Motivation and Emotion in Learning and Teaching across Educational Contexts

This book brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context-specificity and situatedness of their core theories in motivation and emotion.

Motivation and Emotion in Learning and Teaching across Educational Contexts brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context specificity and situatedness of their core theories in motivation and emotion.

The book is compiled of two main sections. Section I covers theoretical reflections and perspectives on the main theories on emotion and motivation in learning and teaching and their transferability across different educational contexts illustrated with empirical examples. Section II addresses the methodological reflections and perspectives on the methodology that is needed to address the complexity and context specificity of motivation and emotion. In addition to general reflections and perspectives regarding methodology, concrete empirical examples are provided. All cutting-edge chapters include current empirical studies on emotions and motivation in learning and teaching across different contexts (age groups, domains, countries, etc.) making them applicable and relevant to a wide range of contexts and settings.

This high-quality volume with contributions from leading international experts will be an essential resource for researchers, students and teacher trainers interested in the vital role that motivation and emotions can play in education.

Autorentext

Gerda Hagenauer is Professor of Educational Science and Head of the School of Education at the University of Salzburg, Austria.

Rebecca Lazarides is a Full Professor of Research on Schools and Instruction at the University of Potsdam, Germany.

Hanna Järvenoja is Professor of the Learning Sciences and Education at the University of Oulu, Finland.

Inhalt

Preface

Section One. Theoretical Reflections and Perspectives

1. The Relevance of Situated Expectancy-Value Theory to Understanding Motivation and Emotion in Different Contexts

Allan Wigfield and Jacquelynne S. Eccles

2. Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals,

Self-Efficacy, and Self-Regulation

K. Ann Renninger, Suzanne E. Hidi and Arijit De

3. Achievement Goals: The Past, Present, and Possible Future of Achievement Goal Research in the Context of Learning and Teaching

Martin Daumiller

4. Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach

Barbara Flunger and Julien Chanal

5. The Roots and Fruits of Self-Efficacy in Diverse Academic Contexts

Ellen L. Usher

6. How Universal are Academic Emotions? A Control-Value Theory Perspective

Reinhard Pekrun and Thomas Goetz

7. Motivation and Emotion Regulation in Collaborative Learning Contexts

Hanna Järvenoja, Tiina Törmänen, Sanna Järvelä and Tatiana Shubina

8. Teacher and Student Well-Being: Theoretical Reflections and Perspectives

Tina Hascher and Julia Mori

9. Teachers' Motivation to Teach: A Review through the Lens of Motivational Theories

Helen M. G. Watt and Paul W. Richardson

10. Commentary of the Section: On the Context- and Situation-Specificity of Motivation and Emotion: Which Contexts and Situations Matter?

Fani Lauermann

Section Two. Methodological Reflections and Perspectives

11. Mixed Methods in Research on Motivation and Emotion

Gerda Hagenauer, Franziska Muehlbacher, Clara Kuhn, Melanie Stephan and Michaela Gläser-Zikuda

12. The Experience Sampling Method in the Research on Achievement-related Emotions and Motivation

Julia Moeller, Julia Dietrich, and Jessica Baars

13. Modelling Development and Change of Motivational Beliefs

Rebecca Lazarides and Burkhard Gniewosz

14. Intervening on Students' Motivation to Learn: Promises and Pitfalls of Intervention Studies

Hanna Gaspard

15. Affective Processes in Collaborative Learning Contexts: Examining Affordances and Challenges of Video and Multi-Channel Data

Kristiina Mänty, Deborah Pino-Pasternak, Sara Ahola and Cheryl Jones

16. Where Ethnic and Cultural Identity Meet Situational Demands: Implications for Methodologies Used to Study Motivation

Tim Urdan

17. Using Heart Rate to Tap into Motivational and Emotional Processes During Teaching and Learning

Monika Donker, Selma van Aken, and Tim Mainhard

18. Commentary of the Section: An Epistemological Shift Forward: The Methodological Zone of Proximal Research on Motivation and Emotion in Learning and Teaching

Alexander Minnaert