Motivation in Learning Contexts Theoretical Advances and Methodological Implications (Advances in Learning and Instruction) by Simone Volet

Cover of: Motivation in Learning Contexts | Simone Volet

Published by Pergamon .

Written in English

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  • Philosophy of education,
  • Study & learning skills,
  • Teaching Methods & Materials - General,
  • Educational Psychology,
  • Education / Teaching,
  • Education,
  • Teaching Methods & Materials - Science & Technology,
  • General,
  • Education / Educational Psychology,
  • Social Science / General,
  • Social Science-General,
  • Learning,
  • Motivation in education

Book details

The Physical Object
Number of Pages334
ID Numbers
Open LibraryOL9267251M
ISBN 10008043990X
ISBN 109780080439907

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Motivation in Learning Contexts: Theoretical Advances and Methodological Implications (Advances in Learning and Instruction) (Advances in Learning and Instruction Series)Cited by: Motivation in Learning Contexts by S.

Volet,available at Book Depository with free delivery worldwide. Motivation in Learning Contexts: S. Volet:. Motivation in Learning Contexts: Theoretical Advances and Methodological Implications (Advances in Learning and Instruction) Simone Volet, Sanna Jarvela This volume provides a platform for discussing theoretical and methodological developments in the field of motivation research related to learning and instruction.

motivation in context from multiple conceptual perspectives and by examining its demonstration in. real-life learning activities and contexts, this volume aims at making a conceptual advance to the.

field of motivation research and more broadly to research on learning and instruction. Long-term Development of Motivation and Cognition in Family and School Contexts / Marja Vauras, Pekka Salonen and Erno Lehtinen / [et al.] Emerging Trends in Recent Research on Motivation in Learning Contexts / Simone Volet.

A framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance makes it easy for students to recognize what they need to do to become academically more by: Motivation and learning in multiple contexts The authors of the sixth contribution “Cultural identity and academic motivation”, Urdan and Munoz, examine the association between cultural identity and academic motivation for students with immigrant and non-immigrant by: 3.

what I mean by motivating students to learn, and the book emphasizes strategies for doing so. The book also presents strategies for capitalizing on students’ existing intrinsic motivation and for reinforcing their learning efforts using rewards and other extrinsic incentives.

In the process, I review and critique the of-File Size: 2MB. Student motivation is probably the single most important element of learning. Learning is inherently hard work; it is pushing the brain to its limits, and thus can only happen with Size: KB.

Cyril O. Houle is the author of the book The Inquiring Mind, which gave society its first in-depth view of adults and their motivaton to continue to seek education and knowledge after their formal education years. Houle undertook one of the first legitimate attempts to develop an understanding of the education of an adult by studying the actual individual involved in the learning rather.

Moving language learning motivation to a larger platform for theory and practice. In Oxford, R. (ed.), Language learning motivation: pathways to the new century, 89 – Cited by: Designed for educators, researchers, practitioners, or anyone interested in maximizing human potential, Motivation for Learning and Performance outlines 50 key motivation principles based on the latest scientific evidence from the disciplines of psychology, education, business, athletics, and a highly applied and conversational style, the book is designed to inform.

Motivation is a key aspect of second language learning. There is no Motivation in Learning Contexts book that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and : Understanding How Young Children Learn.

by Wendy L. Ostroff. Table of Contents. Chapter 1. Understanding Children's Motivation. motivation is the driving desire behind all action and is the precursor and cornerstone to learning.

It is no exaggeration to say that children have boundless energy for living and learning. motivation and how such could be effectively studied.

Some research also suggests that implicit learning (unconscious learning) may be mediated by unconscious goals after priming for goal attainment (Eitam, Hassin and Schul). Unconscious learning and unconscious motivation are difficult to study, but research in these areas might provide.

ISBN: X OCLC Number: Description: xi, pages: illustrations ; 25 cm. Contents: 1. Shifting Research on Motivation and Cognition to an Integrated Approach on Learning and Motivation in Context / Sanna Jarvela Context Sensitivity: Activated Motivational Beliefs, Current Concerns and Emotional Arousal / Monique Boekaerts   Motivation theory has seen a recent shift from considering context as an independent variable influencing individuals’ motivation, and toward considering motivation itself as socially constructed, both influenced by and influencing the Cited by: With respect to intrinsic motivation, there was also a direct effect on reading achievement for Asian students but not for Hispanic students (Unrau & Schlackman, ).

It is, therefore, important to consider what cultural values and what opportunities students are presented within the context of their homes and communities. ISBN: X OCLC Number: Description: xi, pages: illustrations ; 25 cm. Contents: Introduction. Shifting research on motivation and cognition to an integrated approach on learning and motivation in context (S.

Jarvela). more, and positive emotional resp onses to learning and school.3 Extensive evidence exists that engagement and motivation are critical elements in student success and learning.

