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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.
Help seeking is currently considered an important learning strategy
that is linked to students' achievement goals and academic
performance. This volume not only provides answers to who, why, and
when learners seek help, but raises questions for readers to
consider for future research. Chapters examine:
*help seeking as a self-regulated learning strategy and its
relationship to achievement goal theory;
*help seeking in collaborative groups;
*culture and help seeking in K-12 and college contexts;
*help seeking and academic support services (such as academic
advising centers);
*help seeking in computer-based interactive learning
environments;
*help seeking in response to peer harassment at school; and
*help seeking in non-academic settings such as the workplace.
This book is intended for researchers, academic support personnel,
and graduate students across the field of educational psychology,
particularly those interested in student motivation and
self-regulation.
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.
Research on strategic help seeking has matured significantly in
recent years. This volume captures the current state of knowledge,
research, and theory on help seeking as a strategic learning
resource. It is international in scope, with contributors from the
U.S., the Netherlands, Japan, and Israel.
As a whole, the book suggests that strategic (adaptive) help
seeking is a critical school readiness skill that is facilitated by
mastery-oriented classroom achievement and social goals, by
teachers who invite questions rather than those who ask them, and
by cultural characteristics that support student inquiry. A
conceptual overview is followed by three chapters that examine help
seeking from complementary theoretical perspectives and make
important distinctions between forms of help seeking; two chapters
that focus on how learners' achievement and social goals affect
classroom help seeking; one chapter specifically devoted to
cross-cultural comparisons of help seeking in Western cultures and
in Japan; two chapters that examine the most frequent manifestation
of help seeking--that of question asking; and one chapter that
explores help-seeking in the information age (the library reference
process, information technology, and computer-mediated
communication). All chapters include attention to the implications
of research and theory for help seeking in instructional settings.
"Strategic Help Seeking" is an excellent resource for educational
researchers and practitioners including teachers, school
administrators, instructional designers, reference
librarians.
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.
Help seeking is currently considered an important learning strategy
that is linked to students' achievement goals and academic
performance. This volume not only provides answers to who, why, and
when learners seek help, but raises questions for readers to
consider for future research. Chapters examine:
*help seeking as a self-regulated learning strategy and its
relationship to achievement goal theory;
*help seeking in collaborative groups;
*culture and help seeking in K-12 and college contexts;
*help seeking and academic support services (such as academic
advising centers);
*help seeking in computer-based interactive learning
environments;
*help seeking in response to peer harassment at school; and
*help seeking in non-academic settings such as the workplace.
This book is intended for researchers, academic support personnel,
and graduate students across the field of educational psychology,
particularly those interested in student motivation and
self-regulation.
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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