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Big Theories Revisited 2 (Hardcover)
Loot Price: R3,328
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Big Theories Revisited 2 (Hardcover)
Series: Research on Sociocultural Influences on Learning and Motivation
Expected to ship within 12 - 17 working days
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Students' school motivation and engagement are key contributors to
the quality of their academic learning and performance, as well as
growth in other important areas of life (social, emotional, and
physical health). Fostering motivation and engagement is thus a
meaningful educational purpose, both in and of itself and as a
pathway to holistic student development. However, motivation and
engagement do not develop in a vacuum, and effort seeking to
facilitate them cannot be effectively pursued without understanding
their underpinning sociocultural influences. In the first edition
of this volume, Big Theories Revisited (McInerney & Van Etten,
2004), authors of major models of school motivation and engagement
were 'challenged' to look into their theoretical work through a
sociocultural lens. The volume has been well received as
objectively reflected in the number of citations of its chapters.
Significant progress has since been made in the theorizing and
research of 'big theories' of school motivation and engagement. In
this volume, we invited a group of internationally-renowned
scholars to re-examine their theoretical and conceptual work by
highlighting the 'what' (factors) and 'how' (processes) of
sociocultural influences in association with the key motivation
and/or engagement construct(s) of their expertise. We made it clear
to our contributors that we solicited new chapters rather than
chapters with merely rehashed materials. As a result, this volume,
Big Theories Revisited 2 (Liem & McInerney, 2018) contains
chapters that critically discuss sociocultural influences on school
motivation and engagement constructs as viewed from focal theories
including self-determination theory, achievement goal theory,
personal investment theory, expectancy value theory, self-efficacy
theory, self- and co-regulated learning models, and many others.
Whereas some of the chapter topics covered in the initial edition
are also part of this edition, some are new and provide fresh
sociocultural angles on achievement-relevant processes and
outcomes. Likewise, whereas some of the authors contributed to the
earlier edition of the Volume, many of them are different. What
appears to be the same across the two editions is the scholarly
distinction of the authors and the substantive rigor of the
chapters in advancing our current understanding of this field of
enquiry. Readers will learn much from and be inspired by
stimulating ideas presented in this volume.
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