Big Theories Revisited 2 (eBook)

Gregory Arief D Liem, Dennis M McInerney (Herausgeber)

eBook Download: PDF | EPUB

2018 | 1. Auflage
449 Seiten
Information Age Publishing (Verlag)
978-1-64113-270-1 (ISBN)

Infos

Students’ school motivation and engagement are key contributors to the quality of their academic learning and performance, as well as growth in other important areas of life (social, emotional, and physical health). Fostering motivation and engagement is thus a meaningful educational purpose, both in and of itself and as a pathway to holistic student development. However, motivation and engagement do not develop in a vacuum, and effort seeking to facilitate them cannot be effectively pursued without understanding their underpinning sociocultural influences. In the first edition of this volume, “Big Theories Revisited” (McInerney & Van Etten, 2004), authors of major models of school motivation and engagement were ‘challenged’ to look into their theoretical work through a sociocultural lens. The volume has been well received as objectively reflected in the number of citations of its chapters

Significant progress has since been made in the theorizing and research of ‘big theories’ of school motivation and engagement. In this volume, we invited a group of internationally-renowned scholars to re-examine their theoretical and conceptual work by highlighting the ‘what’ (factors) and ‘how’ (processes) of sociocultural influences in association with the key motivation and/or engagement construct(s) of their expertise. We made it clear to our contributors that we solicited new chapters rather than chapters with merely rehashed materials. As a result, this volume, “Big Theories Revisited 2” (Liem & McInerney, 2018) contains chapters that critically discuss sociocultural influences on school motivation and engagement constructs as viewed from focal theories including self-determination theory, achievement goal theory, personal investment theory, expectancy value theory, self-efficacy theory, self- and co-regulated learning models, and many others. Whereas some of the chapter topics covered in the initial edition are also part of this edition, some are new and provide fresh sociocultural angles on achievement-relevant processes and outcomes. Likewise, whereas some of the authors contributed to the earlier edition of the Volume, many of them are different. What appears to be the same across the two editions is the scholarly distinction of the authors and the substantive rigor of the chapters in advancing our current understanding of this field of enquiry. Readers will learn much from and be inspired by stimulating ideas presented in this volume.

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Students' school motivation and engagement are key contributors to the quality of their academic learning and performance, as well as growth in other important areas of life (social, emotional, and physical health). Fostering motivation and engagement is thus a meaningful educational purpose, both in and of itself and as a pathway to holistic student development. However, motivation and engagement do not develop in a vacuum, and effort seeking to facilitate them cannot be effectively pursued without understanding their underpinning sociocultural influences. In the first edition of this volume, "e;Big Theories Revisited"e; (McInerney & Van Etten, 2004), authors of major models of school motivation and engagement were 'challenged' to look into their theoretical work through a sociocultural lens. The volume has been well received as objectively reflected in the number of citations of its chapters.Significant progress has since been made in the theorizing and research of 'big theories' of school motivation and engagement. In this volume, we invited a group of internationally-renowned scholars to re-examine their theoretical and conceptual work by highlighting the 'what' (factors) and 'how' (processes) of sociocultural influences in association with the key motivation and/or engagement construct(s) of their expertise. We made it clear to our contributors that we solicited new chapters rather than chapters with merely rehashed materials. As a result, this volume, "e;Big Theories Revisited 2"e; (Liem & McInerney, 2018) contains chapters that critically discuss sociocultural influences on school motivation and engagement constructs as viewed from focal theories including self-determination theory, achievement goal theory, personal investment theory, expectancy value theory, self-efficacy theory, self- and co-regulated learning models, and many others. Whereas some of the chapter topics covered in the initial edition are also part of this edition, some are new and provide fresh sociocultural angles on achievement-relevant processes and outcomes. Likewise, whereas some of the authors contributed to the earlier edition of the Volume, many of them are different. What appears to be the same across the two editions is the scholarly distinction of the authors and the substantive rigor of the chapters in advancing our current understanding of this field of enquiry. Readers will learn much from and be inspired by stimulating ideas presented in this volume.

Inhalt

Cover 1
Series page 3
Big Theories Revisited 2 4
Library of Congress Cataloging-in-Publication Data 5
Contents 6
CHAPTER 1: Sociocultural Perspectives on School Motivation, Engagement, and Achievement 10
SECTION I: WHY AND WHAT DO I WANT TO ACHIEVE IN MY STUDIES? 22
CHAPTER 2: Sociocultural Influences on Student Motivation as Viewed Through the Lens of Self-Determination Theory 24
CHAPTER 3: Sociocultural Influences on Achievement Goal Adoption and Regulation 50
CHAPTER 4: Personal Investment Theory 78
SECTION II: HOW DO I THINK AND FEEL ABOUT MYSELFAND MY STUDIES? 98
CHAPTER 5: Expectancy-Value Theory in Cross-Cultural Perspective 100
CHAPTER 6: Self-Efficacy in Education Revisited Through a Sociocultural Lens 126
CHAPTER 7: Sociocultural Influences on Self-Efficacy Development 150
CHAPTER 8: Control-Value Theory 174
SECTION III: WHO WANTS ME TO STUDY WELL, AND WHO CAN I DO IT WITH? 200
CHAPTER 9: A Competence-in-Context Approach to Understanding Motivation at School 202
CHAPTER 10: M?ori Students Flourishing in Education 222
CHAPTER 11: Cooperative Learning 246
SECTION IV: HOW DO I REGULATE MY STUDIES, AND WHO CAN HELP ME DO IT? 276
CHAPTER 12: Integration of Socialization Influences and the Development of Self-Regulated Learning Skills 278
CHAPTER 13: Supporting Self-Regulation and Self-Determination in the Context of Music Education 304
CHAPTER 14: Co-Regulation 328
CHAPTER 15: Motivating Engaged Participation and Generative Learning in Fully Online Course Contexts 362
SECTION V: ARE MY PEERS AND I MORE ALIKE, OR DIFFERENT, IN OUR SCHOOL MOTIVATION AND LEARNING? 388
CHAPTER 16: The Need for Positive Feedback 390
CHAPTER 17: Evolutionary Psychology and the Classroom 410
ABOUT THE CONTRIBUTORS 438

Produkt-Details

• Erscheint lt. Verlag: 1.4.2018
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Lexikon / Chroniken
• Themenwelt: Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Themenwelt: Sozialwissenschaften ► Soziologie
• ISBN-10: 1-64113-270-1 / 1641132701
• ISBN-13: 978-1-64113-270-1 / 9781641132701