Globalisation and Dominant Models of Motivation Theories in Education (Globalisation, Comparative Education and Policy Research, 39)

This book analyses discourses of the use of motivation theories in schools globally. It focuses on the overall impact of motivation theories on teachers, students’ engagement, well-being, academic excellence, standards, equity and global competitiveness. It examines the role of motivation theories impacting on teachers and students in the classroom, and the overall impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom. The book analyses such topics as Behaviourism, a major motivation model to improve performance in schools, cognitive theories for creating engaging learning environments, including achievement motivation, Social cognitive theories for improving engagement and motivation, social constructivism to improve students’ motivation and academic achievement, humanistic approaches for creating effective motivational environments, the use of discourse analysis in understanding motivation, and dominant values used in motivation in inclusive schools. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students’ engaging learning environments, and their academic achievement. Foreword Preface Editorial by the Series Editor Contents About the Series Editor 1 Globalisation and Dominant Models of Motivation Theories Affecting Schools Globalisation and Dominant Models of Motivational Theories Affecting Schools: Introduction Standards-Driven and Outcomes-Defined Policy Change in Education Globalisation and Dominant Models of Motivation Theories Affecting Schools Overview of Four Theories of Motivation in Education Research Behavioural Theory of Motivation Cognitive Theories of Motivation Achievement Motivation Social-cognitive Theory of Motivation Humanist Theories of Motivation Motivation and Its Impact on Students’ Identity, Engagement and Performance The Impact of Motivation on Students’ Identity The Relationship Between Identity, Motivation and Academic Achievement The Impact of Motivation on Students’ Engagement in the Classroom Conclusion 2 Behaviourism as a Major Motivational Model to Improve Performance in Schools Behavioural Theory in Schools: Introduction Behavioural Theory in the Classroom Classroom Applications of Behaviourist Model Applying the ABA Model in the Classroom Applying the ABC Model in the Classroom Applying Behaviourism to Self-Regulated Learning Applying Behaviourism in the Classroom to Change Students’ Behaviour Academic Standards Promoted by Behavioural Psychology Classroom Discipline, Control and Management Behaviourism as a Major Motivation Model Discussion Conclusion 3 Cognitive Theories for Creating Engaging Learning Environments Cognitive Theories for Creating Engaging Learning Environments: Introduction Identity and Motivation Inquiry-Based Learning of Motivation Achievement Motivation Theory Attribution Theory of Motivation Self-Determination Theory of Motivation Goal-Orientation Theory of Motivation Expectancy Theory of Motivation Self-Worth Theory of Motivation Cognitive Dissonance Theory Cognitive Evaluation Theory The Use of Constructivism for Creating Engaging Learning Environments Discourse Analysis and Enhancing Motivation Self-efficacy Theory of Motivation Conclusion 4 Social Cognitive Theories for Improving Engagement and Motivation Social Cognitive Theories for Improving Engagement and Motivation: Introduction Explaining Motivation in the Classroom Bandura’s (1977) Triadic Reciprocal Causation Model Attention Retention Reproduction Motivation The Role of Self-Control, Self-Regulation and Self-Efficacy in Motivation Students’ Self-Control and Academic Achievement Factors Affecting Self-Efficacy Affective Processes Student’s Achievement Goals Student’s Self-Evaluation Social Comparisons in the Classroom Student’s Outcome Expectations Student’s Attribution Student’s Self-Regulation Evaluation of Bandura’s Social Learning Theory Conclusion 5 Social Constructivism to Improve Students’ Motivation Constructivism in Learning The History of Constructivism Constructivist Theory Constructivist Approaches: Two Major Strands of the Constructivist Perspective The Use of Social Constructivism in Collaborative Groups Collaborative and Cooperative Group Learning Think-Pair-Share Think-Pair-Square Jigsaw Collaborative Groups Jigsaw in 10 Easy Steps Social Constructivism and Improving Academic Achievement Improving Constructivist Pedagogy: Learning and Teaching The Most Effective Pedagogy in the Classroom Effective Schools and Teachers How Do Students Learn Best? Suggestions for Constructivist Pedagogy Discussion Conclusion 6 Humanistic Approaches for Creating Effective Motivational Environments Introduction The Significance of the Self-Concept in Classroom Learning Comparing Maslow and Rogers Classroom Application of Students’ Self-Beliefs The Nexus Between Cultural Diversity and Humanistic Psychology The Role of Emotions in Humanistic Psychology The Role of Social Needs in Humanistic Psychology Cognitive Development, Enactivism and Humanistic Psychology Cognitive Development Social and Sociocultural Origins of Cognitive Development Individual Differences Needs in Humanistic Psychology Individual Differences and Learning Styles Student Intervention Plan (SIP) Conclusion 7 The Use of Discourse Analysis in Understanding Motivation Discourse and the Power of Language Defining Discourse Analysis Deconstruction Close-Reading The Use of Discourse Analysis in Understanding Motivation Achievement Motivation Theory Attribution Theory of Motivation Expectancy Theory of Motivation Cognitive Dissonance Theory Advantages and Disadvantages of DA Conclusion 8 Dominant Values Used in Motivation in Inclusive Schools Values Used in Inclusive Schools: Introduction Paradigm Shifts in Values Education Standards-Driven and Outcomes-Defined Policy Change Globalisation, Marketisation and Quality and Efficiency Driven Reforms Factors Affecting the Nexus Between Values and Motivation in the Classroom Cognitive Domain Social Cognitive Domain Affective Domain Psycho-Motor Domain Cognitive Domain and the Nexus Between Values and Motivation in the Classroom Intelligence Aptitude Attainment Personality Personality Traits and Learning Metacognition Evaluation Conclusion 9 The Impact of Motivation on Students’ Engagement and Performance The Impact of Motivation on Students’ Engagement and Performance: Introduction The Role of Identity in Influencing Motivation in the Classroom Behavioural Theory of Motivation Cognitive Theories of Motivation Social-Cognitive Theory of Motivation Humanist theories of motivation Extrinsic and Intrinsic Motivation Extrinsic motivation Intrinsic Motivation The Significance of Cultural Capital in Students’ Motivation Evaluation Conclusion Correction to: Globalisation and Dominant Models of Motivation Theories Affecting Schools Correction to: Chapter 1 in: J. Zajda, Globalisation and Dominant Models of Motivation Theories in Education, Globalisation, Comparative Education and Policy Research 39, https://doi.org/10.1007/978-3-031-42895-1_1 References Index