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Motivation to Learn: Integrating Theory and Practice, 4/E
Deborah J. Stipek, Stanford University

ISBN-10: 020534285X
ISBN-13: 9780205342853

Publisher: Merrill
Copyright: 2002
Format: Paper; 272 pp
Published: 10/09/2001

Suggested retail price: $80.00
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Motivation to Learn: Integrating Theory and Practice summarizes theory and research in motivation and applies them to classroom practice.

This book applies phychological theory and research on achievement motivation to classroom practice. Its theory-based approach provides teachers with a good understanding of the rationale for particular practices, which helps them adapt recommendations to the particular needs of their students. The book also includes discussion of the school context and its effect on classroom practice and motivation. The focus is on classroom learning, but attention is given to how strategies used to motivate students in schools affect their participation in intellectual activities outside of school. While addressing the practical needs of teachers, the books also offers a comprehensive summary of achievment motivation research — making the book particularly useful to researchers interested in applications to practice.

  • Contains many specific and practical suggestions to foster a classroom program that promotes high levels of student motivation.
  • Includes practical appendixces designed to help teachers assess and monitor their own behavior.
  • Provides profiles of real children with motivation problems.
  • Summarizes all newly introduced terms at the end of the chapter.
  • Includes many tools for assessing students' motivation, as well as teachers' beliefs and strategies.

  • Additional classroom applications have been woven into chapters throughout the book.
  • Teachers' own motivation and behavior are addressed in greater detail.
  • Expanded discussion of application to minority and low-income children, English language learners, and learners with special needs throughout the book will meet the needs of teachers working in diverse contexts.
  • Coverage of the role of relationships and goal theory is increased to reflect current trends in research (Chs. 9 & 10).
  • Increased attention to the larger school context and role of principals makes the book relevant to school administrators (Ch. 14).



 1. Profiles of Motivational Problems.


 2. Defining and Assessing Achievement Motivation.


 3. Reinforcement Theory.


 4. Social Cognitive Theory.


 5. Cognitive Theories Applied to Achievement Contexts.


 6. Perceptions of Ability.


 7. Maintaining Positive Achievement Relation Beliefs.


 8. Intrinsic Motivation.


 9. Values and Relationships.


10. Goals.


11. Maximizing Intrinsic Motivation, Academic Values and Learning Goals.


12. Achievement Anxiety.


13. Communicating Expectations.


14. Real Students, Real Teachers, Real Schools.


Appendix 2-A: Identifying Motivation Problems.


Appendix 3-A: External Reinforcement.


Appendix 3-B: Observations of Teachers' Use of Praise.


Appendix 7-A


Appendix 11-A: Evaluating Your Tasks.


Appendix 11-B: Evaluating Your Evaluation.


Appendix 11-C: Evaluating Control.


Appendix 12-A: Strategies for Reducing Safety.


Appendix 13-A: Teacher Efficiency.


Appendix 13-B Questions for Teachers to Ask to Help Them Monitor Behavior Toward High- and Low-Achievers.


References.

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