Motivation to learn: integrating theory and practice
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.}
Allyn and Bacon
2002
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 267-297) and indexes |
| Beschreibung: | xi, 307 p. 24 cm |
| ISBN: | 020534285X |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804145716491190272 |
|---|---|
| adam_text | Titel: Motivation to learn
Autor: Stipek, Deborah J
Jahr: 2002
spSj--«» SK8».^;-%p
CONTENTS
Preface ix
A Profiles of Motivation Problems 1
Defensive Dave 1
Helpless Hannah 2
Safe Sally 3
Satisfied Santos 4
Anxious Alma 6
Conclusion 7
^ .Z Defining and Assessing Achievement Motivation 8
Defining Achievement Motivation 8
Theoretical Framework 8
Important Questions 12
Is Motivation in the Person or the Environment? 13
Identifying Motivation Problems 14
Observing Behavior 14
From Identifying to Explaining 15
High Achievers Are Not Invulnerable 16
Looking Beyond the Student 17
Grade Differences in Motivation Problems 17
Summary 18
J Reinforcement Theory 19
The Theory 19
Implications for Educational Practice 22
Token Economies 23
Problems with Reward and Punishment 25
Using Rewards Effectively 31
Praise 32
Summary 35
iii
IV CONTENTS
rt Social Cognitive Theory 39
Introducing Cognitions 39
Vicarious Learning 40
Personal Agency 40
Self-Efficacy 41
Self-Regulation 45
Cognitive Behavior Modification 45
Learning Strategies 48
Summary 53
C5 Cognitive Theories Applied to Achievement Contexts 55
Atkinson s Expectancy ,v Value Theory 55
Rotter s Social Learning Theory 59
Control = Strategy + Capacity 61
Measuring LOC 61
Classroom Contexts and Beliefs about Control 62
Werner s Attribution Theory 63
Antecedents to Attributions 64
Attribution Dispositions 65
Measurement 66
Consequences of Attributions 67
Interpersonal Attributions 72
Summary 73
D Perceptions of Ability 75
What Is Ability ? 76
Covington s Self-Worth Theory 79
Avoiding Negative Implications of Failure for Ability 80
Success without Learning 82
Gender Differences in Self-Perceptions of Ability 84
Age-Related Changes in Perceptions of Ability 85
Classroom Practice Effects 87
Grouping and Tracking 89
Assessing Ability Perceptions 91
Summary 94
CONTENTS
Maintaining Positive Achievement-Related Beliefs 97
Effective Classroom Practice 98
Tasks/ Assignments 98
Goals 100
Evaluation 102
Help 106
Direct Statements 108
Classroom Structure 110
Comprehensive Programs 113
Mastery Learning Programs 113
Cooperative Incentive Structures 116
Summary 118
O Intrinsic Motivation 120
Competence Motivation 120
Principle of Optimal Challenge 121
Emotional Reactions to Mastery 122
Effects of the Social Environment 123
Self-Perceptions of Competence and Intrinsic Motivation 124
Novelty 125
Self-Determination 126
Advantage of Intrinsic Motivation 127
Learning Activities Outside of School 127
Preference for Challenge 128
Conceptual Understanding 128
Creativity 128
Pleasure and Involvement 129
Intrinsic Motivation and Extrinsic Rewards 129
Controlling versus Information Function of Rewards 131
Individual Differences 134
Measures of Individual Differences in Motivation 134
Age-Related Changes 135
Interest 139
Summary 139
!7 Values and Relationships 141
Self-Determination and Internalized Motivation 142
VI CONTENTS
Measures of Internalized Motivation 144
Values in Eccle s Revised Expectancy x Value Theory 140
Where Do Achievement Values Come from? 146
Sex Stereotyping 147
Ethnicity and Social Class 147
Effects of Values 149
Age-Related Changes 150
Measures of Values 150
Relationships 151
Consequences of Relationships 152
Assessing Teacher-Student Relationships 154
Fostering Positive Relationships 156
Summary 159
10 Goals 161
Goals 161
Implications of Task Goals 161
Risk Taking and Challenge-Seeking 162
Focus of Attention 163
Learning Behavior 163
Attributions 165
Emotions 165
Learning 166
Are Performance Goals All Bad? 166
Beyond Learning and Performance Goals 167
Beyond Achievement 168
Ethnicity, Culture, Values, and Goals 168
