Motivation in Education: Theory, Research, and Applications: International Edition - Couverture souple

Schunk, Dale H.; Pintrich, Paul R.; Meece, Judith R

Couverture souple

ISBN 10 : 0137041373 ISBN 13 : 9780137041374

Editeur : Pearson, 2009

Synopsis

The primary objectives of Motivation in Education: Theory, Research, and Application, third edition, are:

• to present major motivational theories, principles, and research findings in sufficient detail to help students understand the complexity of motivational processes and to
• provide examples of motivational concepts and principles applied to educational settings

Although different perspectives on motivation are presented, the text emphasizes the role of personal cognitions and beliefs during teaching and learning.  This focus is consistent with the view that learners are active, constructive participants in the learning process; consequently, the text highlights how motivation is situated, facilitated, and constrained by various classroom and contextual factors.

Following an introductory chapter that defines and exemplifies motivation and discusses motivation research, how motivation relates to learning, and historical views of motivation, the next six chapters discuss theoretical and conceptual perspectives that stress the role of personal cognitions, beliefs, affects and values in motivation: expectancy-value theory, attribution theory, social cognitive theory, goal theory, interest and affect, and intrinsic and extrinsic motivation. The remaining three chapters focus on various contextual factors in promoting motivation: sociocultural influences, teacher influences, and classroom and school influences. By blending theory, research, and applications throughout, the text provides instructors and students with a unified view of the role of motivation in education.

A propos du livre

Biographie de l'auteur

Dale H. Schunk is professor of education in the School of Education at The University of North Carolina at Greensboro, where he served as dean from 2001-2010. Previously, he was head of the Department of Education Studies at Purdue University and on the faculties at The University of North Carolina at Chapel Hill and the University of Houston. His research and teaching interests include motivation, self-efficacy, and self-regulated learning. He has published several books, articles, and chapters, is author of Learning Theories: An Educational Perspective (6e, Pearson Education, 2012), and is editor with Barry Zimmerman of Handbook of Self-Regulation of Learning and Performance (Routledge, 2011). His awards include Who’s Who in America, the Distinguished Service Award from the Purdue University School of Education, the Early Contributions Award in Educational Psychology from the American Psychological Association, and the Albert J. Harris Research Award from the International Reading Association.

Judith L. Meece is a professor of education at the School of Education at The University of North Carolina at Chapel Hill. Her research and teaching interests include motivation, child and adolescent development, and gender issues. She has published numerous books, articles, and chapters, and is editor with Jacquelynne Eccles of Handbook of Research on Schooling, Schools, and Human Development (Routledge, 2012). She currently is president-elect of Division 15 (educational psychology) of the American Psychological Association.

Paul R. Pintrich was a professor of education in the School of Education at the University of Michigan. His research interests included motivation, cognition, and self-regulated learning. He published many books, articles, and chapters. He was an internationally respected scholar and a cherished colleague, advisor, and mentor.  Among other honors, he received the Best Research Review Article from the American Educational Research Association.  He died unexpectedly in 2003.

Présentation de l'éditeur

The primary objectives of Motivation in Education: Theory, Research, and Application, third edition, are:

• to present major motivational theories, principles, and research findings in sufficient detail to help students understand the complexity of motivational processes and to
• provide examples of motivational concepts and principles applied to educational settings

Although different perspectives on motivation are presented, the text emphasizes the role of personal cognitions and beliefs during teaching and learning.  This focus is consistent with the view that learners are active, constructive participants in the learning process; consequently, the text highlights how motivation is situated, facilitated, and constrained by various classroom and contextual factors.

Following an introductory chapter that defines and exemplifies motivation and discusses motivation research, how motivation relates to learning, and historical views of motivation, the next six chapters discuss theoretical and conceptual perspectives that stress the role of personal cognitions, beliefs, affects and values in motivation: expectancy-value theory, attribution theory, social cognitive theory, goal theory, interest and affect, and intrinsic and extrinsic motivation. The remaining three chapters focus on various contextual factors in promoting motivation: sociocultural influences, teacher influences, and classroom and school influences. By blending theory, research, and applications throughout, the text provides instructors and students with a unified view of the role of motivation in education.

Détails de l'édition

• Éditeur: Pearson
• Date d'édition: 2009
• ISBN 10: 0137041373
• ISBN 13: 9780137041374
• Reliure: Broché
• Langue: anglais
• Numéro d'édition: 3
• Nombre de pages: 448
• Coordonnées du fabricant: non disponible