Motivation for achievement : possibilities for teaching and learning /

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Bibliographic Details
Author / Creator:Alderman, M. Kay.
Edition:2nd ed.
Imprint:Mahwah, N.J. : Lawrence Erlbaum Associates, 2004.
Description:xix, 336 p. : ill. ; 23 cm.
Language:English
Subject:Motivation in education.
Academic achievement.
Academic achievement.
Motivation in education.
Format: Print Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/5056473
Hidden Bibliographic Details
ISBN:0805843094 (pbk. : alk. paper)
Notes:Includes bibliographical references (p. 288-315) and indexes.
Table of Contents:
  • Preface
  • The School's and Teacher's Roles
  • Guidelines and Strategies for Goal Setting in the Classroom
  • Combining Motivational Processes
  • Link 1. Proximal Goals
  • Link 2. Learning Strategies
  • Link 3. Successful Experience
  • Link 4. Attribution for Success
  • Review of Major Points
  • 5. Developing Student Self-Regulatory Capabilities
  • Self-Regulatory Capabilities and Academic Success
  • Overview of Self-Regulated Learning
  • Motivation Perspectives for Classroom Learning
  • Vision of the Future and Possible Selves
  • How Important Is the Vision of the Future for Motivation?
  • How Are Possible Selves Developed?
  • Helping Students Develop a Vision of the Future
  • Volitional Control: Directing Motivation and Effort
  • The Function of Volition in Self-Regulation
  • Volitional Control Strategies
  • Helping Students Acquire Volitional Strategies
  • Learning and Metacognitive Strategies
  • Learning Strategies
  • Defining Motivation
  • Metacognitive Strategies
  • Self-Management Through Self-Instruction and Self-Monitoring
  • Self-Instruction
  • Teaching Students to Use Self-Instruction
  • Self-Monitoring
  • Resource Management Strategies: Time and Environment
  • Time Management
  • Environment Management
  • Self-Regulation in Classroom Contexts
  • Elementary Classroom Context
  • Social-Cognitive Approach to Motivation
  • Secondary Classroom Context
  • 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 Expectations and Teacher Expectation Effects
  • Source of Teacher Expectations
  • How Do Teachers Communicate Expectations to Students?
  • Review of Major Points
  • Student Awareness of Differential Treatment
  • Level of Expectations
  • Conveying Positive Expectations
  • Teacher Efficacy
  • Beliefs Related to Teacher Efficacy
  • Teaching Practices Related to Teacher Efficacy
  • Teacher Efficacy and Student Self-Efficacy
  • Sources of Teacher Efficacy Beliefs
  • Strengthening Teacher Efficacy
  • Collective Teacher Efficacy
  • II. Social-Cognitive Processes That Influence Motivation
  • Conclusion
  • Review of Major Points
  • 7. Promoting Optimal Motivation and Engagement: Social Context
  • Sense of Membership or Belonging
  • Social Bonds
  • Social Identity and Membership
  • Peer Group Influence and Membership
  • Cultural Identity and Identification With Academics
  • A Classroom Environment for Optimum Membership and Engagement
  • Classroom Structure for Autonomy and Social Support
  • 2. Attributional Beliefs and Motivation
  • Sources of Social Support
  • Cooperative Learning
  • Teacher's Role in Social Support and Student Perspective
  • Support in Culturally Diverse Classrooms
  • Conclusion
  • Review of Major Points
  • 8. Tasks, Recognition, and Evaluation for Optimal Engagement and Motivation
  • Classroom Task Motivation
  • Task Features and Types
  • Task Complexity and Student Cognitive Engagement
  • Attributional Properties in Achievement Settings
  • Social Organization and Task Engagement
  • Teacher Practices That Increase Student Task Engagement
  • Task Interest
  • Task Value Beliefs
  • Intrinsic and Extrinsic Motivation and Academic Engagement
  • Extrinsic to Intrinsic Motivation: A Continuum
  • The Relationship Between Extrinsic and Intrinsic Motivation
  • Guidelines for Using Incentives
  • Fostering Intrinsic Motivation
  • Evaluation, Grading Practices, and Optimal Motivation
  • Descriptions of Attributional Thinking: Content and Dimensions
  • Criterion and Norm-Referenced Assessments
