Motivation in Education : Theory, Research, and Applications
Intended for upper-level undergraduate courses in Motivation; also for graduate Education courses in Motivation/ Educational Psychology/Learning and Development, and Psychology courses in Motivation, Cognition, and Learning.Informing students about major motivational theories and related research, this thought-provoking text includes an overview of metatheoretical perspectives, expectancy and efficacy beliefs, attribution theory, social cognitive theory, goal theory, intrinsic motivation, values and affect, and social-cultural influences such as schools, classrooms, peers and families. Offering intensive conceptual details of different theories, it describes and applies the most recent advances in motivation theory and research to the classroom context.
- Paperback | 460 pages
- 186 x 236 x 30mm | 839.14g
- 18 Feb 2001
- Pearson Education (US)
- United States
- 2nd edition
Table of contents
1. Motivation: Introduction and Historical Foundation. 2. Expectancy-Value Models of Motivation. 3. Attribution Theory. 4. Social Cognitive Theory. 5. The Role of Goals and Goal Orientation. 6. Intrinsic Motivation. 7. The Role of Interest and Affect in Achieving Motivation. 8. Teacher and Classroom Influences. 9. The Role of Schools in Motivation. 10. Sociocultural Influences. Glossary. References. Name Index. Subject Index.
About Paul R. Pintrich
Paul R. Pintrich is Professor of Education and Psychology and Chair of the Combined Program in Education and Psychology at the University of Michigan, Ann Arbor. He also has served as the Associate Dean for Research for the School of Education at Michigan. He has a B.A. in psychology from Clark University in Worcester, Massachusetts, and an M.A. in developmental psychology, and a Ph.D. in education and psychology from the University of Michigan, Ann Arbor. His research focuses on the development of motivation and self-regulated learning in adolescence and how the classroom context shapes the trajectory of motivation and self-regulation development. Paul has published over 100 articles and chapters and is co-author or co-editor of eight books, including the Advances in Motivation and Achievement series. He also has served as editor of Educational Psychologist, the American Psychological Association journal for Division 15Educational Psychology. His research has been funded by the National Science Foundation, the Office of Educational Research and Improvement in the Department of Education, the Spencer Foundation, and the Kellogg Foundation. Paul has served as President of Division 15-Educational Psychology for the American Psychological Association and is currently President-Elect of Division 5-Educational and Instructional Psychology for the International Association of Applied Psychology. He is a Fellow of the American Psychological Association and has been a National Academy of Education Spencer Fellow. He won the 1999 Best Research Review Article Award from the American Educational Research Association. He also has won the Class of 1923 Award from the College of Literature, Science, and Arts and the School of Education at the University of Michigan for excellence in undergraduate teaching. Dale H. Schunk is Dean of the School of Education and Professor of Curriculum and Instruction at the University of North Carolina at Greensboro. He holds a Ph.D. in Educational Psychology from Stanford University, an M.Ed. from Boston University, and a B.S. from the University of Illinois at Urbana. He has held faculty positions at Purdue University (where he served as Head of the Department of Educational Studies), the University of North Carolina at Chapel Hill (where he also was Chair of the Academic Affairs Institutional Review Board), and the University of Houston. Dale has edited six books, is author of Learning Theories: An Educational Perspective (Prentice Hall, 2000) and over 80 articles and book chapters. He has served as President of Division 15-Educational Psychology for the American Psychological Association and as Secretary of Division C-Learning and Instruction for the American Educational Research Association. He is presently a member of the editorial boards of three professional journals. Dale's teaching and research interests include learning, motivation, and self-regulation. He has received the Early Career Contributions Award in Educational Psychology from the American Psychological Association, the Albert J. Harris Research Award from the International Reading Association, and the Outstanding Service Award from the Purdue University School of Education.