Researchers agree that engaged students learn more, retain more, and enjoy learning activities more than students who are not engaged.4 Studies have shown a direct link be. Facilitating and hindering motivation, learning, and well-being in schools: Research and observations from self-determination theory.

In K. Wentzel & D. Miele (Eds.), Handbook on motivation at schools (pp. Crookes and Schmidt's () ‘new research agenda’ incorporated developments in general educational studies into the narrower field of language learning motivation.

This focused on individuals, the contexts of learning, the strategies learners might adopt, and the observable learning behaviour of class by: motivation and learning of second language learners in Thailand and the ways in which English teachers support their students’ motivation and learning.

Based on Self-determination Theory (SDT), learners may be driven to learn by two sources—internal and Size: KB. Success in second language learning is often related to the concept of ‘motivation’.

Motivation is the most used concept for explaining the failure or success of a language learner. Second language (L2) refers to a language an individual learns that is not his/her mother tongue, but is of use in the area of the individual.

Popular Motivational Books Showing of 7, The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change (Paperback) by. Stephen R. Covey (shelved times as motivational) avg rating —ratings — published. Autonomy-supportive social contexts tend to facilitate self-determined motivation, healthy development, and optimal functioning, while motivational analysis of.

certain kinds of motivation in its students. The highest quality of concep- tual learning seems to occur under the same motivational conditions that promote personal growth and adjustment. SELF-DETERMINATION THEORY Behavioral Regulation Most current theories of motivation have the concept of intention (e.g., Lewin, ) at their core.

Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), Abstract: Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies.

This quasi experiment compared students receiving an instructional intervention designed to. Engagement means participating actively and with understanding rather than being passive in the learning process. Learners engage more readily when they know their learning goals, expect to succeed, and see worthwhile challenge in their learning tasks.

In any learning context, engagement has intellectual, emotional, and cultural aspects. Motivation Theories on Learning; Informal Learning; Overview of Problem-Based Learning and professional conferences).

Updated every five years, this book provides both historical context as well as current discussions for the field of learning and instructional design technology. Foundations of Learning and Instructional Design. This intrinsic motivation makes intercultural communication a voluntary, rewarding, and lifelong learning process.

Motivation can also be extrinsic, meaning that the desire for intercultural communication is driven by an outside reward like money, power, or recognition. While both types of motivation can contribute to ICC, context may further.

How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the report and takes an in-depth look at the constellation of influences that affect individual learning.

Motivation is the word derived from the word ’motive’ which means needs, desires, wants or drives within the individuals. It is the process of stimulating people to actions to accomplish the goals. In the work goal context the psychological factors stimulating the people’s behaviour can be - desire for money.

job-satisfaction. motivation with extrinsic motivation, which is motivation governed by reinforcement contingencies. Traditionally, educators consider intrinsic motivation to be more desirable and to result in better learning outcomes than extrinsic motivation (Deci et al., ).File Size: KB.

This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study.

the instructional context is of critical importance. Learning theories and research often provide information about relationships among instruc-tional components and the design of instruction, indicating how spe-cifi c techniques/strategies might best fi t within a given context and with specifi c learners (Keller, ).

feedback and reactions. I hope that in this way it would stimulate students’ learning motivation and ultimately achieve learning goals together. Experimental Setting My experimental course is called “iTrust: Centralized, Distributed, and Mobile Search”, and there are 22 high- school students in the Size: 2MB.

Learning theory and research have long been the province of education and psychology, but what is now known about how people learn comes from research in many different disciplines. This chapter of the Teaching Guide introduces three centralFile Size: KB.

result of their life and school experiences and the sociocultural context in which learning takes place. Motivation to learn is fostered for learners of all ages when they perceive the school or learning environment is a place where they “belong” and when the environment promotes their sense of agency and purpose.

CONCLUSION Educators. Motivation, Achievement, and Classroom Contexts for Information Book Reading 1 Chapter 1 _____ Motivation, Achievement, and Classroom Contexts for Information Book Reading John T. Guthrie, Susan Lutz Klauda, and Danette A. Morrison University of Maryland, Department of Human Development and Quantitative Methodology Benjamin BuildingFile Size: 2MB.

Contexts to Promote Students Motivation and Learning Elizabeth A. Linnenbrink The University of Toledo The study examines the effects of a quasi-experimental classroom goal condition (mastery, performance-approach, combined mastery/performance-approach) and entering personal goal orientations on motiva.Teaching, Learning, and Motivation in a Multicultural Context.

Edited by: Farideh Salili, The University of Hong Kong Rumjahn Hoosain, The University of Hong Kong A volume in the series: Research in Multicultural Education and International (s): Fred Dervin, University of Helsinki, t Gross, Bar Ilan University.

Published Keywords Multiple contexts • Motivation • Learning Introduction The exploration of multiple contexts is a current focus in theory and research on learning and motivation, and it covers a range of various factors (Urdan ; Volet and Järvelä Physical elements of context - e.g.

books, buildings (b) Social elements of context - e.g.

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