Gerda Hagenauer is Professor of Educational Science and Head of the School of Education at the University of Salzburg, Austria. Rebecca Lazarides is a Full Professor of Research on Schools and Instruction at the University of Potsdam, Germany.Hanna Järvenoja is Professor of the Learning Sciences and Education at the University of Oulu, Finland.

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• PrefaceSection One. Theoretical Reflections and Perspectives1. The Relevance of Situated Expectancy-Value Theory to Understanding Motivation and Emotion in Different ContextsAllan Wigfield and Jacquelynne S. Eccles2. Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals,Self-Efficacy, and Self-RegulationK. Ann Renninger, Suzanne E. Hidi and Arijit De3. Achievement Goals: The Past, Present, and Possible Future of Achievement Goal Research in the Context of Learning and TeachingMartin Daumiller4. Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory ApproachBarbara Flunger and Julien Chanal5. The Roots and Fruits of Self-Efficacy in Diverse Academic ContextsEllen L. Usher6. How Universal are Academic Emotions? A Control-Value Theory PerspectiveReinhard Pekrun and Thomas Goetz7. Motivation and Emotion Regulation in Collaborative Learning ContextsHanna Järvenoja, Tiina Törmänen, Sanna Järvelä and Tatiana Shubina 8. Teacher and Student Well-Being: Theoretical Reflections and PerspectivesTina Hascher and Julia Mori9. Teachers’ Motivation to Teach: A Review through the Lens of Motivational TheoriesHelen M. G. Watt and Paul W. Richardson10. Commentary of the Section: On the Context- and Situation-Specificity of Motivation and Emotion: Which Contexts and Situations Matter?Fani LauermannSection Two. Methodological Reflections and Perspectives11. Mixed Methods in Research on Motivation and EmotionGerda Hagenauer, Franziska Muehlbacher, Clara Kuhn, Melanie Stephan and Michaela Gläser-Zikuda12. The Experience Sampling Method in the Research on Achievement-related Emotions and MotivationJulia Moeller, Julia Dietrich, and Jessica Baars13. Modelling Development and Change of Motivational BeliefsRebecca Lazarides and Burkhard Gniewosz14. Intervening on Students’ Motivation to Learn: Promises and Pitfalls of Intervention StudiesHanna Gaspard15. Affective Processes in Collaborative Learning Contexts: Examining Affordances and Challenges of Video and Multi-Channel DataKristiina Mänty, Deborah Pino-Pasternak, Sara Ahola and Cheryl Jones16. Where Ethnic and Cultural Identity Meet Situational Demands: Implications for Methodologies Used to Study MotivationTim Urdan17. Using Heart Rate to Tap into Motivational and Emotional Processes During Teaching and LearningMonika Donker, Selma van Aken, and Tim Mainhard18. Commentary of the Section: An Epistemological Shift Forward: The Methodological Zone of Proximal Research on Motivation and Emotion in Learning and TeachingAlexander Minnaert

Gerda Hagenauer is Professor of Educational Science and Head of the School of Education at the University of Salzburg, Austria. Rebecca Lazarides is a Full Professor of Research on Schools and Instruction at the University of Potsdam, Germany.Hanna Järvenoja is Professor of the Learning Sciences and Education at the University of Oulu, Finland.

