Remembering the Life, Work, and Influence of Stuart A. Karabenick

Tim Urdan is a Professor of Psychology at Santa Clara University. He has served as a co-editor in the Advances in Motivation and Achievement book series for over 10 years.Eleftheria N. Gonida is a Professor of Educational Psychology and Human Development at the Aristotle University of Thessaloniki, Greece.

• Introduction; Tim Urdan and Eleftheria N. Gonida SECTION I: Academic Help Seeking Chapter 1. On the Rewards of Being Open to Opportunities and Their Challenges; Stuart A. Karabenick OPEN ACCESSChapter 2. How Interpersonal Factors Matter for Help Seeking in the Classroom; Allison M. Ryan and Jessica E. Kilday Chapter 3. Academic Help Seeking and Motivational Beliefs in Academically Talented Students; Eleftheria N. Gonida and Ruth ButlerChapter 4: Academic Help Seeking as a Process of Seeking Formative Feedback on Learning; Kara A. Makara and Colleen Kuusinen SECTION II: Teacher Motivation Chapter 5. Who is Responsible for Student Learning? Teachers' Beliefs About Professional Responsibility, Teacher Attributions, and Their Implications for Classroom Processes and Outcomes; Fani Lauermann Chapter 6. Supportive School Workplaces for Beginning Teachers’Motivations and Career Satisfaction; Helen M. G. Watt and Paul W. RichardsonChapter 7. How Teachers Provide Help that Furthers Learning in Digital and Non-Digital Learning Contexts; Akane Zusho and Rhonda BondieSECTION III: Self-Regulated Learning Chapter 8. Self-Regulated Learning, Core Properties of Human Agency, and Systematic Pedagogies; Héfer BembenuttyChapter 9. Facilitating Strategic and Effective Approaches to Learning and Academic Success: The Development and Evaluation of Models of Associations Between Early Years Metacognition and Self-Regulation; Loren M. Marulis Chapter 10. Motivational Beliefs, Metacognition and Self-Regulated Learning: Investigating the Learning Triumvirate with Stuart Karabenick; Jean-Louis BergerChapter 11. Self-Regulated Learning Theory and Epistemic Network Analysis: Understanding University Students’ Use of a Learning Analytics Dashboard; Stefanie D. Teasley, Vitaliy Popov, Jin-Seo Bae, and Shannon Elkins SECTION IV: Relevance, Culture, and Methodology Chapter 12. Educational Relevance in the Motivation Sciences: An Interdisciplinary Synthesis; Jeffrey R. Albrecht and Cameron A. Hecht Chapter 13. Bridging Perspectives: The Epistemic Links between Mastery-Focused and Culturally Inclusive and Responsive Learning Environments; Revathy Kumar, Nancy Seay, and Jeffery H. Warnke Chapter 14. Making it Better: Stuart Karabenick’s Contribution to the Field of Cognitive Pretesting; Tim Urdan and Daniel Teramoto