Cambridge Handbook of Motivation and Learning The Administrator 1st edton by Ann Renninger, Suzanne Hidi – Ebook PDF Instant Download/Delivery: 1107177936, 9781107177932
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ISBN 10: 1107177936
ISBN 13: 9781107177932
Author: K. Ann Renninger; Suzanne E. Hidi
Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors’ collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.
Cambridge Handbook of Motivation and Learning The Administrator 1st Table of contents:
Part I The Self and Its Impact
1 The Educational Benefits of Self-Related Information Processing
Self-Related Information Processing
Benefits of Self-Related Information Processing
Neural Activity and Self-Related Information Processing
Spatial Patterns of Neural Activity
Social Patterns of Neural Activity
Temporal Patterns of Neural Activity
Reward, Interest, Self-Related Information Processing, and the Brain
The Basis Model of Self-Specificity
The Educational Potential of Self-Related Information Processing: The Case of Utility Value Interven
Concluding Thoughts
References
2 The Centrality of Academic Self-Concept to Motivation and Learning
What Is Self-Concept and Why Is It Important?
Domain Specificity
Does Self-Concept Vary as a Function of Age and Gender?
Are Personality and Self-Concept Related?
Theoretical Models of ASC Formation and Its Relationship to Achievement
Reciprocal Effects Model: The Causal Relationship Between Self-Concept and Academic Achievement
Are Different Frames of Reference Important for Self-Concept?
The Internal/External Model (I/E Model)
An Integrated ASC Model
Self-Concept Interventions
Concluding Thoughts
References
3 Self-Efficacy in Learning: Past, Present, and Future
Research on Self-Efficacy: What We Already Know
Brief Overview of Self-Efficacy Theory
Development of Self-Efficacy Beliefs
Relationships of Self-Efficacy Beliefs to Other Constructs
Cross-Cultural Differences in the Relative Utility of Self-Efficacy Information
Future Research Directions: What We Need to Know Further
Growth Trajectories of Self-Efficacy Beliefs across Contexts and Time
Benefits of Modeling
Cross-Cultural Issues
Concluding Thoughts
References
4 Self-Regulation of Motivation: A Renewable Resource for Learning
Self-Regulation of Motivation
Laying the Empirical Building Blocks of the SRM Framework
The SRM in Action: Lessons from Learning Contexts
Learning Online: A Greater Challenge for Self-Regulation
Science Classroom Context: Learning and Doing Science
Everyone Has a Stake in the Self-Regulation of Motivation: The Take-Away Messages
Concluding Thoughts
References
5 Youth Development Programs: Supporting Self-Motivation in Project-Based Learning
Background: Programs and Methods
Project-Based Programs: A Distinct Learning Model
Understand Experience-in-Context: Research Methods
Youth Programs as Motivating Environments: “A Whole ’Nother World”
Motivating Social Environment
Motivating Activity Environment
Conclusion
Motivational Flux and Disruptions in the Day-to-Day Work of Projects
Motivation in Flux
Youth’s Experiences of Disrupted Motivation
Leaders’ Responses to Youth’s Disrupted Motivation
Conclusion
Development of Sustained Motivation in Challenging Work
Development of Personal Investment in Goals
Learning Techniques for Regulating Motivation
Conclusion
Concluding Thoughts
References
Part II Rewards, Incentives, and Choice
6 Neuroscientific and Psychological Approaches to Incentives:Commonality and Multifaceted Views
Motivation in Neuroscience: A Commonality View
Motivation in Psychology: A Multifaceted View
Opposing Views?
What Are the Implications for Studying Motivation and Learning?
Implications of the Commonality View for Psychological Research on Motivation
Implications of the Multifaceted View for the Neuroscientific Research on Motivation
Concluding Thoughts
References
7 Incentive Motivation: The Missing Piece between Learning and Behavior
What Is Incentive Motivation?
