| Edition |
1st ed. |
| Description |
1 online resource |
| Physical Medium |
polychrome |
| Description |
text file |
| Contents |
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. |
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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. |
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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. |
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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. |
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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. |
| Summary |
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. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Motivation in education.
|
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Motivation in education. |
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Emotions in children.
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Emotions in children. |
| Genre/Form |
Electronic books.
|
| Added Author |
Hall, Nathan C.
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Götz, Thomas, 1968-
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| Other Form: |
Print version: Hall, Nathan C. Emotion, Motivation, and Self-Regulation : A Handbook for Teachers. Bradford : Emerald Group Publishing Limited, ©2013 9781781907108 |
| ISBN |
9781781907115 (electronic book) |
|
1781907110 (electronic book) |
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