Select Guide Rating

• PrefaceSection One. Theoretical Reflections and Perspectives1. The Relevance of Situated Expectancy-Value Theory to Understanding Motivation and Emotion in Different ContextsAllan Wigfield and Jacquelynne S. Eccles2. Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals,Self-Efficacy, and Self-RegulationK. Ann Renninger, Suzanne E. Hidi and Arijit De3. Achievement Goals: The Past, Present, and Possible Future of Achievement Goal Research in the Context of Learning and TeachingMartin Daumiller4. Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory ApproachBarbara Flunger and Julien Chanal5. The Roots and Fruits of Self-Efficacy in Diverse Academic ContextsEllen L. Usher6. How Universal are Academic Emotions? A Control-Value Theory PerspectiveReinhard Pekrun and Thomas Goetz7. Motivation and Emotion Regulation in Collaborative Learning ContextsHanna Järvenoja, Tiina Törmänen, Sanna Järvelä and Tatiana Shubina 8. Teacher and Student Well-Being: Theoretical Reflections and PerspectivesTina Hascher and Julia Mori9. Teachers’ Motivation to Teach: A Review through the Lens of Motivational TheoriesHelen M. G. Watt and Paul W. Richardson10. Commentary of the Section: On the Context- and Situation-Specificity of Motivation and Emotion: Which Contexts and Situations Matter?Fani LauermannSection Two. Methodological Reflections and Perspectives11. Mixed Methods in Research on Motivation and EmotionGerda Hagenauer, Franziska Muehlbacher, Clara Kuhn, Melanie Stephan and Michaela Gläser-Zikuda12. The Experience Sampling Method in the Research on Achievement-related Emotions and MotivationJulia Moeller, Julia Dietrich, and Jessica Baars13. Modelling Development and Change of Motivational BeliefsRebecca Lazarides and Burkhard Gniewosz14. Intervening on Students’ Motivation to Learn: Promises and Pitfalls of Intervention StudiesHanna Gaspard15. Affective Processes in Collaborative Learning Contexts: Examining Affordances and Challenges of Video and Multi-Channel DataKristiina Mänty, Deborah Pino-Pasternak, Sara Ahola and Cheryl Jones16. Where Ethnic and Cultural Identity Meet Situational Demands: Implications for Methodologies Used to Study MotivationTim Urdan17. Using Heart Rate to Tap into Motivational and Emotional Processes During Teaching and LearningMonika Donker, Selma van Aken, and Tim Mainhard18. Commentary of the Section: An Epistemological Shift Forward: The Methodological Zone of Proximal Research on Motivation and Emotion in Learning and TeachingAlexander Minnaert

Gerda Hagenauer is Professor of Educational Science and Head of the School of Education at the University of Salzburg, Austria. Rebecca Lazarides is a Full Professor of Research on Schools and Instruction at the University of Potsdam, Germany.Hanna Järvenoja is Professor of the Learning Sciences and Education at the University of Oulu, Finland.

Select Guide Rating

• PrefaceSection One. Theoretical Reflections and Perspectives1. The Relevance of Situated Expectancy-Value Theory to Understanding Motivation and Emotion in Different ContextsAllan Wigfield and Jacquelynne S. Eccles2. Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals,Self-Efficacy, and Self-RegulationK. Ann Renninger, Suzanne E. Hidi and Arijit De3. Achievement Goals: The Past, Present, and Possible Future of Achievement Goal Research in the Context of Learning and TeachingMartin Daumiller4. Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory ApproachBarbara Flunger and Julien Chanal5. The Roots and Fruits of Self-Efficacy in Diverse Academic ContextsEllen L. Usher6. How Universal are Academic Emotions? A Control-Value Theory PerspectiveReinhard Pekrun and Thomas Goetz7. Motivation and Emotion Regulation in Collaborative Learning ContextsHanna Järvenoja, Tiina Törmänen, Sanna Järvelä and Tatiana Shubina 8. Teacher and Student Well-Being: Theoretical Reflections and PerspectivesTina Hascher and Julia Mori9. Teachers’ Motivation to Teach: A Review through the Lens of Motivational TheoriesHelen M. G. Watt and Paul W. Richardson10. Commentary of the Section: On the Context- and Situation-Specificity of Motivation and Emotion: Which Contexts and Situations Matter?Fani LauermannSection Two. Methodological Reflections and Perspectives11. Mixed Methods in Research on Motivation and EmotionGerda Hagenauer, Franziska Muehlbacher, Clara Kuhn, Melanie Stephan and Michaela Gläser-Zikuda12. The Experience Sampling Method in the Research on Achievement-related Emotions and MotivationJulia Moeller, Julia Dietrich, and Jessica Baars13. Modelling Development and Change of Motivational BeliefsRebecca Lazarides and Burkhard Gniewosz14. Intervening on Students’ Motivation to Learn: Promises and Pitfalls of Intervention StudiesHanna Gaspard15. Affective Processes in Collaborative Learning Contexts: Examining Affordances and Challenges of Video and Multi-Channel DataKristiina Mänty, Deborah Pino-Pasternak, Sara Ahola and Cheryl Jones16. Where Ethnic and Cultural Identity Meet Situational Demands: Implications for Methodologies Used to Study MotivationTim Urdan17. Using Heart Rate to Tap into Motivational and Emotional Processes During Teaching and LearningMonika Donker, Selma van Aken, and Tim Mainhard18. Commentary of the Section: An Epistemological Shift Forward: The Methodological Zone of Proximal Research on Motivation and Emotion in Learning and TeachingAlexander Minnaert