Historical Background
The Role of Dopamine in Motivation
Incentive Motivation as an Unconscious Process
Learning and Performance
Addictions: The Dysregulation of Motivational Processes
Concluding Thoughts
References
8 Attention, Information-Seeking, and Active Sampling:Empirical Evidence and Applications for Learni
Attention in Information-Selection and Active-Sampling
Model-Based Selection
Dependence on Reward and Uncertainty
Prospective Nature
Active Sampling: Learning for Information Gains
Information Sampling in a Known Environment
Information Sampling in an Unknown Environment
Attention in Uncertainty, Reward, and Motivation
Extrinsic Reward and Attention: Reinforcement Learning
Intrinsic Reward and Attention: Curiosity
Curiosity in Computational Modeling
Information as Reward in Neuroscience
Attention, Cognitive Control, and Difficulty
Concluding Thoughts
References
9 Open Digital Badges and Reward Structures
Credentialing, Digital Credentials, and Endorsement
An Example Open Badge System
Concerns over Digital Badges and Intrinsic Motivation
The Design Principles Documentation Project
Methods of the DPD Project
Badge Design Principles Derived from Motivational Practices
Badge Design Principles Derived from Comparing Types of Badge Systems
Seven Arguments about Motivating Learning with Digital Badges
Argument #1: Digital Badges Are Inherently Meaningful
Argument #2: Open Digital Badges Are Particularly Meaningful
Argument #3: Open Badges Are Particularly Consequential Credentials
Argument #4: The Negative Consequences of Extrinsic Rewards Are Overstated
Argument #5: Focus Primarily on Social Activity and Secondarily on Individual Activity
Argument #6: Situative Models of Engagement Are Ideal for Studying Digital Credentials
Argument #7: Study Motivation and Digital Credentials at Three Levels
Concluding Thoughts
References
10 The Promise and Peril of Choosing for Motivation and Learning
Theory and Research Focused on Choice
Motivation Perspectives
Cognitive and Neuroscientific Perspectives
Difficult Issues in Understanding the Effects of Choice Provision
The Distinction between Choice and the Related Concepts of Autonomy, Control, and Self-Determinatio
Factors That Alter the Effects of Choosing
Implications for Educational Practice and Future Research
Concluding Thoughts
References
Part III Interest and Internal Motivation
11 Interest Development and Learning
The Four-Phase Model of Interest Development
Further Issues Related to Interest Development
Measuring the Development of Interest
Individual Factors: Topic Preferences and Age
Connections to Content in Different Phases
Interest and Its Coordination with Other Motivational Variables
Concluding Thoughts
References
12 Online Affinity Networks as Contexts for Connected Learning
Youth and Online Affinity Networks
How Affinity Networks Connect Interests to Learning
The Leveling Up Study
Shared Culture and Purpose
Shared Culture
Shared Purpose
Concluding Thoughts
References
13 Multiple Points of Access for Supporting Interest in Science
Depicting the Pathways To and Through STEM Interests
Sankey Diagrams
Phase Models
Path Diagrams
Mixed Methods Approaches: Gaining Insights through Case Analyses
Inflection Point 1: Early Childhood
Inflection Point 2: Middle Childhood and Activities In and Out of School
Initiating New Pathways to Science Interests in Middle Childhood
Opportunities to Sustain an Existing Interest Related to Science
The Role of Family and Science Self-Concept
The Role of Teachers and Peers
Circumstances that Diminish Existing Science Interest
Inflection Point 3: The High School Years
Initiating New Pathways to Science Interests in High School
Sustaining an Active Interest Despite Less-than-Ideal Circumstances
Circumstances that Might Diminish Science Interests in High School
Concluding Thoughts
References
14 Predicting Academic Effort: The Conscientiousness × Interest Compensation (CONIC) Model
Psychology of Motivation: Interest
Personality Psychology: Conscientiousness
Interest and Conscientiousness as Predictors of Academic Effort: The CONIC Model
Empirical Support for the CONIC Model
Concluding Thoughts
References
15 Reconceptualizing Intrinsic Motivation: Excellence as Goal
“Intrinsic” and “Extrinsic” Motivation
The Idea of a “Practice”
From “Intrinsic”/“Extrinsic” to “Internal”/“Instrumental”
What Motivates the Second Grade Teacher?
