The Cambridge Handbook of Motivation and Learning

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership.

Author: K. Ann Renninger

Publisher: Cambridge University Press

ISBN: 9781316832479

Category: Psychology

Page:

View: 132

Download →

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.
Posted in:

The Palgrave Handbook of Motivation for Language Learning

Cambridge, UK: Cambridge University Press. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189. Ellis, R. (2005). Individual differences in second language learning.

Author: Martin Lamb

Publisher: Springer Nature

ISBN: 9783030283803

Category: Education

Page: 697

View: 789

Download →

This handbook offers an authoritative, one-stop reference work for the dynamic and expanding field of language learning motivation. The 32 chapters have been specially commissioned from the field’s most influential researchers and writers. Together they present a compelling picture of the motivations people have for learning languages, the diverse ways we can research motivation, and the implications for promoting and sustaining learners’ motivation. The first section outlines the main theoretical approaches to language learning motivation; the next section presents ways in which motivation theory has been applied in practice; the third section showcases examples of motivation research in particular contexts and with particular types of language learners; and the final section describes the exciting directions that contemporary research is taking, promising important new insights for academics and practitioners alike.
Posted in:

The Oxford Handbook of Human Motivation

Renninger, K. A., & Hidi, S. E. (2019). Interest development and learning. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 265–296). Cambridge, UK: Cambridge University Press.

Author: Richard Ryan

Publisher: Oxford Library of Psychology

ISBN: 9780190666453

Category: Psychology

Page: 560

View: 846

Download →

Revised edition of The Oxford handbook of human motivation, c2012.
Posted in:

The Cambridge Handbook of Instructional Feedback

This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback.

Author: Anastasiya A. Lipnevich

Publisher: Cambridge University Press

ISBN: 9781316843772

Category: Psychology

Page:

View: 251

Download →

This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.
Posted in:

Promoting Motivation and Learning in Contexts

Sociocultural Perspectives on Educational Interventions Gregory Arief D. Liem, Dennis M. McInerney ... In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 63–86). Cambridge, England: Cambridge ...

Author: Gregory Arief D. Liem

Publisher: IAP

ISBN: 9781648021626

Category: Education

Page: 391

View: 775

Download →

The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to re-assess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educational interventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.
Posted in:

Handbook of Student Engagement Interventions

Journal of Educational Psychology, 105, 379À395. Available from https://doi.org/10.1016/j.cedpsych/2011.05.002. Renninger, K., & Hidi, S. (2019). The Cambridge Handbook of Motivation and Learning. Cambridge Handbooks in Psychology.

Author: Jennifer A. Fredricks

Publisher: Academic Press

ISBN: 9780128134146

Category: Psychology

Page: 410

View: 501

Download →

Handbook of Student Engagement Interventions: Working with Disengaged Students provides an understanding of the factors that contribute to student disengagement, methods for identifying students at risk, and intervention strategies to increase student engagement. With a focus on translating research into best practice, the book pulls together the current research on engagement in schools and empowers readers to craft and implement interventions. Users will find reviews on evidence-based academic, behavioral, social, mental health, and community-based interventions that will help increase all types of engagement. The book looks at ways of reducing suspensions through alternative disciplinary practices, the role resiliency can play in student engagement, strategies for community and school collaborations in addressing barriers to engagement, and what can be learned from students who struggled in school, but succeeded later in life. It is a hands-on resource for educators, school psychologists, researchers, and students looking to gain insight into the research on this topic and the strategies that can be deployed to promote student engagement. Presents practical strategies for engagement intervention and assessment Covers early warning signs of disengagement and how to use these signs to promote engagement Reviews contextual factors (families, peers, teachers) related to engagement Focuses on increasing engagement and school completion for all students Emphasizes multidimensional approaches to disengagement
Posted in:

Teaching Motivation for Student Engagement

Developing beliefs about classroom motivation: Journeys of preservice teachers. ... Learning to plan, planning to learn: The developing expertise of beginning teachers. ... The Cambridge handbook of motivation and learning.

Author: Debra K. Meyer

Publisher: IAP

ISBN: 9781648023682

Category: Education

Page: 299

View: 355

Download →

Helping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key “take away” practices. A shared perspective across all the chapters in this volume on teaching teachers about motivation is “walking the talk.” In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a “one-size-fits” all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness. Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.
Posted in:

The Cambridge Handbook of the International Psychology of Women

This handbook provides a comprehensive and up-to-date resource to understand the intersectionality of gender differences, to dispel myths, and to examine gender-relevant as well as culturally relevant implications and appropriate ...

