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001    ocn855908976 
003    OCoLC 
005    20160527040949.9 
006    m     o  d         
007    cr cnu---unuuu 
008    130717s2013    enk     o     000 0 eng d 
019    852758267 
020    9781781907115|q(electronic book) 
020    1781907110|q(electronic book) 
035    (OCoLC)855908976|z(OCoLC)852758267 
040    AUW|beng|epn|cAUW|dOCLCO|dN$T|dYDXCP|dE7B|dOCLCF|dRBN
       |dEBLCP|dDEBSZ|dOCLCQ 
049    RIDW 
050  4 LB1065|b.E46 2013 
072  7 EDU|x042000|2bisacsh 
072  7 EDU|x036000|2bisacsh 
072  7 EDU|x024000|2bisacsh 
082 04 370.1534|223 
090    LB1065|b.E46 2013 
245 00 Emotion, motivation, and self-regulation :|ba handbook for
       teachers /|cedited by Nathan C. Hall, Thomas Goetz. 
250    1st ed. 
264  1 Bingley, UK :|bEmerald,|c2013. 
300    1 online resource 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gpolychrome|2rdacc 
347    text file|2rdaft 
505 0  Front Cover; Emotion, Motivation, and Self-Regulation: A 
       Handbook for Teachers; Copyright Page; Contents; List of 
       Contributors; Preface; 1. Emotions; 1.1. Students in 
       Focus; 1.2. Clarifying Terminology; 1.2.1. The Components 
       of Emotions; 1.2.2. Distinguishing between ''State'' and 
       ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from 
       Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. 
       Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. 
       Appraisal Theory; 1.3.2. The Causes of Achievement 
       Emotions: Weiner's Attribution Theory and Pekrun's Control
       -Value Theory. 
505 8  1.3.3. Influence of the Social Environment on Achievement 
       Emotions1.4. Effects of Emotions; 1.4.1. General 
       Psychological Evidence about the Effects of Emotions; 
       1.4.2. Applying Mood and Emotion Research to Learning and 
       Performance Contexts; 1.5. Development of Emotions over 
       the School Years; 1.6. Opportunities for Influence: How to
       Design an Emotionally ''Healthy'' Classroom; 1.6.1. 
       Promoting Enjoyment of Learning in the Classroom; 1.6.2. 
       Ways to Influence Control and Value Appraisals; 1.6.3. 
       Supporting Emotion Regulation; 1.6.4. Expressing 
       Performance-Enhancing Emotions. 
505 8  1.7. Teachers in Focus1.7.1. Burnout and Job-Related 
       Stress; 1.7.2. Teachers' Achievement Emotions: Causes and 
       Effects; 1.7.3. Tips for Teachers: How to Promote Your Own
       Emotional Well-Being; 2. Motivation; 2.1. Students in 
       Focus; 2.2. Structure and Effects of Motivation in 
       Students; 2.2.1. What is Motivation?; 2.2.2. Effects of 
       Motivation on the Learning Process; 2.2.3. Theoretical 
       Model of Motivation for Learning and Achievement; 2.2.4. 
       Situation-Specific Expectancies and Values; 2.2.5. Motives
       and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. 
       Interest; 2.2.8. Self-Concepts. 
505 8  2.2.9. Causal Attributions2.3. Developmental and 
       Environmental Effects on Motivation; 2.3.1. Development of
       Achievement Motives, Attributions, Self-Concepts, and 
       Interest; 2.3.2. Environmental Influences on Motivation; 
       2.4. Fostering Learning and Achievement Motivation in 
       Students; 2.4.1. Promoting Subjective Valuing of the 
       Learning Objectives and Activities; 2.4.2. Principles for 
       Encouraging Student Motivation; 2.4.3. Motivational 
       Intervention Programs; 2.5. Teachers in Focus; 2.5.1. 
       Expectancy and Value Components of Teacher Motivation; 
       2.5.2. Goal Orientations of Teachers. 
505 8  3. Self-Regulated Learning3.1. Students in Focus; 3.2. 
       What is Self-Regulated Learning?; 3.2.1. Definition; 
       3.2.2. Historical Development; 3.2.3. Relevance in a 
       Knowledge-Based Society; 3.2.4. Current Theoretical 
       Models; 3.2.5. Further Theoretical Development; 3.3. The 
       Assessment of Self-Regulated Learning; 3.3.1. Reasons for 
       Evaluating Self-Regulated Learning; 3.3.2. Methodical 
       Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. 
       Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5.
       Development of Self-Regulated Learning; 3.6. Fostering 
       Self-Regulation in Students. 
520    This handbook is a user-friendly resource for pre-service 
       and new practicing teachers outlining theoretical models 
       and empirical research findings concerning the nature and 
       effects of emotions, motivation, and self-regulated 
       learning for students and teachers alike. 
588 0  Online resource; title from digital title page (viewed on 
       July 17, 2013). 
590    eBooks on EBSCOhost|bEBSCO eBook Subscription Academic 
       Collection - North America 
650  0 Motivation in education.|0https://id.loc.gov/authorities/
       subjects/sh85087566 
650  0 Emotions in children.|0https://id.loc.gov/authorities/
       subjects/sh85042825 
650  7 Motivation in education.|2fast|0https://id.worldcat.org/
       fast/1027541 
650  7 Emotions in children.|2fast|0https://id.worldcat.org/fast/
       908863 
655  4 Electronic books. 
700 1  Hall, Nathan C.|0https://id.loc.gov/authorities/names/
       no2013091841 
700 1  Götz, Thomas,|d1968-|0https://id.loc.gov/authorities/names
       /no2011184811 
776 08 |iPrint version:|aHall, Nathan C.|tEmotion, Motivation, 
       and Self-Regulation : A Handbook for Teachers.|dBradford :
       Emerald Group Publishing Limited, ©2013|z9781781907108 
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
       search.ebscohost.com/login.aspx?direct=true&scope=site&
       db=nlebk&AN=525588|zOnline eBook. Access restricted to 
       current Rider University students, faculty, and staff. 
856 42 |3Instructions for reading/downloading this eBook|uhttp://
       guides.rider.edu/ebooks/ebsco 
901    MARCIVE 20231220 
948    |d20160607|cEBSCO|tebscoebooksacademic|lridw 
994    92|bRID