Why and When Internal Motives Are Better Than Instrumental Motives
Diagnosing Motivation: Methodological Issues
Concluding Thoughts
References
Part IV Curiosity and Boredom
16 Curiosity and Learning: A Neuroscientific Perspective
Psychological Theories on Curiosity and Curiosity as a Personality Trait
The Neural Mechanisms Underlying Curiosity States
Epistemic Curiosity States
Perceptual Curiosity States and Uncertainty
Curiosity States Benefit Learning of Incidental Information
Similarities Between How Curiosity and Reward States Benefit Learning of Neutral Information
Curiosity States and Memory Consolidation
Curiosity-Based Learning Might Not Require Any Additional Extrinsic Rewards
Future Directions and Implications for Education
A Neuromodulatory Framework of Curiosity
Future Directions
Concluding Thoughts
References
17 Curiosity: Nature, Dimensionality, and Determinants
Interest and Deprivation Curiosity
Psychometric Assessment, Correlates, and Dimensionality of I-type and D-type Curiosity
Situational Determinants of State Curiosity: The Role of Metamemory and Trait Curiosity in the Activ
Underlying Neural Mechanisms: Advances in Neuroscience and Our Understanding of Reward Systems Invol
Concluding Thoughts
Developmental Course of the Experience and Expression of I-type and D-type Curiosity
Thoughts on Curiosity in the Digital Age of Information
References
18 The Role of Curiosity and Interest in Learning and Motivation
Definitions of Curiosity and Interest
Interest
Curiosity
Underlying Mechanisms of Curiosity and Interest
Situational Determinants of Curiosity and Interest
Individual Differences
Consequences of Curiosity and Interest
Attention and Memory
Motivation and Achievement
Creativity
Psychological Well-Being
Fostering Curiosity and Interest
Learning Content
Learning Context
Concluding Thoughts
References
19 Boredom
Summary
How Extensively Has Academic Boredom Been Investigated?
Summary
How Intensively Is Boredom Experienced by Students and Teachers?
Summary
Does Boredom Matter? The Consequences of Academic Boredom
Theoretical Considerations
Empirical Findings
Summary
What Are the Causes of Academic Boredom?
Theoretical Considerations
Empirical Findings
Summary
How Can We Cope with Academic Boredom?
Theoretical Considerations
Empirical Findings
Summary
How Can Academic Boredom Be Reduced?
Concluding Thoughts
References
20 The Costs and Benefits of Boredom in the Classroom
What Is Boredom?
What Is Happening in the Bored Brain?
Is Boredom a Cause or a Consequence of Disengagement?
Retrospective Judgments of Task Boringness as a Cause of Disengagement
State Boredom as a Consequence of Disengagement
How Might In-the-Moment State Boredom Be an Aid to Learning?
Responding Adaptively to Boredom
Concluding Thoughts
References
Part V Goals and Values
21 Motivated Memory: Integrating Cognitive and Affective Neuroscience
Motivation and Memory Encoding: Core Neural and Psychological Substrates
Effects of Incentive Valence on Motivated Memory Encoding
Beyond Reward and Punishment: Interrogative and Imperative Goal States
Limitations of the Valence Account of Motivated Encoding
The Interrogative/Imperative Model of Information-Seeking
Open Questions Facing the Interrogative/Imperative Model
Beyond Extrinsic Incentives: Intrinsic Influences on Motivated Learning
Neural Characterizations of Intrinsic Motivation
Curiosity and Information Search: Intrinsic Motivation to Learn?
Choice and Control Processes Influence Motivated Memory Encoding
Effects of Volition and Choice on Memory Encoding
Control Processes Influence Task Performance and Memory Encoding
Motivated Memory Research: Potential Applications to Real-Life Educational Settings
Concluding Thoughts
References
22 Conceptualizing Goals in Motivation and Engagement
The Roles of the Individual and Context, or “Where Do Goals Reside?”
Goals as Individual Differences
Context Influences Goals
Situative and Sociocultural Approaches: Learner-in-Context
Goals and the Meaning of Activity
Timescale and the Meaning of Activity
Meaning of Activity as Socially Constructed
Differences in Meaning Afford or Constrain (Access to) Goals
Concluding Thoughts
References
23 Achievement Goal Orientations: A Person-Oriented Approach
What Is a Person-Oriented Approach?
