Motivation for Achievement 3rd Edition by Kay Alderman – Ebook PDF Instant Download/Delivery: 9781136769795 ,113676979X
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ISBN 10: 113676979X
ISBN 13: 9781136769795
Author: Kay Alderman
Motivation for Achievement 3rd Edition Table of contents:
I Setting the Stage for Motivational Possibilities
1 Motivation: Perspectives, Problems, and Possibilities
Motivation Perspectives for Classroom Learning
Defining Motivation
Social-Cognitive Approach to Motivation
Problems and Challenges: Achievement and Motivation
Effort and Ability Framework
Motivational Inequality as a Problem and Challenge
Motivational Challenges Related to Educational Reform
Motivation Possibilities and Goals
What is Optimum Motivation?
The School’s and Teacher’s Roles
Review of Major Points
II Social-Cognitive Processes that Influence Motivation
2 Attributional Beliefs and Motivation
Attributional Properties in Achievement Settings
Descriptions of Attributional Thinking: Content and Dimensions
Sources of Attributional Information
Emotional Reactions Generated by Attributions
Shift in Expectancies After Success and Failure
Using Attributional Information
Individual and Situational Differences in Attributions
Situational Differences in Attributions
Developmental Differences in Attributions
Gender and Attributions
Attributions and Motivation Among Ethnic Groups
Two Attributional Consequences: Learned Helplessness and Help Seeking
Learned Helplessness
Helpless and Mastery Orientation
Learned Helplessness and Students with Learning Disabilities
Help Seeking
Teacher Attributional Beliefs and Student Performance
Attribution Retraining
Effort and Ability Attribution Retraining
Self-Instruction
Antecedent Information
Retraining for Students with LD
Guidelines for Attributional Feedback
Developing Adaptive Attributions
Review of Major Points
3 Concepts of Ability and Motivation
Self-Perceptions of Ability: An Overview
Self-Efficacy Beliefs
Self-Efficacy Influences in Academic Tasks
Sources of Self-Efficacy Judgments
Development of Self-Efficacy
Identification and Awareness of Efficacy Beliefs
Strengthening Self-Efficacy
Using Self-Efficacy in the Classroom
Self-Worth Theory: Self-Protection of Perceived Ability
Classroom Practices and Self-Worth Protection
Failure-Avoidance Strategies
Self-Worth, Failure-Avoiding Strategies, and Minority Students
Achievement Goal Orientation
Types of Achievement Goal Orientations
Influences on Achievement Goals
Goal Orientation Effects on Student Cognition and Behaviors
Classroom Practices that Foster Learning Goals and Positive Competence Evaluation
Competence and Achievement Anxiety
Explanations of Achievement Anxiety
Strategies for Alleviating Debilitating Test Anxiety
Concluding Thoughts
Review of Major Points
4 Goals and Goal Setting
Motivational Effects of Goal Setting
Goal Content and Multiple Goals
Properties of Goals that Enhance Motivation
Long- and Short-Term Goals
Goal Difficulty and Challenge
Goal Specificity
Goal Commitment
Relation of Feedback and Goals
Classroom Interventions in Goal Setting
Elementary and Secondary Interventions
College Students’ Interventions
Students with LD Interventions
Goal-Setting in Other Cultures
Guidelines and Strategies for Goal Setting in the Classroom
Combining Motivational Processes
Link 1: Proximal Goals
Link 2: Learning Strategies
Link 3: Successful Experience
Link 4: Attribution for Success
Concluding Thoughts
Review of Major Points
5 Developing Student Self-Regulatory Capabilities
Self-Regulatory Capabilities and Academic Success
Overview of Self-Regulated Learning
Vision of the Future and Possible Selves
How Important is the Vision of the Future for Motivation?
How are Possible Selves Developed?
Helping Students Develop a Vision of the Future
Volitional Control: Directing Motivation and Effort
The Function of Volition in Self-Regulation
Volitional Control Strategies
Helping Students Acquire Volitional Strategies
Learning and Metacognitive Strategies
Learning Strategies
Metacognitive Strategies
Self-Regulation Through Self-Instruction and Self-Monitoring
Self-Instruction
Teaching Students to Use Self-Instruction
Self-Monitoring and Self-Evalution
Resource Management Strategies: Time and Environment
Time Management
Environment Management
Self-Regulation in Classroom Contexts
Elementary Classroom Context
Secondary Classroom Context
Physical Education Class
Preservice Teachers as Self-Regulated Learners
Self-Regulation for Failure Adaptation and Resiliency
Conclusion
Review of Major Points
III The Classroom Climate for Optimal Engagement and Motivation
6 Teacher Motivation: Expectations and Efficacy
Teacher Expectations
Teacher Expectations and Teacher Expectation Effects
Sources of Teacher Expectations
How do Teachers Communicate Expectations to Students?
Student Awareness of Differential Treatment
Level of Expectations
Toward Positive Expectations
Teacher Efficacy
Beliefs Related to Teacher Efficacy
Teaching Practices Related to Teacher Efficacy
Teacher Efficacy and Student Self-Efficacy
Sources of Teacher Efficacy Beliefs
Strengthening Teacher Efficacy
Collective Teacher Efficacy
Conclusion
Review of Major Points
7 Promoting Optimal Motivation and Engagement: Social Context
Sense of Membership and Belonging
Social Bonds
Social Identity and Membership
Peer Group Influence and a Sense of Membership
Cultural Identity and Identification with Academics
A Classroom Environment for Optimum Membership and Engagement
Classroom Structure for Autonomy and Social Support
Sources of Social Support
Support in Culturally Diverse Classrooms
Conclusion
Review of Major Points
8 Tasks, Recognition, and Evaluation for Optimal Engagement and Motivation
Classroom Task Motivation
Task Features and Types
Task Complexity and Student Cognitive Engagement
Social Organization and Task Engagement
Teacher Practices that Increase Student Task Engagement
Task Interest
Task Value Beliefs
Intrinsic and Extrinsic Motivation and Academic Engagement
Extrinsic to Intrinsic Motivation: A Continuum
The Relationship Between Extrinsic and Intrinsic Motivation
Guidelines for Using Incentives
Fostering Intrinsic Motivation
Evaluation, Grading Practices, and Optimal Motivation
Criterion- and Norm-Referenced Assessments
Level of Standards
Motivational Variables Considered by Teachers in Grading
Evaluation and Feedback
Implications for Assessment Practices
An Evaluation System Based on Motivation Principles: Incentives-Based Improvement Program
Conclusion
Review of Major Points
9 Possibilities for Motivational Equality and Student Achievement
Possible Concerns and Issues
Motivation Interventions
Comprehensive Programs
A Classroom Motivational Intervention in the Context of Educational Reform
Planning and Implementing Motivational Strategies or Programs
A Problem-Solving Model for Planning
Motivation Strategies in the Classroom
Opportunities for Motivation in the Classroom
Possibilities and Hope
Glossary
References
Author Index
Subject Index
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Tags: Kay Alderman, Motivation, Achievement