Emotion, motivation, and self-regulation: a handbook for teachers
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Bingley
Emerald Group
2013
|
| Ausgabe: | 1. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIV, 191 S. |
| ISBN: | 9781781907108 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
LIST OF CONTRIBUTORS
PREFACE
1. EMOTIONS
IX
XI
1.1. STUDENTS IN FOCUS 1
1.2. C1ARIFYING TERMINOLOGY 4
1.2.1. THE COMPONENTS OF EMOTIONS 5
1.2.2. DISTINGUISHING BETWEEN STATE AND TRAIT EMOTIONS 6 1.2.3.
DISTINGUISHING EMOTIONS FROM RE1ATED CONSTRUCTS 7
1.2.4. MEASURING EMOTIONS 9
1.2.5. ACHIEVEMENT EMOTIONS 12
1.3. CAUSES OF EMOTIONS 15
1.3.1. APPRAISA1 THEORY 15
1.3.2. THE CAUSES OF ACHIEVEMENT EMOTIONS: WEINER S ATTRIBUTION THEORY
AND PEKRUN S CONTRO1-VA1UE THEORY 17
1.3.3. INFLUENCE OF THE SOCIA1ENVIRONMENT ON ACHIEVEMENT EMOTIONS 24
1.4. EFFECTS OF EMOTIONS 27
1.4.1. GENERAL PSYCHO10GICA1EVIDENCE ABOUT THE EFFECTS OF EMOTIONS 27
1.4.2. APPLYING MOOD AND EMOTION RESEARCH TO LEARNING AND PERFORMANCE
CONTEXTS 29
1.5. DEVELOPMENT OF EMOTIONS OVER THE SCHOO1 YEARS 32
1.6. OPPORTUNITIES FOR INFLUENCE: HOW TO DESIGN AN EMOTIONALLY HEALTHY
CLASSROOM 34
1.6.1. PROMOTING ENJOYMENT OF LEARNING IN THE C1ASSROOM 35 1.6.2. WAYS
TO INFLUENCE CONTRO1 AND VA1UE APPRAISA1S 35
1.6.3. SUPPORTING EMOTION REGULATION 39
1.6.4. EXPRESSING PERFORMANCE-ENHANCING EMOTIONS 40
IMAGE 2
VI CONTCNTS
1.7. TEACHERS IN FOCUS 41
1.7.1. BURNOUT AND JOB-RELATED STRESS 42
1.7.2. TEACHERS ACHIEVEMENT EMOTIONS: CAUSES AND EFFECTS 47 1.7.3. TIPS
FOR TEACHERS: HOW TO PROMOTE YOUR OWN EMOTIONAL WELL-BEING 51
2. MOTIVATION 57
2.1. STUDENTS IN FOCUS 57
2.2. STRUCTURE AND EFFECTS OF MOTIVATION IN STUDENTS 58
2.2.1. WHAT IS MOTIVATION? 58
2.2.2. EFFECTS OF MOTIVATION ON THE LEARNING PROCESS 61
2.2.3. THEORETICAL MODEL OF MOTIVATION FOR LEARNING AND ACHIEVEMENT 62
2.2.4. SITUATION-SPECIFIC EXPECTANCIES AND VALUES 63
2.2.5. MOTIVES AND NEEDS 70
2.2.6. GOALS AND GOAL ORIENTATIONS 75
2.2.7. INTEREST 80
2.2.8. SELF-CONCEPTS 82
2.2.9. CAUSAL ATTRIBUTIONS 86
2.3. DEVELOPMENTA1 AND ENVIRONMENTAL EFFECTS ON MOTIVATION 91 2.3.1.
DEVELOPMENT OF ACHIEVEMENT MOTIVES, ATTRIBUTIONS, SE1F-CONCEPTS, AND
INTEREST 92
2.3.2. ENVIRONMENTA1 INFLUENCES ON MOTIVATION 97
2.4. FOSTERING LEARNING AND ACHIEVEMENT MOTIVATION IN STUDENTS 102
2.4.1. PROMOTING SUBJECTIVE VA1UING OF THE LEARNING OBJECTIVES AND
ACTIVITIES 102
2.4.2. PRINCIPLES FOR ENCOURAGING STUDENT MOTIVATION 104
2.4.3. MOTIVATIONA1 INTERVENTION PROGRAMS 106
2.5. TEACHERS IN FOCUS 112
2.5.1. EXPECTANCY AND VA1UE COMPONENTS OF TEACHER MOTIVATION 112 2.5.2.
GOAL ORIENTATIONS OF TEACHERS 113
3. SELF-REGULATED LEARNING 123
3.1. STUDENTS IN FOCUS 123
3.2. WHAT IS SE1F-REGU1ATED LEARNING? 125
3.2.1. DEFINITION 125
3.2.2. HISTORICA1 DEVELOPMENT 128
3.2.3. RE1EVANCE IN A KNOW1EDGE-BASED SOCIETY 130
3.2.4. CURRENT THEORETICAL MODELS 131
3.2.5. FURTHER THEORETICAL DEVE10PMENT 137
IMAGE 3
CONTENTS VII
3.3. THE ASSESSMENT OF SELF-REGULATED LEARNING 139
3.3.1. REASONS FOR EVALUATING SELF-REGULATED LEARNING 139
