Emotion, motivation, and self-regulation :: a handbook for teachers /
This handbook is a user-friendly resource for pre-service and new practicing teachers outlining theoretical models and empirical research findings concerning the nature and effects of emotions, motivation, and self-regulated learning for students and teachers alike.
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Bingley, UK :
Emerald,
2013.
|
| Ausgabe: | 1st ed. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This handbook is a user-friendly resource for pre-service and new practicing teachers outlining theoretical models and empirical research findings concerning the nature and effects of emotions, motivation, and self-regulated learning for students and teachers alike. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781781907115 1781907110 1781907102 9781781907108 |
Internformat
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| 245 | 0 | 0 | |a Emotion, motivation, and self-regulation : |b a handbook for teachers / |c edited by Nathan C. Hall, Thomas Goetz. |
| 250 | |a 1st ed. | ||
| 260 | |a Bingley, UK : |b Emerald, |c 2013. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 588 | 0 | |a Online resource; title from digital title page (viewed on July 17, 2013). | |
| 505 | 0 | |a Front Cover; Emotion, Motivation, and Self-Regulation: A Handbook for Teachers; Copyright Page; Contents; List of Contributors; Preface; 1. Emotions; 1.1. Students in Focus; 1.2. Clarifying Terminology; 1.2.1. The Components of Emotions; 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. Appraisal Theory; 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory. | |
| 505 | 8 | |a 1.3.3. Influence of the Social Environment on Achievement Emotions1.4. Effects of Emotions; 1.4.1. General Psychological Evidence about the Effects of Emotions; 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts; 1.5. Development of Emotions over the School Years; 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom; 1.6.1. Promoting Enjoyment of Learning in the Classroom; 1.6.2. Ways to Influence Control and Value Appraisals; 1.6.3. Supporting Emotion Regulation; 1.6.4. Expressing Performance-Enhancing Emotions. | |
| 505 | 8 | |a 1.7. Teachers in Focus1.7.1. Burnout and Job-Related Stress; 1.7.2. Teachers' Achievement Emotions: Causes and Effects; 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being; 2. Motivation; 2.1. Students in Focus; 2.2. Structure and Effects of Motivation in Students; 2.2.1. What is Motivation?; 2.2.2. Effects of Motivation on the Learning Process; 2.2.3. Theoretical Model of Motivation for Learning and Achievement; 2.2.4. Situation-Specific Expectancies and Values; 2.2.5. Motives and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. Interest; 2.2.8. Self-Concepts. | |
| 505 | 8 | |a 2.2.9. Causal Attributions2.3. Developmental and Environmental Effects on Motivation; 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest; 2.3.2. Environmental Influences on Motivation; 2.4. Fostering Learning and Achievement Motivation in Students; 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities; 2.4.2. Principles for Encouraging Student Motivation; 2.4.3. Motivational Intervention Programs; 2.5. Teachers in Focus; 2.5.1. Expectancy and Value Components of Teacher Motivation; 2.5.2. Goal Orientations of Teachers. | |
| 505 | 8 | |a 3. Self-Regulated Learning3.1. Students in Focus; 3.2. What is Self-Regulated Learning?; 3.2.1. Definition; 3.2.2. Historical Development; 3.2.3. Relevance in a Knowledge-Based Society; 3.2.4. Current Theoretical Models; 3.2.5. Further Theoretical Development; 3.3. The Assessment of Self-Regulated Learning; 3.3.1. Reasons for Evaluating Self-Regulated Learning; 3.3.2. Methodical Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5. Development of Self-Regulated Learning; 3.6. Fostering Self-Regulation in Students. | |
| 520 | |a This handbook is a user-friendly resource for pre-service and new practicing teachers outlining theoretical models and empirical research findings concerning the nature and effects of emotions, motivation, and self-regulated learning for students and teachers alike. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 546 | |a English. | ||
| 650 | 0 | |a Motivation in education. |0 http://id.loc.gov/authorities/subjects/sh85087566 | |
| 650 | 0 | |a Emotions in children. |0 http://id.loc.gov/authorities/subjects/sh85042825 | |
| 650 | 6 | |a Motivation en éducation. | |
| 650 | 6 | |a Émotions chez l'enfant. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Emotions in children |2 fast | |
| 650 | 7 | |a Motivation in education |2 fast | |
| 655 | 7 | |a Handbooks and manuals |2 fast | |
| 700 | 1 | |a Hall, Nathan C. | |
| 700 | 1 | |a Götz, Thomas, |d 1968- | |
| 776 | 0 | 8 | |i Print version: |a Hall, Nathan C. |t Emotion, Motivation, and Self-Regulation : A Handbook for Teachers. |d Bradford : Emerald Group Publishing Limited, ©2013 |z 9781781907108 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn855908976 |
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| author2 | Hall, Nathan C. Götz, Thomas, 1968- |
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| author_facet | Hall, Nathan C. Götz, Thomas, 1968- |
| author_sort | Hall, Nathan C. |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1065 |
| callnumber-raw | LB1065 .E46 2013 |
| callnumber-search | LB1065 .E46 2013 |
