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The writing of this book was in part supported by a grant from the
National Science Foundation (NSFEHR 0335369). It represents a
significant extension and enriched interpretation of earlier work
on "motivation as an instructional outcome" (e.g., Maehr, 1976).
Such enrichment and enhancement was prompted by the work on the
project as it was conceptualized and envisioned by Paul
Pintrich---and later, following his untimely death, carried out by
a cadre of students and colleagues, including especially his Wife,
Life Partner and also oft-time collaborator in multiple research
and scholarly endeavors: Dr. Elizabeth DeGroot as well as several
colleagues, including, the author of this volume and Dr. Stuart
Karabenick. Of course, it is the primary author of this volume who
must bear the responsibility for omissions, errors and
interpretations that may have slipped into the text. But whatever
portions of this volume may be deemed worthy of consideration and
possibly of some value for fellow scholars presently or in the
future --- and also contribute in at least some small way not only
to continuing scholarly study of "The Most important attitude that
can be formed: "That of Desire to go on Learning." But therewith
here and there also prove useful not only for scholars and the
development of an increased understanding of the nature and nurture
of motivation and its impact on the pursuit of knowledge but also
prove useful to students in preparing to become educators--- and
perhaps also of value to experienced educational practitioners ----
and here there maybe also to parents and others with a concern for
the nature and nurture of excellence in teaching and learning.
For nearly two decades, this series has reflected and chronicled
the interests, insights, findings and concerns of motivational
researchers. This volume is unique in that it grew out of a
conference honoring a major contributor to the motivational
literature, Carol Midgley. Yet, it too reflects the richness and
variety that exists across motivation research today. While the
authors tend to work within a goal theory perspective, they reflect
concerns with the range of questions that interest motivation
researchers more broadly. True to the tradition established by
Carol Midgley, the chapters also exhibit a considered and creative
concern with the "real world of achievement." The studies reported
or reviewed are largely field-based. The implications drawn have
relevance to practitioner as well as theorist.
Especially noteworthy is that this collection of chapters does more
than review the past. It points to the future - in several ways:
Asking challenging questions, regarding the implications of current
motivation theory for school reform, portraying the potential of
new research methods, re-examining tried and true conceptions of
the nature and nurture of motivation, suggesting new issues and
pointing to new venues for application.
All in all, this particular volume stands not only as a testament
to the life and work of one major figure in the field, but goes a
considerable distance in reflecting the diversity of interests and
concerns within motivation research more broadly. It also points to
what is missing, what has been overlooked, and what needs to be
done. Those who are especially concerned with theory, research
methods, or applications will each find something of interestand of
worth - regardless of their theoretical perspective or specific
research focus.
Considerable evidence indicates that religion is a motivational
force in the lives of most of the world's population, and recent
social and political events have placed religion center stage.
Motivation is considered an essential component of any adequate
answer to the question, 'Why religion?'. That question concerned
early psychologists, such as Freud and James, but was relatively
neglected with the ascendancy of behaviorism. It has since regained
momentum as an important area of research and scholarship. In spite
of the fact that motivational principles are implicit in many
analytical treatments of religion, and that some articles and book
chapters discuss motivation and religion, this literature is widely
dispersed and confined primarily to Judeo-Christian world views.
This volume of the "Advances" series presents a systematic approach
to the topic, as viewed through the lens of such contemporary
theories of motivation as expectancy-value, self-determination, and
achievement goal theory. An international group of scholars offers
a comprehensive view of how such theories help to understand
religiosity and its impact on human experiences and behavior. In
addition, authors consider the implications of religious
experiences and behavior for motivation theory. Separately, these
contributions provide unique perspectives. Collectively, they
represent the prominent theoretical approaches to motivation,
include the world's dominant religions, and address a wide variety
of significant issues related to this very significant subject.
This series is designed to reflect current research and theory
concerned with motivation and achievement in work, school and play.
Each volume focuses on a particular issue or theme and the series
has a special goal of bringing the best in social science to bear
on socially significant problems.
