The Cambridge Handbook of Motivation and Learning

Leading researchers in psychology and neuroscience have contributed chapters that provide an ideal resource on motivation and learning.

K. Ann Renninger (Author), Suzanne E. Hidi (Author)

9781316630792, Cambridge University Press

Paperback / softback, published 14 February 2019

822 pages, 34 b/w illus.
24.6 x 17.4 x 3.7 cm, 1.63 kg

'Just how motivation interacts with learning and student performance is laid out from all perspectives in this authoritative Handbook. The authors have assembled superb experts from across the fields of neuroscience, psychology and education to address this important topic. This Cambridge Handbook is the ideal source on motivation and learning.' Kent Berridge, University of Michigan

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.

Foreword W. Schultz
Introduction: motivation and learning S. E. Hidi and K. A. Renninger
Part I. The Self and Its Impact: 1. Self-related information processing and its potential for educational benefit Suzanne E. Hidi, K. Ann Renninger and G. Northoff
2. Academic self-concept: its centrality in understanding motivation and learning H. W. Marsh, M. Seaton, T. Dicke, P. D. Parker and M. S. Horwood
3. Self-efficacy in learning: past, present, and future H. S. Ahn and M. Bong
4. Self-regulation of motivation: a renewable resource for learning C. Sansone, D. M. Geerling, D. B. Thoman and J. L. Smith
5. Youth development programs: supporting self-motivation in project-based learning R. W. Larson, G. McGovern and C. Orson
Part II. Rewards, Incentives, and Choice: 6. Neuroscientific and psychological approaches to incentives: commonality and multifaceted views K. Murayama
7. Incentive motivation: the missing piece between learning and behavior P. Anselme and M. J. F. Robinson
8. Attention, information-seeking, and active sampling: empirical evidence and applications for learning A. Dey and J. Gottlieb
9. Open digital badges and reward structures D. T. Hickey and K. Schenke
10. The promise and peril of choosing for motivation and learning E. A. Patall and S. Y. Hooper
Part III. Interest and Internal Motivation: 11. Interest development and learning K. Ann Renninger and Suzanne E. Hidi
12. Online affinity networks as contexts for connected learning M. Ito, C. Martin, M. Rafalow, K. S. Tekinbas, A. Wortman and R. C. Pfister
13. Multiple points of access for supporting interest in science J. A. Alexander and K. E. Johnson
14. Predicting academic effort: the conscientiousness x interest compensation (CONIC) model U. Trautwein and B. Roberts
15. Reconceptualizing intrinsic motivation: excellence as goal B. Schwartz and A. Wrzesniewski
Part IV. Curiosity and Boredom: 16. Curiosity and learning: a neuroscientific perspective M. J. Gruber, A. Valji and C. Ranganath
17. Curiosity: nature, dimensionality, and determinants J. Litman
18. The role of curiosity in learning and motivation D. Shin, H. J. Lee, G. Lee and S. Kim
19. Boredom T. Goetz, M. Krannich and N. C. Hall
20. The costs and benefit of boredom in the classroom J. Mugon, J. Danckert, and J. Eastwood
Part V. Goals and Values: 21. Motivated memory: integrating cognitive and affective neuroscience K. Chiew and R. Alison Adcock
22. Conceptualizing goals S. B. Nolen
23. Achievement goal orientations: a person-oriented approach M. Niemivirta, A. T. Pulkka, A. Tapola and H. Tuominen
24. Expectancy-value theory and its relevance for student motivation and learning E. Q. Rosenzweig and A. Wigfield
25. Utility value and intervention framing E. Canning and J. M. Harackiewicz
Part VI. Methods, Measures, and Perspective: 26. Motivation and learning: measures and methods M. D. Ainley and J. Ainley
27. Addressing the challenge of measuring student engagement J. A. Fredricks, T. Hofkens and M. T. Wang
28. Measuring motivation in educational settings: a case for pragmatic measurement J. Kosovich, C. S. Hulleman and K. E. Barron
29. An integrative perspective for studying motivation in relation to engagement and learning L. Linnenbrink-Garcia and S. V. Wormington
30. Affordances and attention: learning and culture D. F. Shell and T. Flowerday.

Subject Areas: Educational psychology [JNC], Philosophy & theory of education [JNA], Education [JN], Cognition & cognitive psychology [JMR], Psychology [JM]