| callnumber-sort | LB 41065 E46 42013 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Front Cover; Emotion, Motivation, and Self-Regulation: A Handbook for Teachers; Copyright Page; Contents; List of Contributors; Preface; 1. Emotions; 1.1. Students in Focus; 1.2. Clarifying Terminology; 1.2.1. The Components of Emotions; 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. Appraisal Theory; 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory. 1.3.3. Influence of the Social Environment on Achievement Emotions1.4. Effects of Emotions; 1.4.1. General Psychological Evidence about the Effects of Emotions; 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts; 1.5. Development of Emotions over the School Years; 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom; 1.6.1. Promoting Enjoyment of Learning in the Classroom; 1.6.2. Ways to Influence Control and Value Appraisals; 1.6.3. Supporting Emotion Regulation; 1.6.4. Expressing Performance-Enhancing Emotions. 1.7. Teachers in Focus1.7.1. Burnout and Job-Related Stress; 1.7.2. Teachers' Achievement Emotions: Causes and Effects; 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being; 2. Motivation; 2.1. Students in Focus; 2.2. Structure and Effects of Motivation in Students; 2.2.1. What is Motivation?; 2.2.2. Effects of Motivation on the Learning Process; 2.2.3. Theoretical Model of Motivation for Learning and Achievement; 2.2.4. Situation-Specific Expectancies and Values; 2.2.5. Motives and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. Interest; 2.2.8. Self-Concepts. 2.2.9. Causal Attributions2.3. Developmental and Environmental Effects on Motivation; 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest; 2.3.2. Environmental Influences on Motivation; 2.4. Fostering Learning and Achievement Motivation in Students; 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities; 2.4.2. Principles for Encouraging Student Motivation; 2.4.3. Motivational Intervention Programs; 2.5. Teachers in Focus; 2.5.1. Expectancy and Value Components of Teacher Motivation; 2.5.2. Goal Orientations of Teachers. 3. Self-Regulated Learning3.1. Students in Focus; 3.2. What is Self-Regulated Learning?; 3.2.1. Definition; 3.2.2. Historical Development; 3.2.3. Relevance in a Knowledge-Based Society; 3.2.4. Current Theoretical Models; 3.2.5. Further Theoretical Development; 3.3. The Assessment of Self-Regulated Learning; 3.3.1. Reasons for Evaluating Self-Regulated Learning; 3.3.2. Methodical Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5. Development of Self-Regulated Learning; 3.6. Fostering Self-Regulation in Students. |
| ctrlnum | (OCoLC)855908976 |
| dewey-full | 370.1534 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.1534 |
| dewey-search | 370.1534 |
| dewey-sort | 3370.1534 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 1st ed. |
| format | Electronic eBook |
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| genre | Handbooks and manuals fast |
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| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:25:29Z |
| institution | BVB |
| isbn | 9781781907115 1781907110 1781907102 9781781907108 |
| language | English |
| lccn | 2018418113 |
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| publishDate | 2013 |
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| spelling | Emotion, motivation, and self-regulation : a handbook for teachers / edited by Nathan C. Hall, Thomas Goetz. 1st ed. Bingley, UK : Emerald, 2013. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Online resource; title from digital title page (viewed on July 17, 2013). Front Cover; Emotion, Motivation, and Self-Regulation: A Handbook for Teachers; Copyright Page; Contents; List of Contributors; Preface; 1. Emotions; 1.1. Students in Focus; 1.2. Clarifying Terminology; 1.2.1. The Components of Emotions; 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. Appraisal Theory; 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory. 1.3.3. Influence of the Social Environment on Achievement Emotions1.4. Effects of Emotions; 1.4.1. General Psychological Evidence about the Effects of Emotions; 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts; 1.5. Development of Emotions over the School Years; 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom; 1.6.1. Promoting Enjoyment of Learning in the Classroom; 1.6.2. Ways to Influence Control and Value Appraisals; 1.6.3. Supporting Emotion Regulation; 1.6.4. Expressing Performance-Enhancing Emotions. 1.7. Teachers in Focus1.7.1. Burnout and Job-Related Stress; 1.7.2. Teachers' Achievement Emotions: Causes and Effects; 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being; 2. Motivation; 2.1. Students in Focus; 2.2. Structure and Effects of Motivation in Students; 2.2.1. What is Motivation?; 2.2.2. Effects of Motivation on the Learning Process; 2.2.3. Theoretical Model of Motivation for Learning and Achievement; 2.2.4. Situation-Specific Expectancies and Values; 2.2.5. Motives and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. Interest; 2.2.8. Self-Concepts. 2.2.9. Causal Attributions2.3. Developmental and Environmental Effects on Motivation; 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest; 2.3.2. Environmental Influences on Motivation; 2.4. Fostering Learning and Achievement Motivation in Students; 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities; 2.4.2. Principles for Encouraging Student Motivation; 2.4.3. Motivational Intervention Programs; 2.5. Teachers in Focus; 2.5.1. Expectancy and Value Components of Teacher Motivation; 2.5.2. Goal Orientations of Teachers. 