07509nam 22004093 450 991076549380332120231121080239.03-031-42895-1(MiAaPQ)EBC30954456(Au-PeEL)EBL30954456(EXLCZ)992888760200004120231121d2023 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierGlobalisation and Dominant Models of Motivation Theories in Education1st ed.Cham :Springer,2023.©2023.1 online resource (171 pages)Globalisation, Comparative Education and Policy Research Series ;v.39Print version: Zajda, Joseph Globalisation and Dominant Models of Motivation Theories in Education Cham : Springer,c2023 9783031428944 Intro -- Foreword -- Preface -- Editorial by the Series Editor -- Contents -- About the Series Editor -- 1 Globalisation and Dominant Models of Motivation Theories Affecting Schools -- Globalisation and Dominant Models of Motivational Theories Affecting Schools: Introduction -- Standards-Driven and Outcomes-Defined Policy Change in Education -- Globalisation and Dominant Models of Motivation Theories Affecting Schools -- Overview of Four Theories of Motivation in Education Research -- Behavioural Theory of Motivation -- Cognitive Theories of Motivation -- Achievement Motivation -- Social-cognitive Theory of Motivation -- Humanist Theories of Motivation -- Motivation and Its Impact on Students' Identity, Engagement and Performance -- The Impact of Motivation on Students' Identity -- The Relationship Between Identity, Motivation and Academic Achievement -- The Impact of Motivation on Students' Engagement in the Classroom -- Conclusion -- 2 Behaviourism as a Major Motivational Model to Improve Performance in Schools -- Behavioural Theory in Schools: Introduction -- Behavioural Theory in the Classroom -- Classroom Applications of Behaviourist Model -- Applying the ABA Model in the Classroom -- Applying the ABC Model in the Classroom -- Applying Behaviourism to Self-Regulated Learning -- Applying Behaviourism in the Classroom to Change Students' Behaviour -- Academic Standards Promoted by Behavioural Psychology -- Classroom Discipline, Control and Management -- Behaviourism as a Major Motivation Model -- Discussion -- Conclusion -- 3 Cognitive Theories for Creating Engaging Learning Environments -- Cognitive Theories for Creating Engaging Learning Environments: Introduction -- Identity and Motivation -- Inquiry-Based Learning of Motivation -- Achievement Motivation Theory -- Attribution Theory of Motivation -- Self-Determination Theory of Motivation.Goal-Orientation Theory of Motivation -- Expectancy Theory of Motivation -- Self-Worth Theory of Motivation -- Cognitive Dissonance Theory -- Cognitive Evaluation Theory -- The Use of Constructivism for Creating Engaging Learning Environments -- Discourse Analysis and Enhancing Motivation -- Self-efficacy Theory of Motivation -- Conclusion -- 4 Social Cognitive Theories for Improving Engagement and Motivation -- Social Cognitive Theories for Improving Engagement and Motivation: Introduction -- Explaining Motivation in the Classroom -- Bandura's (1977) Triadic Reciprocal Causation Model -- Attention -- Retention -- Reproduction -- Motivation -- The Role of Self-Control, Self-Regulation and Self-Efficacy in Motivation -- Students' Self-Control and Academic Achievement -- Factors Affecting Self-Efficacy -- Affective Processes -- Student's Achievement Goals -- Student's Self-Evaluation -- Social Comparisons in the Classroom -- Student's Outcome Expectations -- Student's Attribution -- Student's Self-Regulation -- Evaluation of Bandura's Social Learning Theory -- Conclusion -- 5 Social Constructivism to Improve Students' Motivation -- Constructivism in Learning -- The History of Constructivism -- Constructivist Theory -- Constructivist Approaches: Two Major Strands of the Constructivist Perspective -- The Use of Social Constructivism in Collaborative Groups -- Collaborative and Cooperative Group Learning -- Think-Pair-Share -- Think-Pair-Square -- Jigsaw Collaborative Groups -- Jigsaw in 10 Easy Steps -- Social Constructivism and Improving Academic Achievement -- Improving Constructivist Pedagogy: Learning and Teaching -- The Most Effective Pedagogy in the Classroom -- Effective Schools and Teachers -- How Do Students Learn Best? -- Suggestions for Constructivist Pedagogy -- Discussion -- Conclusion.6 Humanistic Approaches for Creating Effective Motivational Environments -- Introduction -- The Significance of the Self-Concept in Classroom Learning -- Comparing Maslow and Rogers -- Classroom Application of Students' Self-Beliefs -- The Nexus Between Cultural Diversity and Humanistic Psychology -- The Role of Emotions in Humanistic Psychology -- The Role of Social Needs in Humanistic Psychology -- Cognitive Development, Enactivism and Humanistic Psychology -- Cognitive Development -- Social and Sociocultural Origins of Cognitive Development -- Individual Differences Needs in Humanistic Psychology -- Individual Differences and Learning Styles -- Student Intervention Plan (SIP) -- Conclusion -- 7 The Use of Discourse Analysis in Understanding Motivation -- Discourse and the Power of Language -- Defining Discourse Analysis -- Deconstruction -- Close-Reading -- The Use of Discourse Analysis in Understanding Motivation -- Achievement Motivation Theory -- Attribution Theory of Motivation -- Expectancy Theory of Motivation -- Cognitive Dissonance Theory -- Advantages and Disadvantages of DA -- Conclusion -- 8 Dominant Values Used in Motivation in Inclusive Schools -- Values Used in Inclusive Schools: Introduction -- Paradigm Shifts in Values Education -- Standards-Driven and Outcomes-Defined Policy Change -- Globalisation, Marketisation and Quality and Efficiency Driven Reforms -- Factors Affecting the Nexus Between Values and Motivation in the Classroom -- Cognitive Domain -- Social Cognitive Domain -- Affective Domain -- Psycho-Motor Domain -- Cognitive Domain and the Nexus Between Values and Motivation in the Classroom -- Intelligence -- Aptitude -- Attainment -- Personality -- Personality Traits and Learning -- Metacognition -- Evaluation -- Conclusion -- 9 The Impact of Motivation on Students' Engagement and Performance.The Impact of Motivation on Students' Engagement and Performance: Introduction -- The Role of Identity in Influencing Motivation in the Classroom -- Behavioural Theory of Motivation -- Cognitive Theories of Motivation -- Social-Cognitive Theory of Motivation -- Humanist theories of motivation -- Extrinsic and Intrinsic Motivation -- Extrinsic motivation -- Intrinsic Motivation -- The Significance of Cultural Capital in Students' Motivation -- Evaluation -- Conclusion -- References -- Index.Globalisation, Comparative Education and Policy Research SeriesZajda Joseph847848MiAaPQMiAaPQMiAaPQBOOK9910765493803321Globalisation and Dominant Models of Motivation Theories in Education3645544UNINA