A total of 15 chapters include some of the latest findings on theory and practical applications alike, prepared by internationally respected researchers in the field of motivation research in education. Each author provides his/her perspective and practical strategies on how to maximize motivation in the classroom. Individual chapters focus on theoretical and practical considerations, parental involvement, teachers’ motivation, ways to create a self-motivating classroom, use of ICT, and nurturing a passion for learning.
The book will appeal to several different audiences: firstly, policymakers in education, school leaders and teachers will find it a valuable resource. Secondly, it offers a helpful guide for researchers and teacher educators in pre-service and postgraduate teacher education programmes. And thirdly, parents who want to help their children pursue lifelong learning will benefit from reading this book.
|Edition description:||Softcover reprint of the original 1st ed. 2016|
|Product dimensions:||6.10(w) x 9.25(h) x (d)|
About the Author
C. K. John Wang, Ph.D. is a Professor in the Physical Education and Sports Science Academic Group at the National Institute of Education, Nanyang Technological University in Singapore. He received his Ph.D. (Sport and Exercise Psychology) in 2001 from Loughborough University. Dr Wang is a Chartered Psychologist and an associate fellow of British Psychological Society. He is registered with the Health Professions Council of UK as a Sport and Exercise Psychologist. He leads the Motivation in Educational Research Lab (MERL) in NIE. His areas of research lie in the area of achievement motivation, talent development environment, self-regulation, and statistical analyses.
Woon-Chia Liu is the Dean of Teacher Education at the National Institute of Education, Singapore. She is also an associate professor with the Psychological Studies Academic Group and a founding member of NIE’s Motivation in Educational Research Laboratory. Currently, she is the President of the Educational Research Association of Singapore. She represents Singapore in the World Education Research Association (WERA) Council. Her research interests include motivation, clinical practice, mentoring, e-portfolio, as well as innovative teaching strategies such as problem-based learning.
Richard M. Ryan, Ph.D., is Professor at the Institute for Positive Psychology and Education at the Australian Catholic University and a Research Professor in Psychology at the University of Rochester. Ryan is a widely published researcher and theorist with over three hundred papers and books in the areas of human motivation, personality, and psychological well-being. He is co-developer of Self-Determination Theory, a theory of human motivation that has been internationally researched and applied. He is a Fellow of the American Psychological Association, the American Educational Research Association, and an Honorary Member of the German Psychological Society (DGP).
Table of Contents
Chapter 1 Understanding Motivation in Education: Theoretical and Practical considerations.- Chapter 2 Optimizing students' Motivation in the era of Testing and Pressure: A Self-Determination Theory Perspective.- Chapter 3 The Dualistic model of Passion: Theory, research, and implications for the field of Education.- Chapter 4 Towards a more systematic study of the dark side of Student Motivation: Antecedents and consequences of teachers' controlling behaviours.- Chapter 5 How can we create better learning contexts for children? Promoting students' autonomous motivation as a way to foster enhanced educational outcomes.- Chapter 6 Teachers' motivation in the classroom.- Chapter 7 Autonomy-Supportive teaching: What it is, How to do it.- Chapter 8 An instruction sequence promoting autonomous motivation for coping with challenging learning subjects.- Chapter 9 Parental involvement and Children's academic motivation and achievement.- Chapter 10 Parental influence and students' outcomes and well-being.- Chapter 11 Creating an Autonomy-Supportive Physical Education (PE) learning environment.- Chapter 12 Can being Autonomy-Supportive in teaching improve students' self-regulation and performance? Chapter 13 Translating motivational theory into application of Information Technology in the classroom.- Chapter 14 Focus on competing for performance or mastering new knowledge? Insights from discovering the relations between classroom goal structures and students' learning in Singapore secondary schools.- Chapter 15 Promoting Mastery-Approach goals to support the success of the 'Teach Less Learn More' educational initiatives.