Handbook of Motivation at School
Edited by Kathryn Wentzel, Allan Wigfield
Published August 24th 2009 by Routledge – 690 pages
Series: Educational Psychology Handbook
The Handbook of Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Key Features:
Comprehensive – no other book provides such a comprehensive overview of theory and research on children’s motivation at school.
Theoretical & Applied – the book provides a review of current motivation theories by the developers of those theories as well as attention to the application of motivation theory and research in classrooms and schools.
Chapter Structure – chapters within each section follow a similar structure so that there is uniformity across chapters.
Commentaries – each section ends with a commentary that provides clear directions for future research.
Acknowledgments and Dedication Contributors 1. Introduction, Kathryn R. Wentzel and Allan Wigfield Section I: Theories 2. An Attributional Approach to Motivation in School, Sandra Graham and Christopher Williams 3. Self-Efficacy Theory, Dale H. Schunk and Frank Pajares 4. Expectancy – Value Theory, Allan Wigfield, Stephen Tonks, and Susan Letz Klaudia 5. Achievement Goal Theory: The Past, Present, and Future, Martin L. Maehr and Akane Zusho 6. Goal-Directed Behavior in the Classroom, Monique Boekaerts 7. Self-Theories and Motivation: Students’ Beliefs About Intelligence, Carol S. Dweck and Allison Master 8. Self-Worth Theory: Retrospection and Prospects, Martin Covington 9. Promoting Self-Determined School Engagement: Motivation, Learning, and Well-Being, Richard M. Ryan and Edward L. Deci 10. Situational and Individual Interest, Ulrich Schiefele 11. Engagement and Disaffection as Organizational Constructs in the Dynamics of Motivational Development, Ellen A. Skinner, Thomas A. Kindermann, James P. Connell and James G. Wellborn 12. Motives to Self-Regulate Learning: A Social Cognitive Account, Barry J. Zimmerman and Timothy J. Cleary 13. Commentary: Building on a Strong Foundation: Five Pathways to the Next Level of Motivational Theorizing Section II: Contextual and Social Influences on Motivation 14. Parenting and Children’s Motivation at School, Wendy S. Grolnick, Rachel W. Friendly, and Valerie M. Bellas 15. Students’ Relationships with Teachers as Motivational Contexts, Kathryn R. Wentzel 16. Peers and Motivation, Gary W. Ladd, Sarah L. Herald-Brown, and Karen P. Kochel 17. Teacher Expectations and Self-Fulfilling Prophecies, Lee Jussim, Stacy L. Robustelli, and Thomas R. Cain 18. School as a Context of Student Motivation and Achievement, Robert W. Roeser, Timothy C. Urdan, and Jason M. Stephens 19. Gender and Motivation, Judith L. Meece, Beverly Bower Glienke, and Karyl Askew 20. Achievement Motivation in Racial and Ethnic Context, Tamera B. Murdock 21. Commentary: The Role of Environment in Contextual and Social Influences on Motivation: Generalities, Specificities, and Causality, Adele Eskeles Gottfried Section III: Teaching, Learning, and Motivation 22. Beliefs About Learning in Academic Domains, Michelle M. Buehl and Patricia A. Alexander 23. Reading Motivation, John T. Guthrie and Cassandra S. Coddington 24. Understanding Motivation in Mathematics: What is Happening in Classrooms? Julianne C. Turner and Debra K. Meyer 25. Motivation and Achievement in Physical Education, Ang Chen and Catherine D. Ennis 26. Emotions at School, Reinhard Pekrun 27. Motivation and Learning Disabilities: Past, Present and Future, Georgios D. Sideridis 28. Teachers’ Self-Efficacy Beliefs, Anita Woolfolk Hoy, Wayne K. Hoy, and Heather A. Davis 29. Commentary: What Can We Learn from A Synthesis of Research on Teaching, Learning, and Motivation? Barbara L. McCombs Index
Kathryn Wentzel (Ph.D Stanford University) is Professor of Human Development at the University of Maryland. Her research interests focus on parents, peers, and teachers as motivators of adolescent’s classroom behavior and academic accomplishments. She is currently Co-Editor of the Journal of Applied Developmental Psychology, is past Vice-President of Division E of AERA, and a Fellow of the American Psychological Association, Division 15.
Allan Wigfield (PhD University of Illinois) is Professor and Chair of the Department of Human Development and Distinguished Scholar-Teacher at the University of Maryland. His research focuses on how children’s motivation develops across the school years in different areas, including reading. He currently edits the Teaching, Learning, and Human Development section of the American Educational Research Journal. He is a Fellow of Division 15 of APA, a Fellow of the Association for Psychological Science, and a Fellow of the American Educational Research Association.