Liem / McInerney / M. Big Theories Revisited 2

1. Auflage 2018
ISBN: 978-1-64113-270-1
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 449 Seiten

Students’ school motivation and engagement are key contributors to the quality of their academic learning and performance, as well as growth in other important areas of life (social, emotional, and physical health). Fostering motivation and engagement is thus a meaningful educational purpose, both in and of itself and as a pathway to holistic student development. However, motivation and engagement do not develop in a vacuum, and effort seeking to facilitate them cannot be effectively pursued without understanding their underpinning sociocultural influences. In the first edition of this volume, “Big Theories Revisited” (McInerney & Van Etten, 2004), authors of major models of school motivation and engagement were ‘challenged’ to look into their theoretical work through a sociocultural lens. The volume has been well received as objectively reflected in the number of citations of its chapters

Significant progress has since been made in the theorizing and research of ‘big theories’ of school motivation and engagement. In this volume, we invited a group of internationally-renowned scholars to re-examine their theoretical and conceptual work by highlighting the ‘what’ (factors) and ‘how’ (processes) of sociocultural influences in association with the key motivation and/or engagement construct(s) of their expertise. We made it clear to our contributors that we solicited new chapters rather than chapters with merely rehashed materials. As a result, this volume, “Big Theories Revisited 2” (Liem & McInerney, 2018) contains chapters that critically discuss sociocultural influences on school motivation and engagement constructs as viewed from focal theories including self-determination theory, achievement goal theory, personal investment theory, expectancy value theory, self-efficacy theory, self- and co-regulated learning models, and many others. Whereas some of the chapter topics covered in the initial edition are also part of this edition, some are new and provide fresh sociocultural angles on achievement-relevant processes and outcomes. Likewise, whereas some of the authors contributed to the earlier edition of the Volume, many of them are different. What appears to be the same across the two editions is the scholarly distinction of the authors and the substantive rigor of the chapters in advancing our current understanding of this field of enquiry. Readers will learn much from and be inspired by stimulating ideas presented in this volume.

Autoren/Hrsg.

Liem, Gregory Arief D

Liem,

McInerney,

M., Dennis

Inhaltsverzeichnis

1;Cover;1
2;Series page;3
3;Big Theories Revisited 2;4
4;Library of Congress Cataloging-in-Publication Data;5
5;Contents;6
6;CHAPTER 1: Sociocultural Perspectives on School Motivation, Engagement, and Achievement;10
7;SECTION I: WHY AND WHAT DO I WANT TO ACHIEVE IN MY STUDIES?;22
7.1;CHAPTER 2: Sociocultural Influences on Student Motivation as Viewed Through the Lens of Self-Determination Theory;24
7.2;CHAPTER 3: Sociocultural Influences on Achievement Goal Adoption and Regulation;50
7.3;CHAPTER 4: Personal Investment Theory;78
8;SECTION II: HOW DO I THINK AND FEEL ABOUT MYSELFAND MY STUDIES?;98
8.1;CHAPTER 5: Expectancy-Value Theory in Cross-Cultural Perspective;100
8.2;CHAPTER 6: Self-Efficacy in Education Revisited Through a Sociocultural Lens;126
8.3;CHAPTER 7: Sociocultural Influences on Self-Efficacy Development;150
8.4;CHAPTER 8: Control-Value Theory;174
9;SECTION III: WHO WANTS ME TO STUDY WELL, AND WHO CAN I DO IT WITH?;200
9.1;CHAPTER 9: A Competence-in-Context Approach to Understanding Motivation at School;202
9.2;CHAPTER 10: M?ori Students Flourishing in Education;222
9.3;CHAPTER 11: Cooperative Learning;246
10;SECTION IV: HOW DO I REGULATE MY STUDIES, AND WHO CAN HELP ME DO IT?;276
10.1;CHAPTER 12: Integration of Socialization Influences and the Development of Self-Regulated Learning Skills;278
10.2;CHAPTER 13: Supporting Self-Regulation and Self-Determination in the Context of Music Education;304
10.3;CHAPTER 14: Co-Regulation;328
10.4;CHAPTER 15: Motivating Engaged Participation and Generative Learning in Fully Online Course Contexts;362
11;SECTION V: ARE MY PEERS AND I MORE ALIKE, OR DIFFERENT, IN OUR SCHOOL MOTIVATION AND LEARNING?;388
11.1;CHAPTER 16: The Need for Positive Feedback;390
11.2;CHAPTER 17: Evolutionary Psychology and the Classroom;410
12;ABOUT THE CONTRIBUTORS;438