Motivation Science (eBook, PDF)

Controversies and Insights

• Format: PDF

Produktbeschreibung

When, why, and how are people motivated? This is the essential question that motivation science has sought to address since the field's inception, and yet motivation scientists have offered many contrasting and even conflicting perspectives that have stalled key conversations in the research. This volume captures the nature of these critical debates, while also moving the field towards greater coherence by bringing differing perspectives from experts together in one volume. Posing 10 fundamental questions to 57 prominent motivation researchers around the globe, Motivation Science: Controversies and Insights covers topics such as the nature of motivation, cultural differences in motivational processes, evidence-based strategies to enhance motivation, and predictions for the future of the field. Edited by three leaders in motivation science, this volume provides readers with a rare opportunity to see how different theorists and researchers recognize, evaluate, and prescribe solutions to the same motivation problem. By sharing current thinking and providing innovative insights into the important questions and controversies in the study of motivation, the book brings together cutting-edge theory and research that readers can use to generate fresh and effective applications and interventions.

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Produktdetails

• Verlag: Oxford University Press
• Erscheinungstermin: 10. Januar 2023
• Englisch
• ISBN-13: 9780197662366
• Artikelnr.: 67137810

Autorenporträt

Dr. Mimi Bong is a Professor of Educational Psychology and the Director of the Brain and Motivation Research Institute at Korea University. For the past 27 years, she has been studying the achievement motivation of children and adolescents, focusing on the role of self-efficacy beliefs, value perceptions, and achievement goals in student motivation and self-regulation. Bong is the Editor-in-Chief of the Journal of Experimental Education and has served or currently serves on the editorial boards of numerous journals, including American Educational Research Journal, Child Development, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, Educational Researcher, Journal of Educational Psychology, and Learning and Instruction. Dr. Johnmarshall Reeve is a Professor in the Institute for Psychology and Education at the Australian Catholic University in Sydney, Australia. His research focuses on all aspects of human motivation and emotion, but mostly on autonomy-supportive teaching, students' agentic engagement, and the neuroscience of intrinsic motivation. He has published 86 articles in peer-reviewed journals such as the Journal of Educational Psychology and authored 4 books, including Understanding Motivation and Emotion and Supporting Students' Motivation. Dr. Sung-il Kim is the Dean of the College of Education and the Graduate School of Education and a Professor of Educational Psychology at Korea University. His research focuses on interest, curiosity, neural bases of motivation, and modeling interest-based learning. He has served as the President of the Korean Educational Psychology Association, the Korean Society for Cognitive Science, and the Korean Mind, Brain, and Education Society, and the Director of the Brain and Motivation Research Institute. He is an Associate Editor of Frontiers in Psychology and serves on the editorial board of Motivation and Emotion.

