Motivation for achievement: possibilities for teaching and learning
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Mahwah, N.J. [u.a.]
Erlbaum
2004
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Table of contents Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 288-315) and indexes |
| Beschreibung: | xix, 336 p. ill. : 23 cm |
| ISBN: | 0805843094 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804132749535084544 |
|---|---|
| adam_text | Titel: Motivation for achievement
Autor: Alderman, Melba Kay
Jahr: 2004
Contents
Preface xv
I: SETTING THE STAGE FOR MOTIVATIONAL
POSSIBILITIES
1 Motivation: Problems, Possibilities, and
Perspectives 3
Problems and Challenges: Achievement and
Motivation 4
Effort and Ability Framework 4
Motivational Inequality as a Problem and
Challenge 6
Motivational Challenges Related to
Educational Reform 9
Motivation Possibilities and Goals 11
What Is Optimum Motivation? 12
The School s and Teacher s Roles 13
Motivation Perspectives for Classroom Learning 16
Defining Motivation 18
Social-Cognitive Approach to Motivation 19
Review of Major Points 22
II: SOCIAL-COGNITIVE PROCESSES
THAT INFLUENCE MOTIVATION
2 Attributional Beliefs and Motivation 27
Attributional Properties in Achievement Settings 29
Descriptions of Attributional Thinking:
Content and Dimensions 29
Sources of Attributional Information 32
vii
Vlll
CONTENTS
Direct Attributional Cues 32
Indirect Attributional Cues 33
Attributional Bias 34
Emotional Reactions Generated by Attributions 36
Shift in Expectancies After Success and Failure 36
Using Attributional Information 38
Individual and Situational Differences
in Attributions 39
Situational Differences in Attributions 39
Developmental Differences in Attributions 40
Gender and Attributions 41
Attributions and Motivation Among Ethnic
Groups 42
Beliefs About Effort and Ability 42
Implications for Teachers 44
Two Attributional Consequences: Learned
Helplessness and Help Seeking 45
Learned Helplessness 45
Helpless and Mastery Orientation 46
Learned Helplessness and Students With
Learning Disabilities 47
Help Seeking 49
Teacher Attributional Beliefs and Student
Performance 51
Attribution Retraining 54
Effort and Ability Attribution Retraining 55
Self-Instruction 56
Antecedent Information 56
Retraining for Students With LD 57
Guidelines for Attributional Feedback 58
Developing Adaptive Attributions 61
Review of Major Points 63
Concepts of Ability and Motivation 66
Self-Perceptions of Ability: an Overview 66
Self-Efficacy Beliefs 69
Self-Efficacy Influences in Academic Tasks 70
Sources of Self-Efficacy Judgments 71
Task Accomplishments 72
Vicarious Experiences 72
CONTENTS_______________________________________________ x
Verbal Persuasion 73
Physiological State 73
Development of Self-Efficacy 74
Identification and Awareness of Efficacy
Beliefs 74
Strengthening Self-Efficacy 75
Goals, Feedback, Rewards, and Verbalization 76
Participant Modeling 77
Using Self-Efficacy in the Classroom 78
Self-Worth Theory: Self-Protection of Perceived
Ability 81
Classroom Practices and Self-Worth Protection 81
Failure-Avoidance Strategies 82
Low Effort 82
Self-Handicapping 83
Guarantee of Success 84
Self-Worth, Failure-Avoiding Strategies,
and Minority Students 85
Achievement Goal Orientation 86
Contrasting Achievement Goal Orientations 87
Learning Goal 87
Performance Goal 88
Influences on Achievement Goals 89
Theorv of Intelligence . 89
Contextual Influences 90
Effects of Goal Orientation on Student
Achievement 91
Cognitive Strategies and Engagement 91
Motivational Beliefs and Actions 92
Classroom Practices That Foster Learning
Goals and Positive Competence Evaluation 93
Evaluation of Competence and Achievement
Anxiety 97
Explanations of Achievement Anxiety 97
Cognitive Interference and Skill Deficit 98
