The Decade Ahead: Applications and Contexts of Motivation and Achievement (Advances in Motivation and Achievement, vol. 16B)

Advances in motivation and achievement......Page 2
Dedication
......Page 6
Contents......Page 8
List of contributors......Page 10
Preface......Page 12
Introduction......Page 14
Sociocultural and situative approaches to motivation......Page 17
McCaslin......Page 18
Walker......Page 20
Hickey......Page 23
Sociocultural Discourse Approach......Page 24
Situative Approach......Page 25
Conclusion......Page 27
Meta-Theoretical Issues......Page 29
Theoretical Issues......Page 30
Zone of Proximal Development......Page 31
Transformative Internalisation and Externalisation......Page 32
Interpersonal Relations, Intersubjectivity and Co-Regulation......Page 33
Motivation and Identity......Page 35
Bringing It All Together, as an Example, in Relation to One Motivational Construct: A Sociocultural Approach to Interest......Page 38
Background to the Study......Page 39
Eleni’s Story: Participation in Communities of Practice and the Development of Interest......Page 40
Eleni’s Participation in the Classroom Learning Community and Her Interest Development......Page 41
Eleni’s Family Context and her Interest Development......Page 43
Future directions in sociocultural research in motivation over the next decade......Page 44
Evidence to Support the Social Nature of Motivation......Page 45
Understanding Development and Change in Motivation......Page 46
Motivation and Emotions......Page 48
Notes......Page 49
References......Page 50
Motivation and emotional transactions: where do we go from here?......Page 56
Goals, Goal Importance and Value in the Motivation Literature......Page 57
Goals, Goal Importance and Value in the Emotion Literature......Page 58
Motivational and Emotional Goal Transactions......Page 59
Agency or Control in the Motivation Literature......Page 61
Agency or Control in the Emotion Literature......Page 62
Motivational and Emotional Agency Transactions......Page 63
Expectancy and Self-efficacy in the Motivation Literature......Page 64
Expectancy and Self-efficacy in the Emotion Literature......Page 65
Motivational and Emotional Agency Transactions......Page 66
Summary......Page 67
Ecological dynamic systems perspective......Page 68
Directions for future research......Page 71
Students......Page 72
Teachers......Page 73
School and Educational Policy......Page 74
Future inquiry methods......Page 75
References......Page 76
Motivation and self-regulation: two close friends......Page 82
Self-regulation Draws on Metacognitive Knowledge and Skills......Page 84
Self-regulation Draws on Conditional Knowledge and Consists of Different Types of Self-regulation Strategies......Page 86
The Dual Processing Self-regulation Model......Page 87
Self-regulation is a System Concept......Page 89
Approach vs. Avoidance Goals......Page 90
Activating Goal Commitment......Page 92
De-activating Goal Commitment......Page 94
Emotions and goal pursuit......Page 95
Emotions as Error Signals......Page 96
Emotions and Resource Allocation......Page 98
What goals do students bring into the classroom?......Page 99
Priming Triggers Automatic Processing......Page 102
How does Automatic Goal Pursuit Emerge?......Page 103
Goals Compete for Resources......Page 104
Goal Concordance......Page 105
Environmentally Primed Goal Pursuit......Page 107
Spillover Energy from One Context to Another......Page 108
Emotions Help to Reprioritize One’s Goals......Page 109
Willpower Costs Energy that Needs to be Restored......Page 111
Borrowing Resources......Page 112
Directions for future research on motivation and self-regulation......Page 113
Describing Discrepancy-reducing and Discrepancy-enhancing Feedback Loops......Page 114
Studying Interactions among Goals, Emotions, and Self-regulation......Page 115
Incorporating the Findings from Unconscious Goal Pursuit into Our Theories of Motivation and Self-regulation......Page 116
References......Page 117
Unfinished business: putting motivation theory to the ‘‘classroom test’’......Page 122
What does motivation research have to say about classroomsquest......Page 123
How do teachers understand motivation theoryquest......Page 125
What Does it Mean to Offer ‘‘Moderate Challenge’’ in the Classroomquest......Page 127
How Well Are Teachers Able to Craft Interesting and Meaningful Tasksquest......Page 128
Project Description......Page 129
Teachers’ initial beliefs about motivation and mathematics......Page 130
How did teachers interpret strategies to foster ‘‘moderate challenge’’quest......Page 131
How did teachers understand the construct of autonomy in classroomsquest......Page 133
Meaningful learning......Page 136
What are the implications for testing motivation theory in classroomsquest......Page 138
Is Motivation Theory Enough to Support This Ambitious Agendaquest......Page 139
What Are Teachers’ (Often Tacit) Belief Systems Regarding Motivation, Learning, and Disciplinary Knowledgequest What Are Their Rationales for Practicequest......Page 140
How Can We Support Teacher Changequest......Page 141
What is the Role of Curriculum, School and District Norms, and National Educational Policyquest......Page 142
Challenges to theory and method......Page 144
Different frameworks and methods......Page 145
References......Page 147
Introduction......Page 152
Why do teachers enter the profession?......Page 153
Movement into (and out of) the teaching profession......Page 155
Influences on teachers’ work satisfaction......Page 157
Student outcomes......Page 160
Challenges in researching teacher motivation......Page 161
A program of research studying teacher motivations......Page 163
Are there Different Types of Beginning Teachers?......Page 165
Teaching Motivations for Differing Teacher Subtypes......Page 169
Do Motivations Change for Teacher Subtypes in their First Five Years?......Page 170
Teacher Identity and Possible Selves......Page 172
Implications for policy and practice......Page 174
Teacher motivation research - where to next?......Page 177
Large-scale, Multiwave, Long-term, Longitudinal Datasets......Page 178
Consequences of Teacher Motivations......Page 179
Promoting Dialogue across Fields......Page 180
Note......Page 181
References......Page 182
Why race matters: social context and achievement motivation in African American youth......Page 188
Racial Discrimination......Page 191
Academic Resilience in the Face of Discrimination......Page 193
Stereotype Threat......Page 195
Motivational Consequences of Stereotype Threat......Page 196
Other Approaches to Measuring Intellectual Stigma......Page 197
Being African American and Male......Page 198
Racial Socialization......Page 200
Preparation for Bias......Page 201
Racial Identity......Page 203
Racial Identity as a Protective Factor......Page 204
More Attention to the Social Context of Achievement Motivation......Page 206
More Attention to Social Identities other than Race/Ethnicity......Page 208
Re-vitalizing the Socialization (Childrearing) Antecedents of Achievement Strivings......Page 209
Be Open to Multi-disciplinary Perspectives and Multiple Methods......Page 210
The Value of Comparative Racial Research......Page 211
Beyond Black and White......Page 213
Encourage Intervention Research......Page 214
References......Page 215
Social policy, educational opportunity, and classroom practice: a co-regulation approach to research on student motivation and achievement......Page 224
Theoretical framework: the co-regulation model......Page 226
Motivation and Opportunity......Page 227
Co-regulation and Personal-Cultural-Social Press......Page 229
From theory to research: schools as sociocultural institutions......Page 231
Probable Tensions: Beliefs about the Public School......Page 232
School Reform Policies, 1983-2001......Page 235
A Nation At Risk......Page 236
The National Education Summit......Page 237
The No Child Left Behind Act of 2001......Page 238
Post-NCLB reauthorization discussion......Page 239
Tougher Academic Standards......Page 241
Better Assessment......Page 245
Better Ways to Recruit and Retain Effective Teachers......Page 247
Keeping Track of Student Performance......Page 250
Improving Failing Schools......Page 251
Closing comments......Page 252
References......Page 255