development of Social Comparison -- Motivation and Achievement -- Self-Regulation and Volition -- Self-Regulation -- Volition -- Group Motivation -- Conformity and Compliance -- Collaborative Learning -- Collective Self-Efficacy -- Summary -- Further Reading -- ch. 5 Goals and Goal Orientations -- Historical Perspectives on Needs and Goals -- Murray's Taxonomy of Needs -- Maslow's Hierarchy of Needs -- Critique -- Current Cognitive Perspectives on Goals -- Social Cognitive Theory -- Information Processing Theory -- Motivational Systems Theory -- Goal Processes -- Social Goal Theory -- Self-Theories -- Goal-Orientation Theories -- Conceptual Overview -- Mastery and Performance Goal Orientations -- Motivational and Cognitive Outcomes -- Personal and Contextual Predictors -- Summary -- Further Reading -- ch. 6 Interest and Affect -- Historical Foundations -- Personal and Situational Interest -- Perspectives on Interest -- Measures of Interest and Research Findings -- Developmental and Individual Differences -- Self-Worth Theory -- Overview -- Conceptual Model -- Emotions and Educational Outcomes -- Taxonomy of Emotions -- Effects of Emotions on Learning and Motivation -- Emotions and Goals -- Test Anxiety -- Defining Test Anxiety -- Effects on Learning and Performance -- Interventions -- Summary -- Further Reading -- ch. 7 Intrinsic Motivation -- Characteristics of Intrinsic Motivation -- Early Views of Intrinsic Motivation -- Effectance Motivation -- Arousal and Incongruity -- Mastery Motivation -- Harter's Theory -- Research Evidence -- Perceived Control -- Locus of Control -- Personal Causation -- Self-Determination Theory -- Assumptions -- Motivational Processes -- Research on Self-Determination -- Development of Self-Determination -- Emergent Motivation and Flow -- Flow -- Research on Flow -- Rewards and Intrinsic Motivation -- Experimental Findings -- Overjustification -- Controlling and Informational Aspects of Rewards -- Developing Intrinsic Motivation -- Summary -- Further Reading -- ch. 8 Teacher and Classroom Influences -- Instructional Practices -- Planning and Decision Making -- Grouping -- Effective Teaching -- Models -- Technology -- Effective Learning Environments -- Organization -- Management -- Teacher-Student Interactions -- Teacher Feedback -- Rewards -- Classroom Climate -- Praise and Criticism -- Unsolicited Help -- Teacher Expectations -- The Pygmalion Study -- Models of Teacher Expectation Effects -- Differential Teacher Behaviors -- Critique -- Teacher Self-Efficacy -- Definition, Causes, and Consequences -- Collective Self-Efficacy -- Constructivist Teaching -- Summary -- Further Reading -- ch. 9 School Influences -- School Culture, Climate, and Organization -- Norms, Values, and Shared Beliefs -- Climate -- External Constraints and Opportunities -- Type of Students -- School Size -- Parental Involvement in Schools -- District- and State-Level Constraints and Opportunities -- Transitions in Schooling -- Transition into Elementary School -- Transition into Middle School -- Transition into High School -- School Reform and Motivation -- Initiatives -- Principles -- Summary -- Further Reading -- ch. 10 Beyond the School: Peer, Family, and Community Influences -- Peers and Student Motivation -- Theoretical Background -- Peers as Sources of Competence and Support -- Peer Networks -- Peers and School Adjustment -- Peers and School Dropout -- Familial Influences -- Socioeconomic Status -- Home Environment -- Parenting Styles and Parent-Child Interactions -- Parental Home-Based Involvement in Schooling -- Early Intervention Programs -- Head Start -- Other Programs -- Community Influences -- Geographic Location -- Community Involvement -- Cultural Influences -- Summary -- Further Reading.

  Held by:

  NYSL

  Subject:

  Motivation in education.

  Subject:

  Motivation (Psychology)

  Subject:

  Motivation in education. fast (OCoLC)fst01027541

  Subject:

  Motivation (Psychology) fast (OCoLC)fst01027516

  Added entry:

  Meece, Judith L.

  Added entry:

  Pintrich, Paul R.