Big Theories RevisitedDennis M. McInerney, Shawn Van Etten 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. |
Contents
| 1 | |
| 13 | |
| 31 | |
| 61 | |
| 91 | |
Empirical and Applied Evidence | 115 |
| 139 | |
8 Expectancy Value Theory in CrossCultural Perspective | 165 |
How Do They Influence Young Childrens Engagement in Learning? | 199 |
| 223 | |
| 249 | |
Considering the SocialCognitive Influences | 275 |
| 299 | |
Another Piece in the Achievement Puzzle | 329 |
| 361 | |
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Common terms and phrases
ability achievement motivation activities African American American approach attribution theory autonomy autonomy-supportive Bandura behavior beliefs causal classroom cognitive colleagues commitment competence concept constructs context coregulated Corno cross-cultural cultural Deci dents Eccles Educational Psychology Educational Research effects effort ences engagement environment Erlbaum evaluation expectancy value experience extrinsic factors failure feedback goal theory goals grades groups Hickey homework identity individual instruction interactions internal intrinsic motivation Journal of Educational Journal of Personality judgments knowledge learners Maehr McCaslin McInerney ment metacognitive metamemory moti needs one's 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-esteem 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