LEADER 05381nam 2200637Ia 450 001 9910779743703321 005 20221111152939.0 010 $a1-78190-711-0 035 $a(CKB)2550000001096564 035 $a(EBL)1250103 035 $a(SSID)ssj0000971213 035 $a(PQKBManifestationID)11595553 035 $a(PQKBTitleCode)TC0000971213 035 $a(PQKBWorkID)10929616 035 $a(PQKB)10655310 035 $a(MiAaPQ)EBC1250103 035 $a(Au-PeEL)EBL1250103 035 $a(CaPaEBR)ebr10732062 035 $a(CaONFJC)MIL503098 035 $a(OCoLC)855908976 035 $a(PPN)187313563 035 $a(EXLCZ)992550000001096564 100 $a20130719d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEmotion, motivation, and self-regulation$b[electronic resource] $ea handbook for teachers /$fedited by Nathan C. Hall, Thomas Goetz 210 $aBradford $cEmerald Group Publishing Limited$d2013 215 $a1 online resource (206 p.) 300 $aDescription based upon print version of record. 311 $a1-78190-710-2 311 $a1-299-71847-7 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Emotion, Motivation, and Self-Regulation: A Handbook for Teachers; Copyright Page; Contents; List of Contributors; Preface; 1. Emotions; 1.1. Students in Focus; 1.2. Clarifying Terminology; 1.2.1. The Components of Emotions; 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions; 1.2.3. Distinguishing Emotions from Related Constructs; 1.2.4. Measuring Emotions; 1.2.5. Achievement Emotions; 1.3. Causes of Emotions; 1.3.1. Appraisal Theory; 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory 327 $a1.3.3. Influence of the Social Environment on Achievement Emotions 1.4. Effects of Emotions; 1.4.1. General Psychological Evidence about the Effects of Emotions; 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts; 1.5. Development of Emotions over the School Years; 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom; 1.6.1. Promoting Enjoyment of Learning in the Classroom; 1.6.2. Ways to Influence Control and Value Appraisals; 1.6.3. Supporting Emotion Regulation; 1.6.4. Expressing Performance-Enhancing Emotions 327 $a1.7. Teachers in Focus 1.7.1. Burnout and Job-Related Stress; 1.7.2. Teachers' Achievement Emotions: Causes and Effects; 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being; 2. Motivation; 2.1. Students in Focus; 2.2. Structure and Effects of Motivation in Students; 2.2.1. What is Motivation?; 2.2.2. Effects of Motivation on the Learning Process; 2.2.3. Theoretical Model of Motivation for Learning and Achievement; 2.2.4. Situation-Specific Expectancies and Values; 2.2.5. Motives and Needs; 2.2.6. Goals and Goal Orientations; 2.2.7. Interest; 2.2.8. Self-Concepts 327 $a2.2.9. Causal Attributions 2.3. Developmental and Environmental Effects on Motivation; 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest; 2.3.2. Environmental Influences on Motivation; 2.4. Fostering Learning and Achievement Motivation in Students; 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities; 2.4.2. Principles for Encouraging Student Motivation; 2.4.3. Motivational Intervention Programs; 2.5. Teachers in Focus; 2.5.1. Expectancy and Value Components of Teacher Motivation; 2.5.2. Goal Orientations of Teachers 327 $a3. Self-Regulated Learning 3.1. Students in Focus; 3.2. What is Self-Regulated Learning?; 3.2.1. Definition; 3.2.2. Historical Development; 3.2.3. Relevance in a Knowledge-Based Society; 3.2.4. Current Theoretical Models; 3.2.5. Further Theoretical Development; 3.3. The Assessment of Self-Regulated Learning; 3.3.1. Reasons for Evaluating Self-Regulated Learning; 3.3.2. Methodical Aspects; 3.4. Effects of Self-Regulated Learning; 3.4.1. Meta-Analyses; 3.4.2. Empirical Research: An Example; 3.5. Development of Self-Regulated Learning; 3.6. Fostering Self-Regulation in Students 327 $a3.6.1. A Meta-Model for Promoting Self-Regulated Learning 330 $aThis handbook is a user-friendly resource for pre-service and new practicing teachers outlining theoretical models and empirical research findings concerning the nature and effects of emotions, motivation, and self-regulated learning for students and teachers alike. The authors provide accessible explanations, classroom-based examples and self-reflection exercises, as well as useful advice for new teachers about these psychosocial processes. They address how to measure these processes, what effects they have on personal and academic development, how they manifest in both students and teachers 606 $aTeaching$vHandbooks, manuals, etc 606 $aEducational psychology 615 0$aTeaching 615 0$aEducational psychology. 676 $a370.15230000000003 701 $aGoetz$b Thomas$01581826 701 $aHall$b Nathan C$01581827 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779743703321 996 $aEmotion, motivation, and self-regulation$93863652 997 $aUNINA