Motivational Explanations 98
Strategies for Alleviating Debilitating Test
Anxiety 99
Concluding Thoughts 10°
Review of Major Points 101
CONTENTS
Goals and Goal Setting 1°5
Motivational Effects of Goal Setting 106
Goal Content and Multiple Goals 106
Properties of Goals that Enhance Motivation 110
Long- and Short-Term Goals HO
Goal Difficulty and Challenge 114
Goal Specificity H5
Goal Commitment 115
Relation of Feedback and Goals 117
Classroom Interventions in Goal Setting 119
Elementary and Secondary Interventions 120
College Students Interventions 123
Students With LD Interventions 124
Guidelines and Strategies for Goal Setting
in the Classroom 125
Combining Motivational Processes 127
Link 1: Proximal Goals 127
Link 2: Learning Strategies 128
Link 3: Successful Experience 129
Link 4: Attribution for Success 129
Review of Major Points 129
Developing Student Self-Regulatory
Capabilities 132
Self-Regulatory Capabilities and Academic Success 133
Overview of Self-Regulated Learning 134
Vision of the Future and Possible Selves 136
How Important Is the Vision of the Future
for Motivation? 137
How Are Possible Selves Developed? 138
Helping Students Develop a Vision of the Future 139
Volitional Control: Directing Motivation and Effort 143
The Function of Volition in Self-Regulation 143
Volitional Control Strategies 145
Helping Students Acquire Volitional Strategies 146
Learning and Metacognitive Strategies 148
Learning Strategies 149
Metacognitive Strategies 150
Self-Management Through Self-Instruction
and Self-Monitoring 151
CONTENTS_______________________________________________xi
Self-Instruction 151
Teaching Students to Use Self-Instruction 153
Self-Monitoring 155
Resource Management Strategies: Time
and Environment 157
Time Management 157
Environment Management 159
Self-Regulation in Classroom Contexts 160
Elementary Classroom Context 160
Secondary Classroom Context 161
Self-Regulation for Failure Adaptation
and Resiliency 162
Conclusion 163
Review of Major Points 164
IH: THE CLASSROOM CLIMATE FOR OPTIMAL
ENGAGEMENT AND MOTIVATION
6 Teacher Motivation: Expectations
and Efficacy 169
Teacher Expectations 169
Teacher Expectations and Teacher
Expectation Effects 170
Source of Teacher Expectations 174
How Do Teachers Communicate Expectations
to Students? 175
Student Awareness of Differential Treatment 178
Level of Expectations 179
Conveying Positive Expectations 180
Teacher Efficacy 185
Beliefs Related to Teacher Efficacy 186
Teaching Practices Related to Teacher
Efficacy l88
Teacher Efficacy and Student Self-Efficacy 191
Sources of Teacher Efficacy Beliefs 191
Strengthening Teacher Efficacy 193
Collective Teacher Efficacy 19ß
Conclusion 198
Review of Major Points 108
XII
CONTENTS
7 Promoting Optimal Motivation and
Engagement: Social Context 201
Sense of Membership or Belonging 202
Social Bonds 203
Social Identity and Membership 204
Peer Group Influence and Membership 205
Cultural Identity and Identification With
Academics 208
A Classroom Environment for Optimum
Membership and Engagement 211
Classroom Structure for Autonomy and Social
Support 212
Sources of Social Support 218
Cooperative Learning 219
Teacher s Role in Social Support and
Student Perspective 224
Support in Culturally Diverse Classrooms 226
Conclusion 228
Review of Major Points 229
8 Tasks, Recognition, and Evaluation for
Optimal Engagement and Motivation 233
Classroom Task Motivation 234
Task Features and Types 235
Task Complexity and Student Cognitive
Engagement 235
Social Organization and Task Engagement 237
Teacher Practices That Increase Student Task
Engagement 237
Task Interest 240
Task Value Beliefs 246
Intrinsic and Extrinsic Motivation and Academic
Engagement 247
Extrinsic to Intrinsic Motivation: A Continuum 248
The Relationship Between Extrinsic and
