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Big Theories Revisited 2
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Table of Contents

  • Sociocultural Perspectives on School Motivation, Engagement, and Achievement: Theory, Research, and Application.
  • Section I: Why And What Do I Want To Achieve In My Studies? Sociocultural Influences on Student Motivation as Viewed Through the Lens of Self-Determination Theory
  • Sociocultural Influences on Achievement Goal Adoption and Regulation: A Goal Complex Perspective
  • Personal Investment Theory: A Cross-Cultural Framework for the Study of Student Motivation
  • Section II: How Do I Think And Feel About Myself And My Studies? Expectancy Value Theory in Cross-Cultural Perspective: What Have We Learned in the Last 15 Years?
  • Self-Efficacy in Education Revisited Through a Sociocultural Lens
  • Sociocultural Influences on Self-Efficacy Development
  • Control-Value Theory: A Social-Cognitive Approach to Achievement Emotions
  • Section III: Who Wants Me To Study Well, And Who Can I Do It With? A Competence-in-Context Approach to Understanding Motivation at School
  • M?ori Students Flourishing in Education: High Teacher Expectations, Cultural Responsiveness and Family-School Partnerships
  • Cooperative Learning: Theoretical Foundations and Relevance Across Cultures
  • Section IV: How Do I Regulate My Studies, And Who Can Help Me Do It? Integration of Socialization Influences and the Development of Self-Regulated Learning Skills: A Social-Cognitive Perspective
  • Supporting Self-Regulation and Self-Determination in the Context of Music Education
  • Co-Regulation: A Model for Classroom Research in a Vygotskian Perspective
  • Motivating Engaged Participation and Generative Learning in Fully Online Course Contexts
  • Section V: Are My Peers And I More Alike, Or Different, In Our School Motivation And Learning? The Need for Positive Feedback: Sociocultural Consideration of Self-Evaluative Motives in Education
  • Evolutionary Psychology and the Classroom: Implications for Theory, Research, and Practice in Motivation, Learning, Achievement, and Instruction
  • About the Contributors.

About the Author

Gregory Arief D. Liem, Nanyang Technological University

Dennis M. McInerney, The Education University of Hong Kong; The Australian Catholic University

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