3. Self-Regulated Learning3.1. Students in Focus; 3.2. What is Self-Regulated Learning?; 3.2.1. Definition; 3.2.2. Historical Development; 3.2.3. Relevance in a Knowledge-Based Society; 3.2.4. Current Theoretical Models; 3.2.5. Further Theoretical Development; 3.3. The Assessment of Self-Regulated Learning; 3.3.1. Reasons for Evaluating Self-Regulated Learning; 3.3.2. Methodical Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5. Development of Self-Regulated Learning; 3.6. Fostering Self-Regulation in Students. This handbook is a user-friendly resource for pre-service and new practicing teachers outlining theoretical models and empirical research findings concerning the nature and effects of emotions, motivation, and self-regulated learning for students and teachers alike. Includes bibliographical references and index. English. Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Emotions in children. http://id.loc.gov/authorities/subjects/sh85042825 Motivation en éducation. Émotions chez l'enfant. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Emotions in children fast Motivation in education fast Handbooks and manuals fast Hall, Nathan C. Götz, Thomas, 1968- Print version: Hall, Nathan C. Emotion, Motivation, and Self-Regulation : A Handbook for Teachers. Bradford : Emerald Group Publishing Limited, ©2013 9781781907108 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=525588 Volltext |
| spellingShingle | Emotion, motivation, and self-regulation : a handbook for teachers / Front Cover; Emotion, Motivation, and Self-Regulation: A Handbook for Teachers; Copyright Page; Contents; List of Contributors; Preface; 1. Emotions; 1.1. Students in Focus; 1.2. Clarifying Terminology; 1.2.1. The Components of Emotions; 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. Appraisal Theory; 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory. 1.3.3. Influence of the Social Environment on Achievement Emotions1.4. Effects of Emotions; 1.4.1. General Psychological Evidence about the Effects of Emotions; 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts; 1.5. Development of Emotions over the School Years; 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom; 1.6.1. Promoting Enjoyment of Learning in the Classroom; 1.6.2. Ways to Influence Control and Value Appraisals; 1.6.3. Supporting Emotion Regulation; 1.6.4. Expressing Performance-Enhancing Emotions. 1.7. Teachers in Focus1.7.1. Burnout and Job-Related Stress; 1.7.2. Teachers' Achievement Emotions: Causes and Effects; 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being; 2. Motivation; 2.1. Students in Focus; 2.2. Structure and Effects of Motivation in Students; 2.2.1. What is Motivation?; 2.2.2. Effects of Motivation on the Learning Process; 2.2.3. Theoretical Model of Motivation for Learning and Achievement; 2.2.4. Situation-Specific Expectancies and Values; 2.2.5. Motives and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. Interest; 2.2.8. Self-Concepts. 2.2.9. Causal Attributions2.3. Developmental and Environmental Effects on Motivation; 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest; 2.3.2. Environmental Influences on Motivation; 2.4. Fostering Learning and Achievement Motivation in Students; 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities; 2.4.2. Principles for Encouraging Student Motivation; 2.4.3. Motivational Intervention Programs; 2.5. Teachers in Focus; 2.5.1. Expectancy and Value Components of Teacher Motivation; 2.5.2. Goal Orientations of Teachers. 3. Self-Regulated Learning3.1. Students in Focus; 3.2. What is Self-Regulated Learning?; 3.2.1. Definition; 3.2.2. Historical Development; 3.2.3. Relevance in a Knowledge-Based Society; 3.2.4. Current Theoretical Models; 3.2.5. Further Theoretical Development; 3.3. The Assessment of Self-Regulated Learning; 3.3.1. Reasons for Evaluating Self-Regulated Learning; 3.3.2. Methodical Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5. Development of Self-Regulated Learning; 3.6. Fostering Self-Regulation in Students. Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Emotions in children. http://id.loc.gov/authorities/subjects/sh85042825 Motivation en éducation. Émotions chez l'enfant. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Emotions in children fast Motivation in education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85087566 http://id.loc.gov/authorities/subjects/sh85042825 |
| 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 / edited by Nathan C. Hall, Thomas Goetz. |
| title_fullStr | Emotion, motivation, and self-regulation : a handbook for teachers / edited by Nathan C. Hall, Thomas Goetz. |
| title_full_unstemmed | Emotion, motivation, and self-regulation : a handbook for teachers / edited 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 | Motivation in education. http://id.loc.gov/authorities/subjects/sh85087566 Emotions in children. http://id.loc.gov/authorities/subjects/sh85042825 Motivation en éducation. Émotions chez l'enfant. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Emotions in children fast Motivation in education fast |
| topic_facet | Motivation in education. Emotions in children. Motivation en éducation. Émotions chez l'enfant. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Emotions in children Motivation in education Handbooks and manuals |
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