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Showing 1 - 13 of 13 matches in All Departments
Research on help seeking has primarily focused on classrooms interactions that consist primarily of students asking teachers and peers for help. The rapid emergence of information and communications technologies and interactive learning environments, however, requires expanding the help-seeking landscape and rethinking such critical theoretical issues as the distinction between help seeking and information search, and whether help seeking is inevitably a social self-regulated learning strategy. There is also the need to focus attention on help seeking in the broader learning enterprise, which includes its role in the collaboration process, how to support adaptive rather than the over- or under-reliance on help seeking, as well as to scaffold help-seeking skills that render the process more efficient and useful. To examine these and other issues, the present volume assembled contributions from internationally recognized scholars and researchers to capture the state of the art and to anticipate future developments in this expanding field. Its relevance extends to anyone attempting to understand the role of technology in education, including educational researchers and teachers who do now or who expect to use technology to support instruction, and the rapidly expanding numbers of those developing new technological applications.
The authors of the chapters in this volume - past and present collaborators of Marty Maehr, and a few of his former graduate students along the years - are motivational researchers who conduct research using diverse methods and perspectives, and in different parts of the world. All, however, see their intellectual roots in Marty's theoretical and empirical work. The chapters in this book are divided into two sections: Motivation and Self, and Culture and Motivation. Clearly, the distinctions between these two sections are very blurry, as they are in Marty's work. And yet, when the authors were asked to contribute their chapters, the research questions they addressed seemed to have formed two foci, with personal motivation and socio-cultural processes alternating as the core versus the background in the two sections.
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.
Building on Karabenick's earlier volume on this topic and
maintaining its high standards of scholarship and intellectual
rigor, "Help Seeking in Academic Settings: Goals, Groups, and
Contexts" brings together contemporary work that is theoretically
as well as practically important. It highlights current trends in
the area and gives expanded attention to applications to teaching
and learning. The contributors represent an internationally
recognized group of scholars and researchers who provide depth of
analysis and breadth of coverage.
There is considerable agreement that more successful learners are
active, engaged, and self-regulating learners who understand and
are motivated to apply learning strategies under appropriate
conditions. One important strategic activity is seeking help when
necessary, rather than giving up or engaging in fruitless
persistence.
Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
Building on Karabenick's earlier volume on this topic and
maintaining its high standards of scholarship and intellectual
rigor, "Help Seeking in Academic Settings: Goals, Groups, and
Contexts" brings together contemporary work that is theoretically
as well as practically important. It highlights current trends in
the area and gives expanded attention to applications to teaching
and learning. The contributors represent an internationally
recognized group of scholars and researchers who provide depth of
analysis and breadth of coverage.
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.
Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
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 Religious Fundamentalism in the Middle East, Moaddel and Karabenick analyse fundamentalist beliefs and attitudes across nations (Egypt, Iran, Lebanon and Saudi Arabia), faith (Christianity, Islam) and ethnicity (Azari-Turks, Kurds and Persians among Iranians), using comparative survey data. The authors' analysis reveals a 'cycle of spirituality' that reinforces the critical importance of taking historical and cultural contexts into consideration to understand the role of religious fundamentalism in contemporary Middle Eastern societies.
Research on help seeking has primarily focused on classrooms interactions that consist primarily of students asking teachers and peers for help. The rapid emergence of information and communications technologies and interactive learning environments, however, requires expanding the help-seeking landscape and rethinking such critical theoretical issues as the distinction between help seeking and information search, and whether help seeking is inevitably a social self-regulated learning strategy. There is also the need to focus attention on help seeking in the broader learning enterprise, which includes its role in the collaboration process, how to support adaptive rather than the over- or under-reliance on help seeking, as well as to scaffold help-seeking skills that render the process more efficient and useful. To examine these and other issues, the present volume assembled contributions from internationally recognized scholars and researchers to capture the state of the art and to anticipate future developments in this expanding field. Its relevance extends to anyone attempting to understand the role of technology in education, including educational researchers and teachers who do now or who expect to use technology to support instruction, and the rapidly expanding numbers of those developing new technological applications.
The authors of the chapters in this volume - past and present collaborators of Marty Maehr, and a few of his former graduate students along the years - are motivational researchers who conduct research using diverse methods and perspectives, and in different parts of the world. All, however, see their intellectual roots in Marty's theoretical and empirical work. The chapters in this book are divided into two sections: Motivation and Self, and Culture and Motivation. Clearly, the distinctions between these two sections are very blurry, as they are in Marty's work. And yet, when the authors were asked to contribute their chapters, the research questions they addressed seemed to have formed two foci, with personal motivation and socio-cultural processes alternating as the core versus the background in the two sections.
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