Inhaltsangabe

* Section 1
* What Is Motivation?
* Question 1: What Is Motivation?
* What Is Motivation, Where Does It Come from, and How Does It Work?
* Carol S. Dweck, Matthew L. Dixon, and James J. Gross
* Energization and Direction Are Both Essential Parts of Motivation
* Andrew J. Elliot
* What Is Motivation?
* Edwin A. Locke
* Motivation Processes and Outcomes
* Dale H. Schunk
* Motivation Is the Interaction Between Dispositions and Context
* Deborah Stipek
* Motivation Is the State of Wanting Something. But Do We Want the
Right Things?
* Kennon M. Sheldon
* Wanting to Feel Effective in Our Goal Pursuits for Both Outcomes and
Process
* E. Tory Higgins and Emily Nakkawita
* Pleasure, Utility, and Goals: Motivation as a Value-Based
Decision-Making Process
* Sung-il Kim
* Jingle-Jangle Fallacies in Motivation Science: Toward a Definition of
Core Motivation
* Reinhard Pekrun
* Academic Self-Concept: A Central Motivational Construct
* Geetanjali Basarkod and Herbert W. Marsh
* Motivation Resides Only in Our Language, Not in Our Mental Processes
* Kou Murayama
* Insights Gained from Controversy #1
* Section 2
* What Are the Current Controversies in Motivation Science?
* Question 2: Are Motivational Processes Universal Across Cultures and
Contexts?
* Does One Size Fit All? Cultural Perspectives on School Motivation
* Dennis M. McInerney
* Where Will Michelle Go to College? Culture and Context in the Study
of Motivation
* Paul A. Schutz
* Can We Really Say that Motivational Processes Are Universal Across
Cultures and Contexts?
* Briana P. Green, DeLeon L. Gray, Elan C. Hope, and Jamaal S. Matthews
* Vitamins for Psychological Growth: A Universal Foundation for
Motivating Others
* Bart Soenens and Maarten Vansteenkiste
* Big-Fish-Little-Pond Effect (BFLPE): Universality of Psychological
Comparison Processes
* Herbert W. Marsh and Geetanjali Basarkod
* Insights Gained from Controversy #2
* Question 3: Is There Such a Thing as "Good" Motivation and "Bad"
Motivation?
* Some Motivations Make Us Happier than Others
* Kennon M. Sheldon
* The Good, the Bad, and the Ugly of Motivation
* Nikos Ntoumanis
* Less Is Sometimes More: Differentiating 'Must-ivation' from
'Want-ivation'
* Maarten Vansteenkiste and Bart Soenens
* Do We Sometimes Surrender Our Good Motivation for Bad? Some
Reflections on the Quality of Motivation
* Allan Wigfield
* Good Versus Bad Motivation? Avoiding the Lure of False Dichotomies
* Patricia A. Alexander
* Insights Gained from Controversy #3
* Question 4: Does Extrinsic Incentive (e.g., Rewards, Competition)
Undermine Motivation?
* Extrinsic Rewards Undermine Motivation in the Classroom... Sometimes
* Eric M. Anderman
* Extrinsic Incentives/Rewards - Short-Term Fix that Can Undermine
Long-Term Motivation
* Wendy S. Grolnick
* Interest and Its Relation to Rewards, Reward Expectations, and
Incentives
* Suzanne E. Hidi and K. Ann Renninger
* Competition Can Enhance Motivation-but Typically Undermines It
* Johnmarshall Reeve
* Insights Gained from Controversy #4
* Question 5: Can We Control Our Motivation?
* The Unconscious Sources of Motivation and Goals
* John A. Bargh and Peter M. Gollwitzer
* Two Routes to the Self-Regulation of Motivation and Goals
* Peter M. Gollwitzer and John A. Bargh
* The Uneasy Relationship Between Conscious and Non-Conscious
Motivation
* Timothy Urdan
* Controlling Your Own Motivation Is an Acquired Skill
* Christopher A. Wolters
* A Key to Motivation Is Thinking and Acting like You Can Change Things
* Erika A. Patall
* Finding the Second Wind: Motivation Is Within Our Control
* Ellen L. Usher
* Insights Gained from Controversy #5
* Question 6: Can You Distinguish Motivation from Cognition and
Emotion?
* Cognitions and Emotions Energize and Sustain Motivation
* Dale H. Schunk
* Dissecting the Elephant: Cognition, Emotion, and Motivation as
Distinct but Intertwined Entities
* Reinhard Pekrun
* Exploring the Boundaries Between Motivation, Cognition, and Emotion:
Theoretical, Empirical, and Practical Distinctions
* Patricia A. Alexander
* Transactions Among Motivation, Emotion, and Cognition: Blurring the
Lines
* Paul A. Schutz