Author: Fanny M. Cheung

Publisher: Cambridge University Press

ISBN: 9781108602181

Category: Social Science

Page:

View: 803

Download →

There is a growing knowledge base in understanding the differences and similarities between women and men, as well as the diversities among women and sexualities. Although genetic and biological characteristics define human beings conventionally as women and men, their experiences are contextualized in multiple dimensions in terms of gender, sexuality, class, age, ethnicity, and other social dimensions. Beyond the biological and genetic basis of gender differences, gender intersects with culture and other social locations which affect the socialization and development of women across their life span. This handbook provides a comprehensive and up-to-date resource to understand the intersectionality of gender differences, to dispel myths, and to examine gender-relevant as well as culturally relevant implications and appropriate interventions. Featuring a truly international mix of contributors, and incorporating cross-cultural research and comparative perspectives, this handbook will inform mainstream psychology of the international literature on the psychology of women and gender.
Posted in:

The Cambridge Handbook of Personality Psychology

This second edition of The Cambridge Handbook of Personality Psychology offers a one-stop resource for scientific personality psychology.

Author: Philip J. Corr

Publisher: Cambridge University Press

ISBN: 9781108271226

Category: Psychology

Page:

View: 173

Download →

Research on personality psychology is making important contributions to psychological science and applied psychology. This second edition of The Cambridge Handbook of Personality Psychology offers a one-stop resource for scientific personality psychology. It summarizes cutting-edge personality research in all its forms, including genetics, psychometrics, social-cognitive psychology, and real-world expressions, with informative and lively chapters that also highlight some areas of controversy. The team of renowned international authors, led by two esteemed editors, ensures a wide range of theoretical perspectives. Each research area is discussed in terms of scientific foundations, main theories and findings, and future directions for research. The handbook also features advances in technology, such as molecular genetics and functional neuroimaging, as well as contemporary statistical approaches. An invaluable aid to understanding the central role played by personality in psychology, it will appeal to students, researchers, and practitioners in psychology, behavioral neuroscience, and the social sciences.
Posted in:

Vocational Interests in the Workplace

Renninger, K. A., & Hidi, S. E. (2019b). Interest development and learning. In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 265–296). Cambridge, UK: Cambridge University Press.

Author: Christopher D. Nye

Publisher: Routledge

ISBN: 9781317392644

Category: Psychology

Page: 312

View: 340

Download →

Vocational Interests in the Workplace is an essential new work, tying together past literature with contemporary research to present the most comprehensive coverage on vocational interests to date. With increasing recognition of the importance of vocational interests and their relevance to the workplace, this book emphasizes the strong links between vocational interests and work behavior. It proposes new models and approaches that facilitate thorough exploration of the implications of this relationship between interests and practice. The authors, drawing on knowledge and experience from a range of professional backgrounds, cover essential topics, including: interest measurement; personnel selection; motivation and performance; expertise; meaningful work; effects of a global business environment; diversity; and the ongoing development of interests through adulthood to retirement. Endorsed by the Society for Industrial and Organizational Psychology board, this book is a valuable resource for researchers, professionals, and educators in the fields of human resources, organizational behaviour, and industrial or organizational psychology.
Posted in:

The Cambridge Handbook of Multimedia Learning

Limitations of Research in Multimedia Learning in Virtual Reality A workshop held at the Human Interface Technology ... virtual environments offer a motivating learning space , this on its own does not ensure that they will learn .

Author: Richard Mayer

Publisher: Cambridge University Press

ISBN: 0521838738

Category: Education

Page: 663

View: 318

Download →

This 2005 book constitutes comprehensive coverage of research and theory in the field of multimedia learning.
Posted in:

The Cambridge Handbook of the Learning Sciences

Differences Between Professional Users and Learners Figure 8.1. User-centered design is conceptualized using the gulf of. Table 8.1. Professional Users High expertise in the task domain Homogenous population Higher motivation to engage ...

Author: R. Keith Sawyer

Publisher: Cambridge University Press

ISBN: 9781139452472

Category: Psychology

Page:

View: 481

Download →

Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.
Posted in:

The Cambridge Handbook of Workplace Training and Employee Development

With comprehensive coverage of topics related to learning, training, and development, this volume is a must-have resource for industrial and organizational (I/O) psychologists, human resource (HR) scholars, and adult education specialists.

Author: Kenneth G. Brown

Publisher: Cambridge University Press

ISBN: 9781108514880

Category: Business & Economics

Page:

View: 894

Download →

With comprehensive coverage of topics related to learning, training, and development, this volume is a must-have resource for industrial and organizational (I/O) psychologists, human resource (HR) scholars, and adult education specialists. Brown provides a forward-looking exploration of the current research on workplace training, employee development, and organizational learning from the primary point of view of industrial organizational psychology. Each chapter discusses current practices, recent research, and, importantly, the gaps between the two. In analyzing these aspects of the topic, the chapter authors both present the valuable knowledge available and show the opportunities for further study and practice.
Posted in:

The Cambridge Handbook of Creativity

Generally speaking, investigators and theorists interested in promoting creativity and motivation in the schools or in ... academic psychology to “cross- pollinate” with workbeing done in the gifted and talented educational community.

