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Motivation in Learning Contexts – Theoretical and Methodological Implications de S. Volet

Motivation in Learning Contexts – Theoretical and Methodological Implications

Autor S. Volet, S. Jarvela
en Limba Engleză Hardback – 22 aug 2001
This volume provides a platform for discussing theoretical and methodological developments in the field of motivation research related to learning and instruction. It highlights how motivation research is reaching out beyond its own traditional domain of study.
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Specificații

ISBN-13: 9780080439907
ISBN-10: 008043990X
Pagini: 356
Dimensiuni: 155 x 234 x 559 mm
Greutate: 0.67 kg
Editura: Emerald Publishing

Cuprins

Introduction. Shifting research on motivation and cognition to an integrated approach on learning and motivation in context (S. Järvelä). Reconceptualizing Motivation in Context. Context sensitivity: activated motivational beliefs, current concerns and emotional arousal (M. Boekaerts). A comparative, sociocultural analysis of context and motivation (D.T. Hickey, M. McCaslin). Understanding learning and motivation in context: a multi-dimensional and multi-level sociocognitive-situative perspective (S. Volet). Studying Motivation in Natural Learning Settings. Using context to enrich and challenge our understanding of motivational theory (J.C. Turner). Motivation in context: challenges and possibilities in studying the role of motivation in new pedagogical cultures (S. Järvelä, M. Niemivirta). Context-bound research in the study of motivation in the classroom (M.S. Lemos). What to learn from what we feel? The role of students' emotions in the mathematics classroom (P. Op't Eynde et al.). Perceived Learning Environments and Motivation. Perceived leaning environments and the individual learning process: the mediating role of motivation in learning (M. Wosnitza, P. Nenniger). Towards a multilayer model of context and its impact on motivation (J-L. Gurtner et al.). Development of interests and interest-based motivational orientations: a longitudinal study in vocational school and work settings (A. Krapp, D. Lewalter). Student motivation and self-regulation as a function of future time perspective and perceived instrumentality (W. Lens et al.). Situational Dynamics of Motivation and Cognition. Multiple goals, multiple contexts: the dynamic interplay between personal goals and contextual goal stresses (E.A. Linnenbrick, P.R. Pintrich). Age and gender effects on students' evaluations regarding the self and task-related experiences in mathematics (I. Dermitzaki, A. Efklides). Long-term development of motivation and cognition in family and school contexts (M. Vauras et al.). Conclusion. Emerging trends in recent research on motivation in learning contexts (S. Volet).