Motivation for achievement : possibilities for teaching and learning /
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| 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: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/5056473 |
Table of Contents:
- Preface
- I. Setting the Stage for Motivational Possibilities
- 1. Motivation: Problems, Possibilities, and Perspectives
- Problems and Challenges: Achievement and Motivation
- Effort and Ability Framework
- Motivational Inequality as a Problem and Challenge
- Motivational Challenges Related to Educational Reform
- Motivation Possibilities and Goals
- What Is Optimum Motivation?
- The School's and Teacher's Roles
- Motivation Perspectives for Classroom Learning
- Defining Motivation
- Social-Cognitive Approach to Motivation
- Review of Major Points
- II. Social-Cognitive Processes That Influence Motivation
- 2. Attributional Beliefs and Motivation
- Attributional Properties in Achievement Settings
- Descriptions of Attributional Thinking: Content and Dimensions
- Sources of Attributional Information
- Direct Attributional Cues
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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?
- 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
- 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
- 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
- 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
- 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
- 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
- Subject Index
