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Summary
Summary
Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators --teachers, parents, coaches, and administrators--to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice.
Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential.
Pedagogical features aid the understanding of concepts and the application to practice:
Strategy boxes present guidelines and strategies for using the various concepts. Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work. Reflection boxes stimulate readers' thinking about motivational issues inherent in the topics, their experiences, and their beliefs. A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future.nbsp;
NEW IN THE THIRD EDITION
Updated research and new topics are added throughout as warranted by current inquiry in the field. Chapters are reorganized to provide more coherence and to account for new findings. New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.Table of Contents
| Preface | p. ix |
| I Setting the Stage for Motivational Possibilities | |
| 1 Motivation: Perspectives, Problems, and Possibilities | p. 3 |
| Motivation Perspectives for Classroom Learning | p. 4 |
| Problems and Challenges: Achievement and Motivation | p. 9 |
| Motivation Possibilities and Goals | p. 16 |
| Review of Major Points | p. 23 |
| II Social-Cognitive Processes that Influence Motivation | |
| 2 Attributional Beliefs and Motivation | p. 27 |
| Attributional Properties in Achievement Settings | p. 29 |
| Using Attributional Information | p. 38 |
| Individual and Situational Differences in Attributions | p. 39 |
| Two Attributional Consequences: Learned Helplessness and Help Seeking | p. 45 |
| Teacher Attributional Beliefs and Student Performance | p. 51 |
| Attribution Retraining | p. 54 |
| Developing Adaptive Attributions | p. 61 |
| Review of Major Points | p. 63 |
| 3 Concepts of Ability and Motivation | p. 66 |
| Self-Perceptions of Ability: An Overview | p. 66 |
| Self-Efficacy Beliefs | p. 69 |
| Self-Worth Theory: Self-Protection of Perceived Ability | p. 81 |
| Achievement Goal Orientation | p. 86 |
| Concluding Thoughts | p. 102 |
| Review of Major Points | p. 102 |
| 4 Goals and Goal Setting | p. 106 |
| Motivational Effects of Goal Setting | p. 107 |
| Goal Content and Multiple Goals | p. 107 |
| Properties of Goals that Enhance Motivation | p. 111 |
| Relation of Feedback and Goals | p. 118 |
| Classroom Interventions in Goal Setting | p. 121 |
| Guidelines and Strategies for Goal Setting in the Classroom | p. 127 |
| Combining Motivational Processes | p. 128 |
| Concluding Thoughts | p. 131 |
| Review of Major Points | p. 131 |
| 5 Developing Student Self-Regulatory Capabilities | p. 134 |
| Self-Regulatory Capabilities and Academic Success | p. 135 |
| Overview of Self-Regulated Learning | p. 136 |
| Vision of the Future and Possible Selves | p. 138 |
| Volitional Control: Directing Motivation and Effort | p. 145 |
| Learning and Metacognitive Strategies | p. 151 |
| Self-Regulation through Self-Instruction and Self-Monitoring | p. 154 |
| Resource Management Strategies: Time and Environment | p. 160 |
| Self-Regulation in Classroom Contexts | p. 162 |
| Self-Regulation for Failure Adaptation and Resiliency | p. 165 |
| Conclusion | p. 168 |
| Review of Major Points | p. 168 |
| III The Classroom Climate for Optimal Engagement and Motivation | |
| 6 Teacher Motivation: Expectations and Efficacy | p. 173 |
| Teacher Expectations | p. 173 |
| Teacher Efficacy | p. 189 |
| Collective Teacher Efficacy | p. 201 |
| Conclusion | p. 202 |
| Review of Major Points | p. 202 |
| 7 Promoting Optimal Motivation and Engagement: Social Context | p. 205 |
| Sense of Membership and Belonging | p. 206 |
| A Classroom Environment for Optimum Membership and Engagement | p. 216 |
| Conclusion | p. 232 |
| Review of Major Points | p. 233 |
| 8 Tasks, Recognition, and Evaluation for Optimal Engagement and Motivation | p. 237 |
| Classroom Task Motivation | p. 238 |
| Intrinsic and Extrinsic Motivation and Academic Engagement | p. 252 |
| Evaluation, Grading Practices, and Optimal Motivation | p. 264 |
| Conclusion | p. 272 |
| Review of Major Points | p. 272 |
| 9 Possibilities for Motivational Equality and Student Achievement | p. 277 |
| Possible Concerns and Issues | p. 278 |
| Motivation Interventions | p. 280 |
| Planning and Implementing Motivational Strategies or Programs | p. 284 |
| Possibilities and Hope | p. 289 |
| Glossary | p. 290 |
| References | p. 293 |
| Author Index | p. 323 |
| Subject Index | p. 333 |