  • Level of Standards
  • Motivational Variables Considered by Teachers in Grading
  • Evaluation and Feedback
  • An Evaluation System Based on Motivation Principles: Incentives-Based Improvement Program
  • Conclusion
  • Review of Major Points
  • 9. Implementing Motivation Strategies in the Classroom
  • Possible Concerns and Issues
  • Implementing Motivational Strategies or Programs
  • Sources of Attributional Information
  • Teacher Motivation
  • Beginning of the School Year and Setting Expectations
  • A Problem-Solving Approach
  • Possibilities for Motivational Equality
  • A Classroom Motivation Intervention in the Context of Educational Reform
  • Comprehensive Programs
  • Possibilities and Hope
  • Glossary
  • References
  • Author Index
  • I. Setting the Stage for Motivational Possibilities
  • Direct Attributional Cues
  • Subject Index
  • Indirect Attributional Cues
  • Attributional Bias
  • Emotional Reactions Generated by Attributions
  • Shift in Expectancies After Success and Failure
  • Using Attributional Information
  • Individual and Situational Differences in Attributions
  • Situational Differences in Attributions
  • Developmental Differences in Attributions
  • Gender and Attributions
  • 1. Motivation: Problems, Possibilities, and Perspectives
  • Attributions and Motivation Among Ethnic Groups
  • Beliefs About Effort and Ability
  • Implications for Teachers
  • Two Attributional Consequences: Learned Helplessness and Help Seeking
  • Learned Helplessness
  • Helpless and Mastery Orientation
  • Learned Helplessness and Students With Learning Disabilities
  • Help Seeking
  • Teacher Attributional Beliefs and Student Performance
  • Attribution Retraining
  • Problems and Challenges: Achievement and Motivation
  • Effort and Ability Attribution Retraining
  • Self-Instruction
  • Antecedent Information
  • Retraining for Students With LD
  • Guidelines for Attributional Feedback
  • Developing Adaptive Attributions
  • Review of Major Points
  • 3. Concepts of Ability and Motivation
  • Self-Perceptions of Ability: an Overview
  • Self-Efficacy Beliefs
  • Effort and Ability Framework
  • Self-Efficacy Influences in Academic Tasks
  • Sources of Self-Efficacy Judgments
  • Task Accomplishments
  • Vicarious Experiences
  • Verbal Persuasion
  • Physiological State
  • Development of Self-Efficacy
  • Identification and Awareness of Efficacy Beliefs
  • Strengthening Self-Efficacy
  • Goals, Feedback, Rewards, and Verbalization
  • Motivational Inequality as a Problem and Challenge
  • Participant Modeling
  • Using Self-Efficacy in the Classroom
  • Self-Worth Theory: Self-Protection of Perceived Ability
  • Classroom Practices and Self-Worth Protection
  • Failure-Avoidance Strategies
  • Low Effort
  • Self-Handicapping
  • Guarantee of Success
  • Self-Worth, Failure-Avoiding Strategies, and Minority Students
  • Achievement Goal Orientation
  • Motivational Challenges Related to Educational Reform
  • Contrasting Achievement Goal Orientations
  • Learning Goal
  • Performance Goal
  • Influences on Achievement Goals
  • Theory of Intelligence
  • Contextual Influences
  • Effects of Goal Orientation on Student Achievement
  • Cognitive Strategies and Engagement
  • Motivational Beliefs and Actions
  • Classroom Practices That Foster Learning Goals and Positive Competence Evaluation
  • Motivation Possibilities and Goals
  • Evaluation of Competence and Achievement Anxiety
  • Explanations of Achievement Anxiety
  • Cognitive Interference and Skill Deficit
  • Motivational Explanations
  • Strategies for Alleviating Debilitating Test Anxiety
  • Concluding Thoughts
  • Review of Major Points
  • 4. Goals and Goal Setting
  • Motivational Effects of Goal Setting
  • Goal Content and Multiple Goals
  • What Is Optimum Motivation?
  • Properties of Goals that Enhance Motivation
  • Long- and Short-Term Goals
  • Goal Difficulty and Challenge
  • Goal Specificity
  • Goal Commitment
  • Relation of Feedback and Goals
  • Classroom Interventions in Goal Setting
  • Elementary and Secondary Interventions
  • College Students Interventions
  • Students With LD Interventions