The chapters in this volume address how different contexts and
environments can facilitate or constrain the motivation of
individuals. Motivational theory has tended to focus on internal
psychological processes, but the chapters in this volume remind us
that contextual factors are also very important contributors to
motivation and achievement. The chapters address the role of
context in educational settings including both classroom and school
analyses, family contexts, work settings, personal and social
contexts, as well as cross-cultural analyses of motivation in
non-Western contexts.
This volume has chapters from leading researchers and scholars on
the "state-of-the-art" for different theoretical perspectives in
motivation research. The chapters provide an overview of the
leading social cognitive motivational theories and the current
issues that these models and perspectives are confronting at the
edge of motivational science. There are chapters on self-efficacy
theory, self-concept theory, goal theory, social motivation theory,
motivation and cognition models, motivation and health, motivation
and work, motivation and sports, and motivation and education.
In 1984, the "Advances in Motivation and Achievement" series was
launched with Martin Maehr serving as one of the series editors.
Professor Maehr has remained a constant in the series that has
evolved through this, the 15th volume, and the last on which he
will serve as an editor. Over its 25 year history, the series has
consistently highlighted the work of top scholars in the field of
motivation research, and this volume continues that tradition. The
theme of Volume 15 is social-psychological approaches to the study
of motivation and achievement, and the chapters herein cover a
broad range of topics, from the influence of peers to the influence
of color, on motivation and achievement. The contributors include a
range as well, from some of the most well-respected veterans in
motivation research to influential new voices. The emphasis on
excellent and groundbreaking research that Professor Maehr has
cultivated in this series is well represented in the current
volume, a must-have for motivation researchers.
In 1984, the "Advances in Motivation and Achievement" series was
launched with Martin Maehr serving as one of the series editors.
Professor Maehr has remained a constant in the series that has
evolved through this, the 15th volume, and the last on which he
will serve as an editor. Over its 25 year history, the series has
consistently highlighted the work of top scholars in the field of
motivation research, and this volume continues that tradition. The
theme of Volume 15 is social-psychological approaches to the study
of motivation and achievement, and the chapters herein cover a
broad range of topics, from the influence of peers to the influence
of color, on motivation and achievement. The contributors include a
range as well, from some of the most well-respected veterans in
motivation research to influential new voices. The emphasis on
excellent and groundbreaking research that Professor Maehr has
cultivated in this series is well represented in the current
volume, a must-have for motivation researchers.
The writing of this book was in part supported by a grant from the
National Science Foundation (NSFEHR 0335369). It represents a
significant extension and enriched interpretation of earlier work
on "motivation as an instructional outcome" (e.g., Maehr, 1976).
Such enrichment and enhancement was prompted by the work on the
project as it was conceptualized and envisioned by Paul
Pintrich---and later, following his untimely death, carried out by
a cadre of students and colleagues, including especially his Wife,
Life Partner and also oft-time collaborator in multiple research
and scholarly endeavors: Dr. Elizabeth DeGroot as well as several
colleagues, including, the author of this volume and Dr. Stuart
Karabenick. Of course, it is the primary author of this volume who
must bear the responsibility for omissions, errors and
interpretations that may have slipped into the text. But whatever
portions of this volume may be deemed worthy of consideration and
possibly of some value for fellow scholars presently or in the
future --- and also contribute in at least some small way not only
to continuing scholarly study of "The Most important attitude that
can be formed: "That of Desire to go on Learning." But therewith
here and there also prove useful not only for scholars and the
development of an increased understanding of the nature and nurture
of motivation and its impact on the pursuit of knowledge but also
prove useful to students in preparing to become educators--- and
perhaps also of value to experienced educational practitioners ----
and here there maybe also to parents and others with a concern for
the nature and nurture of excellence in teaching and learning.
This volume covers topics including: translation issues in
cross-cultural research; African American teachers for African
American students; the social mediation of metacognition; and
cross-cultural similarities and differences in affective meaning of
achievement.
This volume covers topics including: translation issues in
cross-cultural research; African American teachers for African
American students; the social mediation of metacognition; and
cross-cultural similarities and differences in affective meaning of
achievement.
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