* Are Cognition, Motivation, and Emotion the Same or Different? Let's
Abandon That Thinking
* Kou Murayama
* Insights Gained from Controversy #6
* Question 7: What Are the Unanswered Questions and Unresolved
Controversies in Motivation Study?
* Understanding Motivation: So Much Is Known, So Much Left to Learn
* Timothy Urdan
* How Does Context Shape Motivation?
* Mimi Bong
* Is a Focus on Looking Smart Beneficial for Students' Engagement,
Learning, and Achievement?
* Lisa Linnenbrink-Garcia
* Is There a Need for Psychological Needs in Theories of Achievement
Motivation?
* Allan Wigfield and Alison C. Koenka
* Should Theoretical Integration Occur in the Motivation Literature?
Considering What, for Whom, and When
* Alison C. Koenka and Allan Wigfield
* Insights Gained from Controversy #7
* Section 3
* How Do We Motivate People?
* Question 8: How Do We Motivate People?
* How Do We Motivate People? Connecting to People's Existing Goals and
Values
* Carol S. Dweck
* Creating a Motivating Learning Environment: Guiding Principles from
Philosophy, Psychology, and Pedagogy
* Patricia A. Alexander
* Easy to Get People to Do Things, More Challenging to Facilitate Their
Motivation
* Wendy S. Grolnick
* When It Comes to Motivating Others, What's Easy Is Not Always What
Works
* Erika A. Patall
* Motivating People: It Depends on What, and It Depends on When
* Eric M. Anderman
* How Do We Motivate People? By Working with Their Self-Beliefs
* Ellen L. Usher
* A Control-Value Approach to Affective Growth
* Reinhard Pekrun
* How to Foster Motivation? The Need-Based Motivating Compass as a
Source of Inspiration
* Maarten Vansteenkiste and Bart Soenens
* You Can Motivate Others by Nurturing Five Experiences that Satisfy
Their Need for Autonomy: Authentic Inner Compass, Authentic
Intentions, and Freedom
* Avi Assor, Moti Benita, and Yael Geifman
* Improving Social Contexts Can Enhance Student Motivation
* Kathryn R. Wentzel
* What Teachers Need to Know About Promoting Student Motivation to
Learn
* Helen Patrick
* Insights Gained from Controversy #8
* Section 4
* What Is the Future of Motivation Science?
* Question 9: What Is the Most Fundamental Limitation in Contemporary
Motivation Theory and Research?
* Is Academic Motivation a Tree Trunk, a Fan, a Wall, a Rope, a Snake,
or a Spear? No, It's an Elephant and It's on Fire
* Ellen A. Skinner
* Gaps in Contemporary Motivation Research: A Biopsychological
Perspective
* Andrew J. Martin and Emma C. Burns
* Identifying the Role of Social Relationships in Motivating Students
to Learn
* Kathryn R. Wentzel
* Most Motivation Research in Education Is Not Yet Useful for Teachers
* Helen Patrick
* Motivational Researchers Must Move Beyond Linear Models to Consider
Motivational Processes as Part of a Complex System
* Lisa Linnenbrink-Garcia
* The Most Fundamental Limitation in Motivation Theory and Research Is
Our Theories
* Eric M. Anderman
* Infatuation with Constructs and Losing Sight of the Motivational
Phenomenon
* Avi Kaplan
* Theoretical and Methodological Disintegration Is the Most Fundamental
Limitation in Contemporary Motivation Research
* Benjamin Nagengast and Ulrich Trautwein
* Insights Gained from Controversy #9
* Question 10: What Will Be the Most Significant Development in
Motivation Science in the Next Decade?
* The Next Decade: Making Motivation the Foundation of Psychology Again
* Carol S. Dweck
* Harnessing Biopsychology and Mobile Technology to Develop Motivation
Science in the Next Decade
* Andrew J. Martin, Emma C. Burns, Roger Kennett, and Joel Pearson
* Digitization Will Bring Profound Changes in Educational Practice and
Research on Motivation
* Ulrich Trautwein and Benjamin Nagengast
* Understanding Human Motivation and Action as a Complex Dynamic System
* Avi Kaplan
* Assessing Motivation Dynamically
* Dale H. Schunk
* Motivation in the Wild: Capturing the Complex Social Ecologies of
Academic Motivation
* Ellen A. Skinner, Thomas A. Kindermann, Justin W. Vollet, and
Nicolette P. Rickert
* Community-Engaged Research: The Next Frontier in Motivation Science
* DeLeon L. Gray and Brooke Harris-Thomas
* Insights Gained from Controversy #10