Emotion, Motivation, and Self-Regulation: A Handbook for Teachers

by Nathan C. Hall, Thomas Goetz

Overview

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. The authors provide accessible explanations, classroom-based examples and self-reflection exercises, as well as useful advice for new teachers about these psychosocial processes. They address how to measure these processes, what effects they have on personal and academic development, how they manifest in both students and teachers and how teachers can best manage and optimize these critical elements at the classroom level. It is expected that by collecting, distilling, and highlighting the real-world applicability of research on underexplored educational topics (e.g., students? emotions other than anxiety, promoting student autonomy, preventing burnout and attrition in teachers) that empirical findings can be used to improve personal and academic development in students, while also preparing new teachers for the psychological challenges of classroom instruction.

Product Details

ISBN-13:	9781781907108
Publisher:	Emerald Group Publishing Limited
Publication date:	07/01/2013
Pages:	250
Product dimensions:	6.73(w) x 9.65(h) x 0.67(d)

Table of Contents

List of Contributors ix

Preface xi

1 Emotions 1

1.1 Students in Focus 1

1.2 Clarifying Terminology 4

1.2.1 The Components of Emotions 5

1.2.2 Distinguishing between "State" and "Trait" Emotions 6

1.2.3 Distinguishing Emotions from Related Constructs 7

1.2.4 Measuring Emotions 9

1.2.5 Achievement Emotions 42

1.3 Causes of Emotions 15

1.3.1 Appraisal Theory 15

1.3.2 The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory 17

1.3.3 Influence of the Social Environment on Achievement Emotions 24

1.4 Effects of Emotions 27

1.4.1 General Psychological Evidence about the Effects of Emotions 27

1.4.2 Applying Mood and Emotion Research to Learning and Performance Contexts 29

1.5 Development of Emotions over the School Years 32

1.6 Opportunities for Influence: How to Design an Emotionally "Healthy" Classroom 34

1.6.1 Promoting Enjoyment of Learning in the Classroom 35

1.6.2 Ways to Influence Control and Value Appraisals 35

1.6.3 Supporting Emotion Regulation 39

1.6.4 Expressing Performance-Enhancing Emotions 40

1.7 Teachers in Focus 41

1.7.1 Burnout and Job-Related Stress 42

1.7.2 Teachers' Achievement Emotions: Causes and Effects 47

1.7.3 Tips for Teachers: How to Promote Your Own Emotional Well-Being 51

2 Motivation 57

2.1 Students in Focus 57

2.2 Structure and Effects of Motivation in Students 58

2.2.1 What is Motivation? 58

2.2.2 Effects of Motivation on the Learning Process 61

2.2.3 Theoretical Model of Motivation for Learning and Achievement 62

2.2.4 Situation-Specific Expectancies and Values 63

2.2.5 Motives and Needs 70

2.2.6 Goals and Goal Orientations 75

2.2.7 Interest 80

2.2.8 Self-Concepts 82

2.2.9 Causal Attributions 86

2.3 Developmental and Environmental Effects on Motivation 91

2.3.1 Development of Achievement Motives, Attributions, Self-Concepts, and Interest 92

2.3.2 Environmental Influences on Motivation 97

2.4 Fostering Learning and Achievement Motivation in Students 102

2.4.1 Promoting Subjective Valuing of the Learning Objectives and Activities 102

2.4.2 Principles for Encouraging Student Motivation 104

2.4.3 Motivational Intervention Programs 106

2.5 Teachers in Focus 112

2.5.1 Expectancy and Value Components of Teacher Motivation 112

2.5.2 Goal Orientations of Teachers 113

3 Self-Regulated Learning 123

3.1 Students in Focus 123

3.2 What is Self-Regulated Learning? 125

3.2.1 Definition 125

3.2.2 Historical Development 128

3.2.3 Relevance in a Knowledge-Based Society 130

3.2.4 Current Theoretical Models 131

3.2.5 Further Theoretical Development 137

3.3 The Assessment of Self-Regulated Learning 139

3.3.1 Reasons for Evaluating Self-Regulated Learning 139

3.3.2 Methodical Aspects 139

3.4 Effects of Self-Regulated Learning 143

3.4.1 Meta-Analyses 144

3.4.2 Empirical Research: An Example 145

3.5 Development of Self-Regulated Learning 148

3.6 Fostering Self-Regulation in Students 149

3.6.1 A Meta-Model for Promoting Self-Regulated Learning 149

3.6.2 Techniques for Promoting Self-Regulated Learning 153

3.7 Teachers in Focus 158

4 Emotion, Motivation, and Self-Regulation: Common Principles and Future Directions 167

4.1 Students in Focus 167

4.2 Conceptual Relationships 68

4.3 Common Principles 169

4.3.1 Personality versus Situational Processes 170

4.3.2 The Importance of Cognitive Appraisals 171

4.3.3 Domain Specificity 172

4.3.4 The Influence of Classroom Instruction and Social Environments 173

4.3.5 Impact on Learning and Achievement 174

4.3.6 Reciprocal Causality 175

4.3.7 Regulation of Emotion, Motivation, and Self-Regulation 176

4.3.8 Universality of Emotion, Motivation, and Self-Regulation 178

4.4 Open Questions and Future Directions 179

Index 189