Big Theories Revisited

Gregory Arief D. Liem, Nanyang Technological UniversityDennis M. McInerney, The Education University of Hong Kong; The Australian Catholic University

• Chapter 1. Sociocultural Perspectives on School Motivation, Engagement, and Achievement: Theory, Research, and Application; Gregory Arief D. Liem and Dennis M. McInerney.Section I. Why and What Do I Want to Achieve in My Studies?Chapter 1. Sociocultural Influences on Student Motivation as Viewed Through the Lens of Self-Determination Theory; Johnmarshall Reeve, Richard M. Ryan, and Edward L. Deci.Chapter 2. Sociocultural Influences on Achievement Goal Adoption and Regulation: A Goal Complex Perspective; Gregory Arief D. Liem and Andrew J. Elliot.Chapter 3. Personal Investment Theory: A Cross-Cultural Framework for the Study of Student Motivation; Ronnel B. King, Jesus Alfonso D. Datu, and Dennis M. McInerney.Section II. How Do I Think and Feel About Myself and My Studies?Chapter 4. Expectancy-Value Theory in Cross-Cultural Perspective: What Have We Learned in the Last 15 Years? Stephen M. Tonks, Allan Wigfield, and Jacquelynne S. Eccles.Chapter 5. Self-Efficacy in Education Revisited Through a Sociocultural Lens; Maria K. DiBenedetto and Dale H. Schunk.Chapter 6. Sociocultural Influences on Self-Efficacy Development; Ellen L. Usher and Brianna L. Weidner.Chapter 7. Control-Value Theory: A Social-Cognitive Approach to Achievement Emotions; Reinhard Pekrun.Section III. Who Wants Me to Study Well, and Who Can I Do It With?Chapter 8. A Competence-in-Context Approach to Understanding Motivation at School; Kathryn Wentzel.Chapter 9. Māori Students Flourishing in Education: High Teacher Expectations, Cultural Responsiveness and Family-School Partnerships; Christine M. Rubie-Davies, Melinda Webber, and Hana Turner.Chapter 10. Cooperative Learning: Theoretical Foundations and Relevance Across Cultures; Amanda J. Inns and Robert E. Slavin.Section IV. How Do I Regulate My Studies, and Who Can Help Me Do It?Chapter 11. Integration of Socialization Influences and the Development of Self-Regulated Learning Skills: A Social-Cognitive Perspective; Timothy J. Cleary, Anastasia Kitsantas, Stephen Pape, and Jacqueline Slemp.Chapter 12. Supporting Self-Regulation and Self-Determination in the Context of Music Education; Nancy E. Perry, Silvia Mazabel, Ben Dantzer, and Philip H. Winne.Chapter 13. Co-Regulation: A Model for Classroom Research in a Vygotskian Perspective; Mary McCaslin and Christine Calderon Vriesema.Chapter 14. Motivating Engaged Participation and Generative Learning in Fully Online Course Contexts; Daniel T. Hickey and Christopher D. Andrews.Section V. Are My Peers and I More Alike, or Different, in Our School Motivation and Learning?Chapter 15. The Need for Positive Feedback: Sociocultural Consideration of Self-Evaluative Motives in Education; Constantine Sedikides.Chapter 16. Evolutionary Psychology and the Classroom: Implications for Theory, Research, and Practice in Motivation, Learning, Achievement, and Instruction; Andrew J. Martin.About the Contributors.