Kathryn R. Wentzel is Professor of Human Development in the Department of Human Development and Quantitative Methodology at the University of Maryland, College Park.David B. Miele is Buehler Sesquicentennial Assistant Professor in the Counseling, Developmental, and Educational Psychology Department in the Lynch School of Education at Boston College.

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• ContentsList of FiguresList of TablesAcknowledgementsContributors1. Overview Kathryn R. Wentzel and David B. MieleSECTION I: MAJOR THEORETICAL PERSPECTIVES AND CONSTRUCTS2. Attribution Theory and Motivation in School Sandra Graham and April Z. Taylor3. Self-Efficacy Theory in Education Dale H. Schunk and Maria K. DiBenedetto4. Expectancy–Value Theory Allan Wigfield, Stephen M. Tonks, and Susan Lutz Klauda5. Achievement Goal Theory: A Story of Early Promises, Eventual Discords, and Future Possibilities Corwin Senko6. Facilitating and Hindering Motivation, Learning, and Well-Being in Schools: Research and Observations from Self-Determination Theory Richard M. Ryan and Edward L. Deci7. Academic Emotions Reinhard Pekrun8. Engagement and Disaffection as Central to Process of Motivational Resilience and Development Ellen A. Skinner9. The Development of Self-Regulated Learning in Secondary School Years: A Social Cognitive Instructional Perspective Anastasia Kitsantas and Timothy J. Cleary10. Positioning Interest and Curiosity Within a Model of Academic Development Patricia A. Alexander and Emily M. GrossnickleSection II: CONTEXTUAL AND SOCIAL INFLUENCES ON Motivation 11. Teacher-Student Relationships Kathryn R. Wentzel12. School-Based Peer Relationships and Achievement Motivation Jaana Juvonen and Casey Knifsend13. Learning Environments and Motivation Avi Kaplan and Helen Patrick14. Culture and Motivation: The Road Travelled and the Way Ahead Ronnel B. King and Dennis M. McInerney15. Motivation and Identity Allison Master, Sapna Cheryan, and Andrew N. Meltzoff16. Gender and Motivation Helen M. G. Watt17. Teacher Motivation: Self-Efficacy and Goal Orientation Helenrose Fives and Michelle M. BuehlSECTION III: NEW DIRECTIONS IN THE FIELD18. Self-Regulation of Motivation David B. Miele and Abigail A. Scholer19. Beyond All Splits: Mindfulness in Students’ Motivation, Learning, and Self/Identity Development in School Robert W. Roeser20. Math Anxiety: Causes, Consequences, and Remediation Erin A. Maloney21. Neuroscientific Contributions to Motivation in EducationJohnmarshall Reeve and Woogul Lee22. A Multiple Goal Perspective on Academic Motivation Manfred Hofer and Stefan Fries23. Parental Involvement and Children’s Motivation and Achievement: A Domain-Specific Perspective Meredith L. Rowe, Geetha Ramani, and Eva M. Pomerantz24. The Origins and Educational Implications of Promotion-Focused and Prevention-Focused Achievement Motivations Daniel C. Molden and Emily Q. RosenzweigIndex

Kathryn R. Wentzel is Professor of Human Development in the Department of Human Development and Quantitative Methodology at the University of Maryland, College Park.David B. Miele is Buehler Sesquicentennial Assistant Professor in the Counseling, Developmental, and Educational Psychology Department in the Lynch School of Education at Boston College.

Select Guide Rating

• ContentsList of FiguresList of TablesAcknowledgementsContributors1. Overview Kathryn R. Wentzel and David B. MieleSECTION I: MAJOR THEORETICAL PERSPECTIVES AND CONSTRUCTS2. Attribution Theory and Motivation in School Sandra Graham and April Z. Taylor3. Self-Efficacy Theory in Education Dale H. Schunk and Maria K. DiBenedetto4. Expectancy–Value Theory Allan Wigfield, Stephen M. Tonks, and Susan Lutz Klauda5. Achievement Goal Theory: A Story of Early Promises, Eventual Discords, and Future Possibilities Corwin Senko6. Facilitating and Hindering Motivation, Learning, and Well-Being in Schools: Research and Observations from Self-Determination Theory Richard M. Ryan and Edward L. Deci7. Academic Emotions Reinhard Pekrun8. Engagement and Disaffection as Central to Process of Motivational Resilience and Development Ellen A. Skinner9. The Development of Self-Regulated Learning in Secondary School Years: A Social Cognitive Instructional Perspective Anastasia Kitsantas and Timothy J. Cleary10. Positioning Interest and Curiosity Within a Model of Academic Development Patricia A. Alexander and Emily M. GrossnickleSection II: CONTEXTUAL AND SOCIAL INFLUENCES ON Motivation 11. Teacher-Student Relationships Kathryn R. Wentzel12. School-Based Peer Relationships and Achievement Motivation Jaana Juvonen and Casey Knifsend13. Learning Environments and Motivation Avi Kaplan and Helen Patrick14. Culture and Motivation: The Road Travelled and the Way Ahead Ronnel B. King and Dennis M. McInerney15. Motivation and Identity Allison Master, Sapna Cheryan, and Andrew N. Meltzoff16. Gender and Motivation Helen M. G. Watt17. Teacher Motivation: Self-Efficacy and Goal Orientation Helenrose Fives and Michelle M. BuehlSECTION III: NEW DIRECTIONS IN THE FIELD18. Self-Regulation of Motivation David B. Miele and Abigail A. Scholer19. Beyond All Splits: Mindfulness in Students’ Motivation, Learning, and Self/Identity Development in School Robert W. Roeser20. Math Anxiety: Causes, Consequences, and Remediation Erin A. Maloney21. Neuroscientific Contributions to Motivation in EducationJohnmarshall Reeve and Woogul Lee22. A Multiple Goal Perspective on Academic Motivation Manfred Hofer and Stefan Fries23. Parental Involvement and Children’s Motivation and Achievement: A Domain-Specific Perspective Meredith L. Rowe, Geetha Ramani, and Eva M. Pomerantz24. The Origins and Educational Implications of Promotion-Focused and Prevention-Focused Achievement Motivations Daniel C. Molden and Emily Q. RosenzweigIndex