Motivation for achievement : possibilities for teaching and learning


Motivation for achievement : possibilities for teaching and learning

M. Kay Alderman

L. Erlbaum Associates, 1999

  • pbk.

大学図書館所蔵 件 / 2



Includes bibliographical references (p. 245-268) and indexes



This work is designed for the use of pre-service teachers and practising teachers in graduate level or in-service programmes. The content is based on the author's belief that the current knowledge base in motivation offers hope and possibilities for educators (for example, teachers, parents, coaches, administrators) to enhance motivation for achievement. The knowledge base from research and theory was chosen to help the reader understand motivation of students and to provide the basis for strategies to foster motivation for all levels of student performance, from those deemed academically at-risk to those designated as honour students. The content is based on two roles teachers have for supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement and learning; and helping students to develop the tools that will enable them to be self-regulated learners. The theoretical and research orientation is based primarily on social-cognitive perspectives that has generated much research relevant for classroom practice. This text attempts to strike a balance between intrinsic and extrinsic motivation such as teacher control or student control and learner-centred or teacher-centred classrooms. The text includes a number of features to aid the reader, as well as strategy boxes which include guidelines and strategies for using the various concepts. The exhibits boxes also contain examples. A separate chapter is devoted to the motivational impact of teacher expectations and efficacy on student learning.


  • Problems, Possibilities and Perspectives
  • Attributional Beliefs and Motivation
  • Concepts of Ability and Motivation
  • Goals and Goal Setting
  • Developing Student Self-Regulatory Capabilities
  • Teacher Motivation - Expectations and Efficacy
  • Promoting Optimal Motivation and Engagement - the Social Context
  • Tasks, Recognition and Evaluation for Optimal Engagement and Motivation
  • Implementing Motivation Strategies in the Classroom.

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