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Motivation for Achievement : Possibilities for Teaching and Learning.
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. Ideal for any course that is dedicated to,...
| Clasificación: | Libro Electrónico |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor & Francis,
2007.
|
| Edición: | 3rd ed. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Title; Copyright; Contents; Preface; I: SETTING THE STAGE FOR MOTIVATIONAL POSSIBILITIES; 1 Motivation: Perspectives, Problems, and Possibilities; Motivation Perspectives for Classroom Learning; Problems and Challenges: Achievement and Motivation; Motivation Possibilities and Goals; Review of Major Points; II: SOCIAL-COGNITIVE PROCESSES THAT INFLUENCE MOTIVATION; 2 Attributional Beliefs and Motivation; Attributional Properties in Achievement Settings; Using Attributional Information; Individual and Situational Differences in Attributions.
- Two Attributional Consequences: Learned Helplessness and Help Seeking; Teacher Attributional Beliefs and Student Performance; Attribution Retraining; Developing Adaptive Attributions; Review of Major Points; 3 Concepts of Ability and Motivation; Self-Perceptions of Ability: An Overview; Self-Efficacy Beliefs; Self-Worth Theory: Self-Protection of Perceived Ability; Achievement Goal Orientation; Concluding Thoughts; Review of Major Points; 4 Goals and Goal Setting; Motivational Effects of Goal Setting; Goal Content and Multiple Goals; Properties of Goals that Enhance Motivation.
- Relation of Feedback and Goals; Classroom Interventions in Goal Setting; Guidelines and Strategies for Goal Setting in the Classroom; Combining Motivational Processes; Concluding Thoughts; Review of Major Points; 5 Developing Student Self-Regulatory Capabilities; Self-Regulatory Capabilities and Academic Success; Overview of Self-Regulated Learning; Vision of the Future and Possible Selves; Volitional Control: Directing Motivation and Effort; Learning and Metacognitive Strategies; Self-Regulation through Self-Instruction and Self-Monitoring; Resource Management Strategies: Time and Environment.
- Self-Regulation in Classroom Contexts; Self-Regulation for Failure Adaptation and Resiliency; Conclusion; Review of Major Points; III: THE CLASSROOM CLIMATE FOR OPTIMAL ENGAGEMENT AND MOTIVATION; 6 Teacher Motivation: Expectations and Efficacy; Teacher Expectations; Teacher Efficacy; Collective Teacher Efficacy; Conclusion; Review of Major Points; 7 Promoting Optimal Motivation and Engagement: Social Context; Sense of Membership and Belonging; A Classroom Environment for Optimum Membership and Engagement; Conclusion; Review of Major Points.
- 8 Tasks, Recognition, and Evaluation for Optimal Engagement and Motivation; Classroom Task Motivation; Intrinsic and Extrinsic Motivation and Academic Engagement; Evaluation, Grading Practices, and Optimal Motivation; Conclusion; Review of Major Points; 9 Possibilities for Motivational Equality and Student Achievement; Possible Concerns and Issues; Motivation Interventions; Planning and Implementing Motivational Strategies or Programs; Possibilities and Hope; Glossary; References; Author Index; Subject Index.