Motivation and Emotion in Learning and Teaching Across Educational Contexts : Theoretical and Methodological Perspectives and Empirical Insights

Motivation and Emotion in Learning and Teaching across Educational Contexts brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context specificity and situatedness of their core theories in motivation and emotion. The book is compiled of two main sections. Section I covers theoretical reflections and perspectives on the main theories on emotion and motivation in learning and teaching and their transferability across different educational contexts illustrated with empirical examples. Section II addresses the methodological reflections and perspectives on the methodology that is needed to address the complexity and context specificity of motivation and emotion. In addition to general reflections and perspectives regarding methodology, concrete empirical examples are provided. All cutting-edge chapters include current empirical studies on emotions and motivation in learning and teaching across different contexts (age groups, domains, countries, etc.), making them applicable and relevant to a wide range of contexts and settings. This high-quality volume with contributions from leading international experts will be an essential resource for researchers, students and teacher trainers interested in the vital role that motivation and emotions can play in education. Cover Half Title Series Page Title Page Copyright Page CONTENTS List of Contributors Preface SECTION I: Theoretical Reflections and Perspectives 1. The Relevance of Situated Expectancy-Value Theory to Understanding Motivation and Emotion in Different Contexts 2. Exploring Interest Theory and Its Reciprocal Relation to Achievement Goals, Self-Efficacy, and Self-Regulation 3. Achievement Goals: The Past, Present, and Possible Future of Achievement Goal Research in the Context of Learning and Teaching 4. Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach 5. The Roots and Fruits of Self-Efficacy in Diverse Academic Contexts 6. How Universal Are Academic Emotions? A Control-Value Theory Perspective 7. Motivation and Emotion Regulation in Collaborative Learning Contexts 8. Teacher and Student Well-Being: Theoretical Reflections and Perspectives 9. Teachers’ Motivation to Teach: A Review Through the Lens of Motivational Theories 10. On the Context- and Situation-Specificity of Motivation and Emotion: Which Contexts and Situations Matter? SECTION II: Methodological Reflections and Perspectives 11. Mixed Methods in Research on Motivation and Emotion 12. The Experience Sampling Method in the Research on Achievement-Related Emotions and Motivation 13. Modelling Development and Change of Motivational Beliefs 14. Intervening on Students’ Motivation to Learn: Promises and Pitfalls of Intervention Studies 15. Affective Processes in Collaborative Learning Contexts: Examining Affordances and Challenges of Video and Multi-Channel Data 16. Where Ethnic and Cultural Identity Meet Situational Demands: Implications for Methodologies Used to Study Motivation 17. Using Heart Rate to Tap into Motivational and Emotional Processes During Teaching and Learning 18. An Epistemological Shift Forward: The Methodological Zone of Proximal Research on Motivation and Emotion in Learning and Teaching Index