Handbook of Motivation at School (Educational Psychology Handbook)

699 Pages·2010·5.1 MB·English

Handbook of Motivation at School
Edited by
Kathryn R. Wentzel
Allan Wigfi eld
First published 2009
by Routledge
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Simultaneously published in the UK
by Routledge
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Library of Congress Cataloging-in-Publication Data
Wentzel, Kathryn R.
Handbook of motivation at school / Kathryn R. Wentzel, Allan Wigfi eld.
p. cm. — (Th e psychological foundations of teaching and learning)
Includes bibliographical references and index.
Motivation in education—Handbooks, manuals, etc. I. Wigfi eld, Allan. II. Title.
LB1065.W46 2009
370.15’4—dc22
2008047601
ISBN 0-203-87949-X Master e-book ISBN
ISBN 10: 0-8058-6284-6 (hbk)
ISBN 10: 0-8058-6290-0 (pbk)
ISBN 10: 0-203-87949-X (ebk)
ISBN 13: 978-0-8058-6284-3 (hbk)
ISBN 13: 978-0-8058-6290-4 (pbk)
ISBN 13: 978-0-203-87949-8 (ebk)
Contents
Acknowledgments and Dedication ix
Contributors xi
1. Introduction 1
KATHRYN R. WENTZEL AND ALLAN WIGFIELD
Section I: Th eories 9
2 An Attributional Approach to Motivation in School 11
SANDRA GRAHAM AND CHRISTOPHER WILLIAMS
3 Self-Effi cacy Th eory 35
DALE H. SCHUNK AND FRANK PAJARES
4 Expectancy-Value Th eory 55
ALLAN WIGFIELD, STEPHEN TONKS, AND SUSAN LUTZ KLAUDA
5 Achievement Goal Th eory: Th e Past, Present, and Future 77
MARTIN L. MAEHR AND AKANE ZUSHO
6 Goal-Directed Behavior in the Classroom 105
MONIQUE BOEKAERTS
7 Self-Th eories and Motivation: Students’ Beliefs About Intelligence 123
CAROL S. DWECK AND ALLISON MASTER
8 Self-Worth Th eory: Retrospection and Prospects 141
MARTIN COVINGTON
9 Promoting Self-Determined School Engagement: Motivation, Learning,
and Well-Being 171
RICHARD M. RYAN AND EDWARD L. DECI
10 Situational and Individual Interest 197
ULRICH SCHIEFELE
vi • Contents
11 Engagement and Disaff ection as Organizational Constructs in the Dynamics
of Motivational Development 223
ELLEN A. SKINNER, THOMAS A. KINDERMANN, JAMES P. CONNELL,
AND JAMES G. WELLBORN
12 Motives to Self-Regulate Learning: A Social Cognitive Account 247
BARRY J. ZIMMERMAN AND TIMOTHY J. CLEARY
13 Commentary: Building on a Strong Foundation: Five Pathways to the Next
Level of Motivational Th eorizing 265
MARTIN E. FORD AND PEYTON R. SMITH
Section II: Contextual and Social Infl uences on Motivation 277
14 Parenting and Children’s Motivation at School 279
WENDY S. GROLNICK, RACHEL W. FRIENDLY, AND VALERIE M. BELLAS
15 Students’ Relationships with Teachers as Motivational Contexts 301
KATHRYN R. WENTZEL
16 Peers and Motivation 323
GARY W. LADD, SARAH L. HERALDBROWN, AND KAREN P. KOCHEL
17 Teacher Expectations and Self-Fulfi lling Prophecies 349
LEE JUSSIM, STACY L. ROBUSTELLI, AND THOMAS R. CAIN
18 School as a Context of Student Motivation and Achievement 381
ROBERT W. ROESER, TIMOTHY C. URDAN, AND JASON M. STEPHENS
19 Gender and Motivation 411
JUDITH L. MEECE, BEVERLY BOWER GLIENKE, AND KARYL ASKEW
20 Achievement Motivation in Racial and Ethnic Context 433
TAMERA B. MURDOCK
21 Commentary: Th e Role of Environment in Contextual and Social Infl uences
on Motivation: Generalities, Specifi cities, and Causality 463
ADELE ESKELES GOTTFRIED
Section III: Teaching, Learning, and Motivation 477
22 Beliefs About Learning in Academic Domains 479
MICHELLE M. BUEHL AND PATRICIA A. ALEXANDER
23 Reading Motivation 503
JOHN T. GUTHRIE AND CASSANDRA S. CODDINGTON
Contents • vii
24 Understanding Motivation in Mathematics: What is Happening in Classrooms? 527
JULIANNE C. TURNER AND DEBRA K. MEYER
25 Motivation and Achievement in Physical Education 553
ANG CHEN AND CATHERINE D. ENNIS
26 Emotions at School 575
REINHARD PEKRUN
27 Motivation and Learning Disabilities: Past, Present, and Future 605
GEORGIOS D. SIDERIDIS
28 Teachers’ Self-Effi cacy Beliefs 627
ANITA WOOLFOLK HOY, WAYNE K. HOY, AND HEATHER A. DAVIS
29 Commentary: What Can We Learn from a Synthesis of Research on Teaching,
Learning, and Motivation? 655
BARBARA L. MCCOMBS
Index 671

Acknowledgments and Dedication
We would like to extend thanks to Patricia Alexander, the series editor, for her vision and generos-
ity that made this handbook possible. We also acknowledge with gratitude the many pioneering
scholars of motivation who built the foundations for the work that is presented in this volume.
We dedicate this Handbook to Frank Pajares, who passed away in January, 2009. Frank was a
prolifi c scholar in the motivation fi eld who co-authored (with Dale Schunk) the chapter on self-
effi cacy for this volume. He also was a giving and generous colleague, mentor, and teacher. His
death is a great loss to the fi eld and to all who knew him.

Contributors
Patricia A. Alexander, Department of Human Development, University of Maryland, College
Park
Karyl Askew, Department of Human Development and Psychological Studies, University of
North Carolina at Chapel Hill
Valerie M. Bellas, Psychology Department, Clark University
Monique Boekaerts, Center for the Study of Education and Instruction, Leiden University,
Th e Netherlands
Michelle M. Buehl, Program in Educational Psychology, George Mason University
Th omas R. Cain, Department of Psychology, Rutgers University
Ang Chen, Department of Exercise & Sport Science, University of North Carolina at
Greensboro
Timothy J. Cleary, Department of Educational Psychology, University of Wisconsin at
Milwaukee
Cassandra S. Coddington, Department of Human Development, University of Maryland,
College Park
James P. Connell, Institute for Research and Reform in Education, Philadelphia, PA
Martin Covington, Department of Psychology, University of California at Berkeley
Heather A. Davis, School of Educational Policy and Leadership, Th e Ohio State University
Edward L. Deci, Department of Psychology, University of Rochester
Carol S. Dweck, Department of Psychology, Stanford University
Catherine D. Ennis, Department of Exercise & Sport Science, University of North Carolina at
Greensboro
Martin E. Ford, College of Education and Human Development, George Mason University
Rachel W. Friendly, Psychology Department, Clark University