Assessing Students Achievement-Related Goals 169
Summary 172
JLA Maximizing Intrinsic Motivation,
Academic Values, and Learning Goals 173
The Teacher s Tasks 173
Tasks 174
Evaluation 184
Control 187
Classroom Climate 191
Summary 193
CONTENTS Vll
1.2. Achievement Anxiety 194
Measuring Anxiety 195
Anxiety and Achievement 197
Preprocessing and Processing 197
Output 198
Origins of Achievement Anxiety 199
Subject Matter Anxieties 200
Mathematics 201
Writing 203
Minimizing the Negative Effects of Anxiety 204
Preprocessing 205
Processing and Output 205
Alleviating Test Anxiety 207
Summary 208
JlD Communicating Expectations 210
What Are Teachers Expectations Based On? 211
Teachers Self-Efficacy 212
Stability of Expectations 214
- How Do Teachers Expectations Affect Student Learning? 216
Teacher Behavior Toward High- and Low-Expectancy Students 216
Well-Meaning But Counterproductive Teacher Behaviors 217
Ability Grouping and Tracking 220
Do Teachers Treat Girls and Boys Differently? 221
C Students Perceptions of Teachers Expectations 222
Avoiding the Negative Effects of Expectations 224
Collective School Efficacy 227
Assessing Collective Self-Efficacy 228
Summary 229
14 Real Students, Real Teachers, Real Schools 230
Our Six Children 230
Dave 230
viii CONTENTS
Hannah 231
Sally 232
Santos 233
Alma 234
Al 235
It Is Harder Than It Sounds 236
The Undermining Effects of Students 237
Different Students, Different Needs 238
Giving Up Control 239
Knowing Students 240
Self-Monitoring 240
Everything Is Related to Everything Else 241
Beyond the Classroom 241
Resources 242
Support for Risk Taking 242
Cooperation and Collaboration 242
Time 243
Autonomy 243
School Policies 243
School Organization 245
Press for Student Learning 246
A Supportive Context 247
Beyond the School 248
Can Progress Be Made? 249
Appendices
Appendix 2-A: Identifying Motivation Problems 251
Appendix 3-A: External Reinforcement 253
Appendix 3-B: Observations of Teachers Uses of Praise 255
Appendix 7-A: Questions for Teachers to Monitor 257
Appendix 11-A: Evaluating Tasks 259
Appendix 11-B: Evaluating Your Evaluation 260
Appendix 11-C: Evaluating Control 261
Appendix 12-A: Strategies for Reducing Anxiety 262
Appendix 13-A: Teacher Efficacy 263
Appendix 13-B: Questions for Teachers to Ask to Help Them Monitor
Behavior Toward High and Low Achievers 265
References 267
Author Index 299
Subject Index 305
|
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| bvnumber | BV037416737 |
| classification_rvk | CP 5000 |
| ctrlnum | (OCoLC)611373616 (DE-599)BVBBV037416737 |
| discipline | Psychologie |
| edition | 4. ed. |
| format | Book |
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| indexdate | 2024-07-09T23:23:52Z |
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| language | English |
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| spelling | Stipek, Deborah J. Verfasser aut Motivation to learn integrating theory and practice Deborah Stipek 4. ed. Boston [u.a.} Allyn and Bacon 2002 xi, 307 p. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 267-297) and indexes Lernmotivation (DE-588)4074164-3 gnd rswk-swf Lernmotivation (DE-588)4074164-3 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022569076&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| subject_GND | (DE-588)4074164-3 |
| title | Motivation to learn integrating theory and practice |
| title_auth | Motivation to learn integrating theory and practice |
| title_exact_search | Motivation to learn integrating theory and practice |
| title_full | Motivation to learn integrating theory and practice Deborah Stipek |
| title_fullStr | Motivation to learn integrating theory and practice Deborah Stipek |
| title_full_unstemmed | Motivation to learn integrating theory and practice Deborah Stipek |
| title_short | Motivation to learn |
| title_sort | motivation to learn integrating theory and practice |
| title_sub | integrating theory and practice |
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