This volume also seeks to investigate whether and how each theory should be revised to reflect the sociocultural forces that might mediate or moderate the effects of such motivational and learning dynamics on achievement outcomes in real-life educational environments. To this end we approached renowned authors of theories, or authors who have critiqued theories, to write for us chapters that address the mission of this volume. The challenge was for authors to address the issue of whether or not their theoretical perspective was developed in a sociocultural vacuum. In some cases, we approached several people involved in developing specific theories, as they might provide different insights into the sociocultural implications of the theory. We believe that revisiting "big theories" from this perspective will make a significant contribution to the motivation and learning literature and provide the ‘launch pad’ for future theory development, research, and integration.
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If you want to learn more about motivation to learn this book can help you obtain new and deep information. It provides not only information about different theoretical frameworks of motivation but also applicable ideas for classrooms. One can learn fundemental information about motivation to learn by reading this book. Since it includes revisited information one can see what recent researchs showed us and added literature.
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Helping students achieve their best in our classrooms is not an easy task. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
general teaching efficacy, socially defined knowledge, inner motivational resources, reactive learners, personal teaching efficacy, subjective task values, personal investment theory, metacognitive judgments, teacher efficacy, metacognitive accuracy, motivating styles, basic needs theory, introductory genetics, intrapersonal theory, proactive learners, cognitive evaluation theory, knowledgeable activity, interpersonal validation, competence beliefs, emergent interaction, controlling teachers, autonomous motivation, school motivation, competency beliefs, expectancy value model Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Educational Psychology, Educational Psychologist, Academic Press, United States, Review of Educational Research, Child Development, African American, San Diego, Big Theories Revisited Volume, Information Age Publishing, Psychological Review, American Psychologist, Contemporary Educational Psychology, Journal of Cross-Cultural Psychology, American Educational Research Association, Hong Kong, Van Etten, Educational Psychology Review, Englewood Cliffs, Harvard University Press, Prentice Hall, San Francisco, Surface Strategy, Developmental Psychology New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Helping students achieve their best in our classrooms is not an easy task. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
general teaching efficacy, socially defined knowledge, inner motivational resources, reactive learners, personal teaching efficacy, subjective task values, personal investment theory, metacognitive judgments, teacher efficacy, metacognitive accuracy, motivating styles, basic needs theory, introductory genetics, intrapersonal theory, proactive learners, cognitive evaluation theory, knowledgeable activity, interpersonal validation, competence beliefs, emergent interaction, controlling teachers, autonomous motivation, school motivation, competency beliefs, expectancy value model Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Educational Psychology, Educational Psychologist, Academic Press, United States, Review of Educational Research, Child Development, African American, San Diego, Big Theories Revisited Volume, Information Age Publishing, Psychological Review, American Psychologist, Contemporary Educational Psychology, Journal of Cross-Cultural Psychology, American Educational Research Association, Hong Kong, Van Etten, Educational Psychology Review, Englewood Cliffs, Harvard University Press, Prentice Hall, San Francisco, Surface Strategy, Developmental Psychology New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 45
books:
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- Handbook of Psychology, Educational Psychology (Volume 7) by William M. Reynolds on 8 pages
- Educational Psychology (Classics in Soviet Psychology Series) by L.S. Vygotsky on 5 pages
- Educational Psychology by Robert J. Sternberg on 4 pages
- Educational Psychology by N.L. Gage on 4 pages
- Social Psychology: Third Edition by Eliot R. Smith on page 59, page 138, and page 359
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