Motivation to Learn Integrating Theory and Practice

by Stipek, Deborah J.

• ISBN13: 9780205342853
• ISBN10: 020534285X
• Edition: 4th
• Format: Paperback
• Copyright: 2001-10-09
• Publisher: Pearson

Summary

This book integrates theory and research in motivation and applies them to classroom practice.This book gives readers a thorough understanding of motivation theories that can be applied to the needs of their students. Teachers can use these research-based theories to develop problem-solving skills in a range of educational contexts. The focus is on classroom learning, but attention is also given to how strategies used to motivate students in schools affect their motivation to participate in intellectual activities outside of school.For educators at all grade levels.

Table of Contents

Preface	ix
Profiles of Motivation Problems	1	(7)
Defensive Dave	1	(1)
Helpless Hannah	2	(1)
Safe Sally	3	(1)
Satisfied Santos	4	(2)
Anxious Alma	6	(1)
Conclusion	7	(1)
Defining and Assessing Achievement Motivation	8	(11)
Defining Achievement Motivation	8	(6)
Theoretical Framework	8	(4)
Important Questions	12	(1)
Is Motivation in the Person or the Environment?	13	(1)
Identifying Motivation Problems	14	(4)
Observing Behavior	14	(1)
From Identifying to Explaining	15	(1)
High Achievers Are Not Invulnerable	16	(1)
Looking Beyond the Student	17	(1)
Grade Differences in Motivation Problems	17	(1)
Summary	18	(1)
Reinforcement Theory	19	(20)
The Theory	19	(3)
Implications for Educational Practice	22	(10)
Token Economies	23	(2)
Problems with Reward and Punishment	25	(6)
Using Rewards Effectively	31	(1)
Praise	32	(3)
Summary	35	(4)
Social Cognitive Theory	39	(16)
Introducing Cognitions	39	(6)
Vicarious Learning	40	(1)
Personal Agency	40	(1)
Self-Efficacy	41	(4)
Self-Regulation	45	(8)
Cognitive Behavior Modification	45	(3)
Learning Strategies	48	(5)
Summary	53	(2)
Cognitive Theories Applied to Achievement Contexts	55	(20)
Atkinson's Expectancy x Value Theory	55	(4)
Rotter's Social Learning Theory	59	(4)
Control = Strategy + Capacity	61	(1)
Measuring LOC	61	(1)
Classroom Contexts and Beliefs about Control	62	(1)
Weiner's Attribution Theory	63	(10)
Antecedents to Attributions	64	(1)
Attribution Dispositions	65	(1)
Measurement	66	(1)
Consequences of Attributions	67	(5)
Interpersonal Attributions	72	(1)
Summary	73	(2)
Perceptions of Ability	75	(22)
What Is ``Ability''?	76	(3)
Covington's Self-Worth Theory	79	(5)
Avoiding Negative Implications of Failure for Ability	80	(2)
Success without Learning	82	(2)
Gender Differences in Self-Perceptions of Ability	84	(1)
Age-Related Changes in Perceptions of Ability	85	(4)
Classroom Practice Effects	87	(2)
Grouping and Tracking	89	(2)
Assessing Ability Perceptions	91	(3)
Summary	94	(3)
Positive Achievement-Related Beliefs	97	(23)
Effective Classroom Practice	98	(15)
Tasks/Assignments	98	(2)
Goals	100	(2)
Evaluation	102	(4)
Help	106	(2)
Direct Statements	108	(2)
Classroom Structure	110	(3)
Comprehensive Programs	113	(5)
Mastery Learning Programs	113	(3)
Cooperative Incentive Structures	116	(2)
Summary	118	(2)
Motivation	120	(21)
Competence Motivation	120	(5)
Principle of Optimal Challenge	121	(1)
Emotional Reactions to Mastery	122	(1)
Effects of the Social Environment	123	(1)
Self-Perceptions of Competence and Intrinsic Motivation	124	(1)
Novelty	125	(1)
Self-Determination	126	(1)
Advantage of Intrinsic Motivation	127	(2)
Learning Activities Outside of School	127	(1)
Preference for Challenge	128	(1)
Conceptual Understanding	128	(1)
Creativity	128	(1)
Pleasure and Involvement	129	(1)
Intrinsic Motivation and Extrinsic Rewards	129	(5)
Controlling versus Information Function of Rewards	131	(3)
Individual Differences	134	(5)
