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, the first 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. The second section 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.
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.
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
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.
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