Big Theories Revisited
Dennis M. McInerney, Shawn Van Etten
IAP, 2004 - Language Arts & Disciplines - 376 pages
This text seeks to revisit major theories of motivation and learning in order to evaluate the relevance of each theory to our complex educational environments. The chapters are written by the renowned authors of theories, or authors who have critiqued theories.
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Motivation as Personal Investment
SelfWorth Theory Goes to College Or Do Our Motivation Theories Motivate?
SelfEfficacy in Education Revisited Empirical and Applied Evidence
Sociocultural Influence and Students Development of Academic SelfRegulation A SocialCognitive Perspective
Expectancy Value Theory in CrossCultural Perspective
Motivational Messages from Home and School How Do They Influence Young Childrens Engagement in Learning?
The Influence of Sociocultural Theory on Our Theories of Engagement and Motivation
Coregulation of Opportunity Activity and Identity in Student Motivation Elaborations on Vygotskian Themes
Metacognitive Theory Considering the SocialCognitive Influences
What We Have Learned About Student Engagement in the Past Twenty Years
How Schools Shape Teacher Efficacy and Commitment Another Piece in the Achievement Puzzle
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ability achievement motivation activities African American American approach assessed attribution theory autonomy autonomy-supportive Bandura behavior beliefs causal chapter classroom cognitive colleagues commitment competence concepts constructs context coregulation Corno cross-cultural cultural Deci dents Eccles Educational Psychology effects effort ences engagement environment evaluation expectancy value experience extrinsic factors failure feedback feelings goal theory goals grades groups Hickey homework identity individual instruction interaction internal intrinsic motivation Journal of Educational judgments knowledge learners Maehr McCaslin Mclnerney ment metacognitive metamemory Motivation and Learning needs one's opportunities outcomes parents participation perceived performance perspective Pintrich practices predict processes Professor X role Ryan Schunk self-concept self-determination self-determination theory self-efficacy self-regulated learning self-regulatory self-worth skills Social Psychology social-cognitive sociocultural influences specific strategies success task values teacher efficacy teaching theories of motivation tion tional tive understanding value theories Vygotsky Weiner Wigfield Zimmerman