3.3.2. METHODICAL ASPECTS 139
3.4. EFFECTS OF SE1F-REGULATED LEARNING 143
3.4.1. META-ANALYSES 144
3.4.2. EMPIRICAL RESEARCH: AN EXAMPLE 145
3.5. DEVELOPMENT OF SELF-REGULATED LEARNING 148
3.6. FOSTERING SE1F-REGULATION IN STUDENTS 149
3.6.1. A META-MODEL FOR PROMOTING SELF-REGULATED LEARNING 149 3.6.2.
TECHNIQUES FOR PROMOTING SELF-REGU1ATED LEARNING 153
3.7. TEACHERS IN FOCUS 158
4. EMOTION, MOTIVATION, AND SELF-REGULATION: COMMON PRINCIPLES AND
FUTURE DIRECTIONS 167
4.1. STUDENTS IN FOCUS 167
4.2. CONCEPTUAL RELATIONSHIPS 168
4.3. COMMON PRINCIP1ES 169
4.3.1. PERSONA1ITY VERSUS SITUATIONA1 PROCESSES 170
4.3.2. THE IMPORTANCE OF COGNITIVE APPRAISA1S 171
4.3.3. DOMAIN SPECIFICITY 172
4.3.4. THE INFLUENCE OF C1ASSROOM INSTRUCTION AND SOCIA1ENVIRONMENTS 173
4.3.5. IMPACT ON LEARNING AND ACHIEVEMENT 174
4.3.6. RECIPROCAL CAUSALITY 175
4.3.7. REGULATION OF EMOTION, MOTIVATION, AND SELF-REGULATION 176 4.3.8.
UNIVERSA1ITY OF EMOTION, MOTIVATION, AND SELF-REGULATION 178
4.4. OPEN QUESTIONS AND FUTURE DIRECTIONS 179
INDEX 189
|
| any_adam_object | 1 |
| author | Hall, Nathan C. |
| author_facet | Hall, Nathan C. |
| author_role | aut |
| author_sort | Hall, Nathan C. |
| author_variant | n c h nc nch |
| building | Verbundindex |
| bvnumber | BV041061429 |
| classification_rvk | CP 3000 |
| ctrlnum | (OCoLC)856801534 (DE-599)BVBBV041061429 |
| discipline | Psychologie |
| edition | 1. ed. |
| format | Book |
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| spellingShingle | Hall, Nathan C. Emotion, motivation, and self-regulation a handbook for teachers Emotionales Lernen (DE-588)4152088-9 gnd Lernmotivation (DE-588)4074164-3 gnd Schulpädagogik (DE-588)4077208-1 gnd Motivationspsychologie (DE-588)4075001-2 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
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| title | Emotion, motivation, and self-regulation a handbook for teachers |
| title_auth | Emotion, motivation, and self-regulation a handbook for teachers |
| title_exact_search | Emotion, motivation, and self-regulation a handbook for teachers |
| title_full | Emotion, motivation, and self-regulation a handbook for teachers ed. by Nathan C. Hall, Thomas Goetz |
| title_fullStr | Emotion, motivation, and self-regulation a handbook for teachers ed. by Nathan C. Hall, Thomas Goetz |
| title_full_unstemmed | Emotion, motivation, and self-regulation a handbook for teachers ed. by Nathan C. Hall, Thomas Goetz |
| title_short | Emotion, motivation, and self-regulation |
| title_sort | emotion motivation and self regulation a handbook for teachers |
| title_sub | a handbook for teachers |
| topic | Emotionales Lernen (DE-588)4152088-9 gnd Lernmotivation (DE-588)4074164-3 gnd Schulpädagogik (DE-588)4077208-1 gnd Motivationspsychologie (DE-588)4075001-2 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| topic_facet | Emotionales Lernen Lernmotivation Schulpädagogik Motivationspsychologie Selbstgesteuertes Lernen Aufsatzsammlung |
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