Achievement Goals Versus Achievement Goal Orientations
Different Classes of Goals and Goal Orientations
Achievement Goal Orientation Profiles
Types of Profiles
Stability of Profiles
Achievement Goal Orientation Profiles and Educational Outcomes
Profile Differences in Relation to Motivation
Profile Differences in Relation to Achievement
Profile Differences in Relation to Well-Being
Profile Differences in Relation to the Perceptions of the Learning Environment
Profile Differences in Task-Related Motivation and Performance as a Function of Situation
Concluding Thoughts
References
24 Expectancy-Value Theory and Its Relevance for Student Motivation and Learning
EVT: Tenets, Development, and Relation to Learning Outcomes
Cost and Its Role Within EVT
Development of Students’ Expectancies, Values, and Perceptions of Cost
How Expectancies, Values, and Cost Relate to Learning Outcomes
Summary
Using EVT in Interventions to Improve Student Learning
Classroom- or School-Level Interventions
Individual-Level Interventions
Two Intervention Examples from Our Own Work
Summary
Concluding Thoughts
References
25 Utility Value and Intervention Framing
Expectancy-Value Theory
Utility Value Interventions
Implementing a Utility Value Intervention to Address Achievement Gaps
Multi-Level Classrooms: A Case Study of Two-Year Colleges
Directly Communicated Utility Value Information
Implementing a Utility Value Intervention in Two-Year Colleges
Mechanism: Building Confidence
Implications for Framing Utility Value Interventions
Future Directions
Concluding Thoughts
References
Part VI Methods, Measures, and Perspective
26 Motivation and Learning: Measures and Methods
Distinguishing Learning and Achievement
Generality and Specificity of Motivation Constructs
Generalized, Habitual Trait-like Phenomena
Psychological States
Self-Report Measures
Scale Construction
Validity and Self-Report Measures
Real-Time Measures
The On-Line Motivation Questionnaire
Real-Time Interactive Computer Assessment
Dynamic Assessment and Socially Shared Regulation
New Designs and Analyses
Structural Equation Modeling
Latent Profile Analysis
Multi-level Models
Longitudinal Designs
Mediation Effects
Reciprocal Effects
Concluding Thoughts
References
27 Addressing the Challenge of Measuring Student Engagement
What Is Engagement?
Methods for Studying Engagement
Self-Reports
Teacher Ratings
Interviews and Focus Groups
Administrative (or Institutional) Data
Observational Methods
Experience Sampling
Real-Time Measures
Case Examples
Case 1: Using Qualitative Methods to Develop and Validate the Math and Science Engagement Scales
Case 2: Measuring Engagement with Observational Techniques
Concluding Thoughts
Implications for Policy and Practice
References
28 Measuring Motivation in Educational Settings: A Case for Pragmatic Measurement
Part One: Approaches to Measuring Motivation
What Is Measurement and How Is It Done?
Pragmatic Measurement
Part Two: Case Studies of Using Pragmatic Measures in Motivation Research
Scenario 1: Motivation for General Education
Scenario 2: Short-Term Repeated Measures
Scenario 3: Online Motivation Interventions
Part Three: Scholarly and Practical Implications
Benefits and Applications of Pragmatic Measurement
Trade-Offs and Drawbacks of Pragmatic Measurement
Concluding Thoughts
Self-Report
Observation
Non-Human Observation
References
29 An Integrative Perspective for Studying Motivation in Relation to Engagement and Learning
What is Motivation? An Integrative Perspective
Social Cognitive Theory
Achievement Goal Theory
Expectancy-Value Theory
Interest Theory
Our Integrative Approach to Studying Student Motivation
What is a Person-Oriented Approach and How Can it Add to an Integrative Perspective?
Person-Oriented versus Variable-Oriented Approaches
Implications and Cautions for Using an Integrative Perspective on Motivation
Concluding Thoughts
References
30 Affordances and Attention: Learning and Culture
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