Contemporary Motivation Research

As with all scientific endeavors, the study of motivation - understanding behavior's direction and intensity, as well as the persistence of behavior and its cognitive and affective concomitants - faces the issue of theoretical and empirical generalizability: Knowing "what works" and under what range of conditions.

The present volume confronts this issue directly by showcasing contemporary motivation theory and research that provide "snapshots" and those contributing to a "global picture." In the process, a stellar international group of scholars represent different theoretical perspectives (e.g., achievement goal, self-determination, cognitive load, control value of achievement emotions, interest, self-efficacy) in diverse contexts (e.g., cooperative learning, help seeking, teacher education, technology-facilitated achievement) to highlight the dynamic interplay between more basic research and actual practice in classrooms, the workplace, and social environments.

This volume provides stimulating reading for researchers and practitioners in fields related to education and those with an interest in motivation in organizations in general. It is also an excellent resource for advanced undergraduate and graduate courses.

Résumé
As with all scientific endeavors, the study of motivation understanding behavior's direction and intensity, as well as the persistence of behavior and its cognitive and affective concomitants faces the issue of theoretical and empirical generalizability: Knowing what works and under what range of conditions.The present volume confronts this issue directly by showcasing contemporary motivation theory and research that provide snapshots and those contributing to a global picture. In the process, a stellar international group of scholars represent different theoretical perspectives (e.g., achievement goal, self-determination, cognitive load, control value of achievement emotions, interest, self-efficacy) in diverse contexts (e.g., cooperative learning, help seeking, teacher education, technology-facilitated achievement) to highlight the dynamic interplay between more basic research and actual practice in classrooms, the workplace, and social environments.This volume provides stimulating reading for researchers and practitioners in fields related to education and those with an interest in motivation in organizations in general. It is also an excellent resource for advanced undergraduate and graduate courses.

Contenu

Introduction; Part 1: Global Perspectives in Motivation; 1. Motivation in school from contextual and longitudinal perspectives, Marja Vauras, Pekka Salonen, Erno Lehtinen, & Riitta Kinnunen; 2. Seeking help: Generalizable self-regulatory process and social-cultural barometer, Stuart A. Karabenick & Richard S. Newman; 3. A framework for personal goals in collaborative learning contexts, Marold Wosnitza & Simone Volet; 4. Motivational aspects of cognitive load theory, Wolfgang Schnotz, Stefan Fries, & Holger Horz; 5. Global and local perspectives on human affect: Implications of the control-value theory of achievement emotions, Reinhard Pekrun; 6. Metacognitive experiences as the link between situational characteristics, motivation, and affect in self-regulated learning, Fotini Dina & Anastasia Efklides; 7. On a differential explanation of self-direction in motivating learning environments, Peter Nenniger, Katja van den Brink, & Dirk Bissbort; 8. Linking personality to work motivation and performance: Individual differences effects, Tanja Bipp; 9. An investigation of possible mediators and moderators of the approach and avoidance - performance relationship in children: Theoretical and experimental aspects, Gunnar Bjornebekk; Part 2: Situation and Context Effects in Motivation: Local Perspectives; 10. Interest and efficacy beliefs in self-regulated learning: Does the task make a difference? Mary Ainley, Sarah Buckley, & Joanne Chan; 11. The impact of goal and feedback treatments on self-determined motivation and situational interest in a computer-based learning context, Doris Lewalter & Katrin Scholta; 12. Specification issues in the use of multilevel modeling to examine the effects of classroom context: The case of classroom goal structures, Tamera B. Murdock & Angela D. Miller; 13. Motivation development in novice teachers: The development of utility filters, Susan Bobbitt Nolen, Christopher J. Ward, Ilana Seidel Horn, Sarah Childers, Sara Sunshine Campbell, & Karan Mahna; 14. Students' perception of parental attitudes toward academic achievement: Effects on motivation, self-concept, and school achievement, Francisco Peixoto & Raquel Carvalho; 15. Influencing students' motivation for school: The case of first-year students from different ethnic backgrounds in the Netherlands in the lowest level of secondary school, Thea Peetsma & Ineke van der Veen; 16. Normative vs. non-normative performance goals: Effects on behavioral and emotional regulation in achievement situations, Georgios D. Sideridis; 17. Incentives and flow experience in learning settings and the moderating role of individual differences, Julia Schuler & Stefan Engeser; 18. Striving for personal goals: The role of negative mood and the availability of mood-regulation strategies, Thomas A. Langens.