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

206 Pages·2013·16.72 MB·English

by  Nathan C. Hall

EMOTION, MOTIVATION,
AND SELF-REGULATION:
A HANDBOOK FOR TEACHERS

EMOTION, MOTIVATION,
AND SELF-REGULATION:
A HANDBOOK FOR TEACHERS
EDITED BY
NATHAN C. HALL
McGill University, Canada
THOMAS GOETZ
University of Konstanz, Germany
Thurgau University of Teacher Education, Switzerland
UnitedKingdom–NorthAmerica–Japan
India–Malaysia–China
EmeraldGroupPublishingLimited
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Firstedition2013
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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 12
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. InfluenceoftheSocialEnvironmentonAchievementEmotions 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
vi Contents
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
Contents vii
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 168
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

List of Contributors
Markus Dresel University of Augsburg, Augsburg, Germany
Anne C. Frenzel University of Munich, Munich, Germany
Thomas Goetz University of Konstanz, Konstanz, Germany;
Thurgau University of Teacher Education,
Kreuzlingen, Switzerland
Nathan C. Hall McGill University, Montreal, Quebec, Canada
Ulrike E. Nett University of Ulm, Ulm, Germany
Reinhard Pekrun University of Munich, Munich, Germany
Elizabeth J. Stephens University of Munich, Munich, Germany