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Emotion, motivation, and self-regulation [[electronic resource] ] : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz
| Emotion, motivation, and self-regulation [[electronic resource] ] : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz |
| Pubbl/distr/stampa | Bradford, : Emerald Group Publishing Limited, 2013 |
| Descrizione fisica | 1 online resource (206 p.) |
| Disciplina | 370.15230000000003 |
| Altri autori (Persone) |
GoetzThomas
HallNathan C |
| Soggetto topico |
Teaching
Educational psychology |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-78190-711-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front 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
1.3.3. 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 1.7. 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 2.2.9. 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 3. 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 3.6.1. A Meta-Model for Promoting Self-Regulated Learning |
| Record Nr. | UNINA-9910452921603321 |
| Bradford, : Emerald Group Publishing Limited, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emotion, motivation, and self-regulation [[electronic resource] ] : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz
| Emotion, motivation, and self-regulation [[electronic resource] ] : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz |
| Pubbl/distr/stampa | Bradford, : Emerald Group Publishing Limited, 2013 |
| Descrizione fisica | 1 online resource (206 p.) |
| Disciplina | 370.15230000000003 |
| Altri autori (Persone) |
GoetzThomas
HallNathan C |
| Soggetto topico |
Teaching
Educational psychology |
| ISBN | 1-78190-711-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front 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
1.3.3. 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 1.7. 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 2.2.9. 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 3. 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 3.6.1. A Meta-Model for Promoting Self-Regulated Learning |
| Record Nr. | UNINA-9910779743703321 |
| Bradford, : Emerald Group Publishing Limited, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emotion, motivation, and self-regulation : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz
| Emotion, motivation, and self-regulation : a handbook for teachers / / edited by Nathan C. Hall, Thomas Goetz |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Bradford, : Emerald Group Publishing Limited, 2013 |
| Descrizione fisica | 1 online resource (206 p.) |
| Disciplina | 370.15230000000003 |
| Altri autori (Persone) |
GoetzThomas
HallNathan C |
| Soggetto topico |
Teaching
Educational psychology |
| ISBN | 1-78190-711-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front 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
1.3.3. 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 1.7. 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 2.2.9. 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 3. 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 3.6.1. A Meta-Model for Promoting Self-Regulated Learning |
| Record Nr. | UNINA-9910822872403321 |
| Bradford, : Emerald Group Publishing Limited, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||