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The academic standard for texts on motivation in educational settings. Clear and engaging, Motivation in Education: Theory, Research, and Applications, Fourth Edition presents the major motivation theories, principles, and research findings in sufficient detail to help students understand the complexity of motivational processes, and provide it provides extensive examples of the application of motivational concepts and principles in educational settings.
From reviews of Motivation in Education:
“I find it essential that students have access to such strong representations of the basic theories and work in the field of motivation. . . . This book goes a long way toward reinforcing the voices of experts who make data-driven decisions about how to foster motivation. . . . There are no available books [on motivation] as excellently crafted as this one.”
—Theresa A. Thorkildsen, University of Illinois at Chicago
“This book is certainly the most comprehensive treatment of motivation. There are several others I have perused but they often take a certain approach to motivation whereas this book covers ALL approaches. The authors present a very complete and unbiased treatment of the literature.”
—Daniel H. Robinson, University of Texas
Chapter 1: Motivation: Introduction and Historical Foundations
Chapter 2: Expectancy-Value Theory
Chapter 3: Attribution Theory
Chapter 4: Social Cognitive Theory
Chapter 5: Goals and Goal Orientations
Chapter 6: Interest and Affect
Chapter 7: Intrinsic Motivation
Chapter 8: Teacher and C... MORE
Chapter 9: School Influences
Chapter 10: Peer, Family, and Community Influences
Dale H. Schunk is professor of education in the School of Education at The University of North Carolina at Greensboro, where he served as dean from 2001-2010. Previously, he was head of the Department of Education Studies at Purdue University and on the faculties at The University of North Carolina at Chapel Hill and the University of Houston. His research and teaching interests include motivation, self-efficacy, and self-regulated learning. He has published several books, articles, and chapters, is author of Learning Theories: An Educational Perspective (6e, Pearson Education, 2012), and is editor with Barry Zimmerman of Handbook of Self-Regulation of Learning and Performance (Routledge, 2011). His awards include Who’s Who in America, the Distinguished Service Award from the Purdue University School of Education, the Early Contributions Award in Educational Psychology from the American Psychological Association, and the Albert J. Harris Research Award from the International Reading Association.
Judith L. Meece is a professor of education at the School of Education at The University of North Carolina at Chapel Hill. Her research and teaching interests include motivation, child and adolescent development, and gender issues. She has published numerous books, articles, and chapters, and is editor with Jacquelynne Eccles of Handbook of Research on Schooling, Schools, and Human Development (Routledge, 2012). She currently is president-elect of Division 15 (educational psychology) of the American Psychological Association.
Paul R. Pintrich was a professor of education in the School of Education at the University of Michigan. His research interests included motivation, cognition, and self-regulated learning. He published many books, articles, and chapters. He was an internationally respected scholar and a cherished colleague, advisor, and mentor. Among other honors, he received the Best Research Review Article from the American Educational Research Association. He died unexpectedly in 2003.