Cambridge Handbook of Motivation and Learning

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	Contents
	Figures
	Tables
	Contributors
	Introduction
	PART IThe Self and Its Impact
	1. The Educational Benefitsof Self-Related InformationProcessing
	2. The Centrality of AcademicSelf-Concept to Motivation andLearning
	3. Self-Efficacy in Learning
	4. Self-Regulation of Motivation
	5. Youth Development Programs
	Part II Rewards, Incentives, and Choice
	6. Neuroscientific andPsychological Approaches toIncentives
	7. Incentive Motivation
	8. Attention, Information-Seeking, and Active Sampling
	9. Open Digital Badges and Reward Structures
	10. The Promise and Peril ofChoosing for Motivationand Learning
	Part III Interest and Internal Motivation
	11. Interest Development and Learning
	12. Online Affinity Networksas Contexts for ConnectedLearning
	13. Multiple Points of Access for Supporting Interest in Science
	14. Predicting Academic Effort
	15. Reconceptualizing Intrinsic Motivation
	Part IV Curiosity and Boredom
	16. Curiosity and Learning
	17. Curiosity
	18. The Role of Curiosity andInterest in Learning andMotivation
	19. Boredom
	20. The Costs and Benefits of Boredom in the Classroom
	Part V Goals and Values
	21. Motivated Memory
	22. Conceptualizing Goals in Motivation and Engagement
	23. Achievement Goal Orientations
	24. Expectancy-Value Theory andIts Relevance for StudentMotivation and Learning
	25. Utility Value and Intervention Framing
	Part VIMethods, Measures, and Perspective
	26. Motivation and Learning
	27. Addressing the Challengeof Measuring StudentEngagement
	28. Measuring Motivation in Educational Settings
	29. An Integrative Perspective for Studying Motivation in Relation to Engagement and Learning
	30. Affordances and Attention
	Index