Intrinsic Motivation 249
Guidelines for Using Incentives 255
Fostering Intrinsic Motivation 257
Evaluation, Grading Practices, and Optimal
Motivation 259
CONTENTS______________________________________________xiii
Criterion and Norm-Referenced Assessments 260
Level of Standards 261
Motivational Variables Considered by
Teachers in Grading 261
Evaluation and Feedback 263
An Evaluation System Based on Motivation
Principles: Incentives-Based Improvement
Program 263
Conclusion 266
Review of Major Points 267
9 Implementing Motivation Strategies
in the Classroom 271
Possible Concerns and Issues 271
Implementing Motivational Strategies
or Programs 274
Teacher Motivation 274
Beginning of the School Year and Setting
Expectations 275
A Problem-Solving Approach 276
Possibilities for Motivational Equality 279
A Classroom Motivation Intervention
in the Context of Educational Reform 279
Comprehensive Programs 280
Possibilities and Hope 283
Glossary 285
References 288
Author Index 317
Subject Index 327
|
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| spelling | Alderman, M. Kay Verfasser aut Motivation for achievement possibilities for teaching and learning M. Kay Alderman 2. ed. Mahwah, N.J. [u.a.] Erlbaum 2004 xix, 336 p. ill. : 23 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 288-315) and indexes Academic achievement Motivation in education Motivationspsychologie (DE-588)4075001-2 gnd rswk-swf Motivation (DE-588)4040364-6 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Schulerfolg (DE-588)4124149-6 gnd rswk-swf Leistungsmotivation (DE-588)4114395-4 gnd rswk-swf Schulerfolg (DE-588)4124149-6 s Motivation (DE-588)4040364-6 s Unterricht (DE-588)4062005-0 s DE-604 Motivationspsychologie (DE-588)4075001-2 s Leistungsmotivation (DE-588)4114395-4 s 1\p DE-604 http://www.loc.gov/catdir/toc/ecip044/2003011800.html Table of contents HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=012795325&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Alderman, M. Kay Motivation for achievement possibilities for teaching and learning Academic achievement Motivation in education Motivationspsychologie (DE-588)4075001-2 gnd Motivation (DE-588)4040364-6 gnd Unterricht (DE-588)4062005-0 gnd Schulerfolg (DE-588)4124149-6 gnd Leistungsmotivation (DE-588)4114395-4 gnd |
| subject_GND | (DE-588)4075001-2 (DE-588)4040364-6 (DE-588)4062005-0 (DE-588)4124149-6 (DE-588)4114395-4 |
| title | Motivation for achievement possibilities for teaching and learning |
| title_auth | Motivation for achievement possibilities for teaching and learning |
| title_exact_search | Motivation for achievement possibilities for teaching and learning |
| title_full | Motivation for achievement possibilities for teaching and learning M. Kay Alderman |
| title_fullStr | Motivation for achievement possibilities for teaching and learning M. Kay Alderman |
| title_full_unstemmed | Motivation for achievement possibilities for teaching and learning M. Kay Alderman |
| title_short | Motivation for achievement |
| title_sort | motivation for achievement possibilities for teaching and learning |
| title_sub | possibilities for teaching and learning |
| topic | Academic achievement Motivation in education Motivationspsychologie (DE-588)4075001-2 gnd Motivation (DE-588)4040364-6 gnd Unterricht (DE-588)4062005-0 gnd Schulerfolg (DE-588)4124149-6 gnd Leistungsmotivation (DE-588)4114395-4 gnd |
| topic_facet | Academic achievement Motivation in education Motivationspsychologie Motivation Unterricht Schulerfolg Leistungsmotivation |
| url | http://www.loc.gov/catdir/toc/ecip044/2003011800.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=012795325&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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