Author: James C. Kaufman

Publisher: Cambridge University Press

ISBN: 9781139490610

Category: Psychology

Page:

View: 685

Download →

The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to introduce readers to both the history of and key concepts in the field of creativity. The next section, 'Diverse Perspectives of Creativity', contains chapters on the many ways of approaching creativity. Several of these approaches, such as the functional, evolutionary, and neuroscientific approaches, have been invented or greatly reconceptualized in the last decade. The third section, 'Contemporary Debates', highlights ongoing topics that still inspire discussion. Finally, the editors summarize and discuss important concepts from the book and look to what lies ahead.
Posted in:

The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

Most often, L2 learnersʼ emotions have been examined in written feedback research, in terms of whether emotions affect learner engagement with CF, motivation, and L2 writing performance, and if so, how (e.g., Busse, 2013; Han & Hyland, ...

Author: Hossein Nassaji

Publisher: Cambridge University Press

ISBN: 9781108662031

Category: Language Arts & Disciplines

Page:

View: 191

Download →

Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.
Posted in:

SELF Driving Positive Psychology and Wellbeing

Also, people with more developed interest can identify content that is of interest as motivating. 4. Neuroscientists who have examined the ... In K. A. Renninger & S. E. Hidi (Eds.), The Cambridge handbook of motivation and learning.

Author: Frédéric Guay

Publisher: IAP

ISBN: 9781641130042

Category: Psychology

Page: 327

View: 624

Download →

Research on the Self relates to various phenomena including self?esteem, self?concept, self?verification, self?awareness, identity, self?efficacy, passion, self?determination, goals etc. that are predictive of optimal functioning and well?being. Such a research endeavor is consistent with the positive psychology movement focusing on the scientific study of what makes people psychologically healthy, happy, and satisfied in their lives, as well as on their strengths and virtues. The positive psychology movement cultivates a sensible approach to optimal human functioning and well?being in various life contexts. Chapters in this volume will illustrate some of the best of the research on the interplay between the self and positive psychology, to show the potential of this research for transforming our societies. SELF – Driving Positive Psychology and Well?being thus provides a unique insight into self and its fundamental role for well?being. This volume is intended to develop both theoretical and methodological ideas and to present empirical evidence of various phenomenon important for well ?being. The scope of the volume is thus very broad, and provides a framework for the development of the chapter as authors see most appropriate.
Posted in:

The Cambridge Handbook of Multimedia Learning

In short, the goal is to motivate learners to exert and maintain effort to make sense of the material at a sufficient level of intensity. Some instructional design techniques aimed at fostering generative processing include the ...

Author: Richard E. Mayer

Publisher: Cambridge University Press

ISBN: 9781139992480

Category: Psychology

Page:

View: 162

Download →

In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.
Posted in:

The Cambridge Handbook of Creativity across Domains

This book brings together top experts in the field from around the world to discuss creativity across many different domains.

Author: James C. Kaufman

Publisher: Cambridge University Press

ISBN: 9781108293570

Category: Psychology

Page:

View: 594

Download →

Creativity is of rising interest to scholars and laypeople alike. Creativity in the arts, however, is very different from creativity in science, business, sports, cooking, or teaching. This book brings together top experts in the field from around the world to discuss creativity across many different domains. Each chapter includes clear definitions, intriguing research, potential measures, and suggestions for development or future directions. After a broad discussion of creativity across different domains, subsequent chapters look deeper into those individual domains (traditional arts, sciences, business, newer domains, and everyday life) to explore how creativity varies when expressed in different ways. Ultimately, the book offers a future-looking perspective integrating the different variations of creativity across domains.
Posted in:

The Cambridge Handbook of Thinking and Reasoning

The Psychology of Learning and Motivation - Causal learning ( Vol . 34 ) San Diego , CA : Academic Press . Shanks , D. R. , & Lopez , F. J. ( 1996 ) . Causal order does not affect cue selection in human associative learning .

Author: Keith J. Holyoak

Publisher: Cambridge University Press

ISBN: 0521824176

Category: Psychology

Page: 858

View: 886

Download →

The Cambridge Handbook of Thinking and Reasoning is the first comprehensive and authoritative handbook covering all the core topics of the field of thinking and reasoning. Written by the foremost experts from cognitive psychology, cognitive science, and cognitive neuroscience, individual chapters summarize basic concepts and findings for a major topic, sketch its history, and give a sense of the directions in which research is currently heading. The volume also includes work related to developmental, social and clinical psychology, philosophy, economics, artificial intelligence, linguistics, education, law, and medicine. Scholars and students in all these fields and others will find this to be a valuable collection.
Posted in:

The Cambridge Handbook of Applied School Psychology

The intrinsic learning goals of elementary school students, in their own words. ... The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement. Learning and Individual ...

Author: Frank C. Worrell

Publisher: Cambridge University Press

ISBN: 9781108245067

Category: Psychology

Page:

View: 290

Download →

Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.
Posted in: