Herausgeber: Marold Wosnitza, Stuart A. Karabenick, Anastasia Efklides, Peter Nenniger
As with all scientific endeavors, the study of motivation – understanding behavior’s direction and intensity, as well as the persistence of behavior and its cognitive and affective concomitants – faces the issue of theoretical and empirical generalizability: Knowing “what works” and under what range of conditions.
The present volume confronts this issue directly by showcasing contemporary motivation theory and research that provide “snapshots” and those contributing to a “global picture.” In the process, a stellar international group of scholars represent different theoretical perspectives (e.g., achievement goal, self-determination, cognitive load, control value of achievement emotions, interest, self-efficacy) in diverse contexts (e.g., cooperative learning, help seeking, teacher education, technology-facilitated achievement) to highlight the dynamic interplay between more basic research and actual practice in classrooms, the workplace, and social environments.
This volume provides stimulating reading for researchers and practitioners in fields related to education and those with an interest in motivation in organizations in general. It is also an excellent resource for advanced undergraduate and graduate courses.
From the Reviews
"In the past two decades there have been very few books published on the topic ofmotivation, so Contemporary Motivation Research: From Global to Local Perspectivesedited by Wosnitza, Karabenick, Efklides, and Nenniger is very welcome... For those who have only a sparse knowledge of how motivation can help students in their learning, this book will offer new insights; for those unfamiliar with the field, it will beenlightening. Contemporary Motivation Research is written from the perspective ofeducational psychology and thus addresses learning in the classroom. Contributors discusstopics including goals, classroom structure, self-concept of learners, and the relationshipbetween cognitions and motivation. For those teachers who still believe that learning requires only acquisition ofinformation and that motivation is irrelevant to information processing, the research cited inthis book about the role of motivation for learning should be helpful."
Eva Dreikurs Ferguson in PsycCRITIQUES, 2009, Vol. 54
"This unique volume reflects a global perspective on the nature and nurture of human motivation and will be of special interest to scholars concerned with motivation research. It also speaks directly and usefully to the practical challenge of motivating others in many different contexts, and so will be of great interest and value to all who are called upon to lead, direct, and enhance the actions of others (teachers, parents, employers, coaches,...) – which, incidentally, includes most of us at one time or another."
Martin Maehr, PhD, Professor of Education and Psychology, University of Michigan
"In this important book, an international crew of experts provides a wealth of up-to-the-minute information for all those interested in motivation. The book advances our understanding in two main ways: First, by stimulating us to consider global versus contextualized aspects and approaches. And secondly, by highlighting the interrelatedness of motivation with other factors that influence learning and instruction, such as affect, emotions and self-regulation. The book is an indispensable source of inspiration for motivation research."
Erik De Corte, Center for Instructional Psychology and Technology, University of Leuven