motivation in education theory research and applications
Chapter 6: Interest and Affect
The academic standard for texts on motivation in educational settings. Clear and engaging, Motivation in Education: Theory, Research, and Applications, Fourth Edition presents the major motivation theories, principles, and research findings in sufficient detail to help students understand the complexity of motivational processes, and provide it provides extensive examples of the application of motivational concepts and principles in educational settings.
—Theresa A. Thorkildsen, University of Illinois at Chicago
“I very much like the application pop-outs and the case studies, which illustrate applied examples of the concepts. I really think that this helps students to have a better understanding of the concepts the text is presenting. I also like that the text discusses specific studies.”
Intended for upper-level undergraduate courses in Motivation; also for graduate Education courses in Motivation/ Educational Psychology/Learning and Development, and Psychology courses in Motivation, Cognition, and Learning.
Dale H. Schunk is Dean of the School of Education and Professor of Curriculum and Instruction at the University of North Carolina at Greensboro. He holds a Ph.D. in Educational Psychology from Stanford University, an M.Ed. from Boston University, and a B.S. from the University of Illinois at Urbana. He has held faculty positions at Purdue University (where he served as Head of the Department of Educational Studies), the University of North Carolina at Chapel Hill (where he also was Chair of the Academic Affairs Institutional Review Board), and the University of Houston.
–Daniel H. Robinson, University of Texas
“This book is certainly the most comprehensive treatment of motivation. There are several others I have perused but they often take a certain approach to motivation whereas this book covers ALL approaches. The authors present a very complete and unbiased treatment of the literature.”
Paul R. Pintrich” is Professor of Education and Psychology and Chair of the Combined Program in Education and Psychology at the University of Michigan, Ann Arbor. He also has served as the Associate Dean for Research for the School of Education at Michigan. He has a B.A. in psychology from Clark University in Worcester, Massachusetts, and an M.A. in developmental psychology, and a Ph.D. in education and psychology from the University of Michigan, Ann Arbor. His research focuses on the development of motivation and self-regulated learning in adolescence and how the classroom context shapes the trajectory of motivation and self-regulation development.
Paul has published over 100 articles and chapters and is co-author or co-editor of eight books, including the “Advances in Motivation and Achievement” series. He also has served as editor of Educational Psychologist, the American Psychological Association journal for Division 15Educational Psychology. His research has been funded by the National Science Foundation, the Office of Educational Research and Improvement in the Department of Education, the Spencer Foundation, and the Kellogg Foundation.