Measures of Individual Differences in Motivation	134	(1)
Age-Related Changes	135	(4)
Interest	139	(1)
Summary	139	(2)
Values and Relationships	141	(20)
Self-Determination and Internalized Motivation	142	(2)
Measures of Internalized Motivation	144
Values in Eccle's Revised Expectancy x Value Theory	140	(11)
Where Do Achievement Values Come from?	146	(1)
Sex Stereotyping	147	(1)
Ethnicity and Social Class	147	(2)
Effects of Values	149	(1)
Age-Related Changes	150	(1)
Measures of Values	150	(1)
Relationships	151	(8)
Consequences of Relationships	152	(2)
Assessing Teacher-Student Relationships	154	(2)
Fostering Positive Relationships	156	(3)
Summary	159	(2)
Goals	161	(12)
Goals	161	(11)
Implications of Task Goals	161	(1)
Risk Taking and Challenge-Seeking	162	(1)
Focus of Attention	163	(1)
Learning Behavior	163	(2)
Attributions	165	(1)
Emotions	165	(1)
Learning	166	(1)
Are Performance Goals All Bad?	166	(1)
Beyond Learning and Performance Goals	167	(1)
Beyond Achievement	168	(1)
Ethnicity, Culture, Values, and Goals	168	(1)
Assessing Students' Achievement-Related Goals	169	(3)
Summary	172	(1)
Maximizing Intrinsic Motivation, Academic Values, and Learning Goals	173	(21)
The Teacher's Tasks	173	(1)
Tasks	174	(10)
Evaluation	184	(3)
Control	187	(4)
Classroom Climate	191	(2)
Summary	193	(1)
Achievement Anxiety	194	(16)
Measuring Anxiety	195	(2)
Anxiety and Achievement	197	(2)
Preprocessing and Processing	197	(1)
Output	198	(1)
Origins of Achievement Anxiety	199	(1)
Subject Matter Anxieties	200	(4)
Mathematics	201	(2)
Writing	203	(1)
Minimizing the Negative Effects of Anxiety	204	(4)
Preprocessing	205	(1)
Processing and Output	205	(2)
Alleviating Test Anxiety	207	(1)
Summary	208	(2)
Communicating Expectations	210	(20)
What Are Teachers' Expectations Based On?	211	(3)
Teachers' Self-Efficacy	212	(2)
Stability of Expectations	214	(2)
How Do Teachers' Expectations Affect Student Learning?	216	(5)
Teacher Behavior Toward High- and Low-Expectancy Students	216	(1)
Well-Meaning But Counterproductive Teacher Behaviors	217	(3)
Ability Grouping and Tracking	220	(1)
Do Teachers Treat Girls and Boys Differently?	221	(1)
Students' Perceptions of Teachers' Expectations	222	(2)
Avoiding the Negative Effects of Expectations	224	(3)
Collective School Efficacy	227	(2)
Assessing Collective Self-Efficacy	228	(1)
Summary	229	(1)
Real Students, Real Teachers, Real Schools	230	(37)
Our Six Children	230	(6)
Dave	230	(1)
Hannah	231	(1)
Sally	232	(1)
Santos	233	(1)
Alma	234	(1)
Al	235	(1)
It Is Harder Than It Sounds	236	(5)
The Undermining Effects of Students	237	(1)
Different Students, Different Needs	238	(1)
Giving Up Control	239	(1)
Knowing Students	240	(1)
Self-Monitoring	240	(1)
Everything Is Related to Everything Else	241	(1)
Beyond the Classroom	241	(8)
Resources	242	(1)
Support for Risk Taking	242	(1)
Cooperation and Collaboration	242	(1)
Time	243	(1)
Autonomy	243	(1)
School Policies	243	(2)
School Organization	245	(1)
Press for Student Learning	246	(1)
A Supportive Context	247	(1)
Beyond the School	248	(1)
Can Progress Be Made?	249	(2)
Appendices
Appendix 2-A: Identifying Motivation Problems	251	(2)
Appendix 3-A: External Reinforcement	253	(2)
Appendix 3-B: Observations of Teachers' Uses of Praise	255	(2)
Appendix 7-A: Questions for Teachers to Monitor	257	(2)
Appendix 11-A: Evaluating Tasks	259	(1)
Appendix 11-B: Evaluating Your Evaluation	260	(1)
Appendix 11-C: Evaluating Control	261	(1)
Appendix 12-A: Strategies for Reducing Anxiety	262	(1)
Appendix 13-A: Teacher Efficacy	263	(2)
Appendix 13-B: Questions for Teachers to Ask to Help Them Monitor Behavior Toward High and Low Achievers	265	(2)
References	267	(32)
Author Index	299	(6)
Subject Index	305