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Motivation science : controversies and insights /

"Motivational science has advanced tremendously in the last decade. However, it is now clear that future progress is going to be stalled by the extent of disagreement among motivation scientists to some basic, yet controversial, questions. To help move motivation science toward greater coherenc...

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Bibliographic Details
Other Authors: Bong, Mimi (Editor), Reeve, Johnmarshall (Editor), Kim, Sŭng-il (Professor of Educational Psychology) (Editor)
Format: eBook
Language:English
Published: New York, NY : Oxford University Press, [2023]
Subjects:
Motivation (Psychology)
Motivation (Psychologie)
Educational Psychology.
EDUCATION.
Child.
Developmental.
PSYCHOLOGY.
Interpersonal Relations.
Social Psychology.
Psychology.
Electronic books.
Online Access:Connect to the full text of this electronic book
Table of Contents:
  • Intro
  • Title Page
  • Copyright Page
  • Contents
  • Acknowledgments
  • About the bMRI Symposium on Motivation
  • Contributors
  • Introduction
  • Section I What Is Motivation?
  • 1. What Is Motivation?
  • 1.1 What Is Motivation, Where Does It Come from, and How Does It Work?
  • 1.2 Energization and Direction Are Both Essential Parts of Motivation
  • 1.3 What Is Motivation?
  • 1.4 Motivation Processes and Outcomes
  • 1.5 Motivation Is the Interaction Between Dispositions and Context
  • 1.6 Motivation Is the State of Wanting Something . . . But Do We Want the Right Things?
  • 1.7 Wanting to Feel Effective in Our Goal Pursuits for Both Outcomes and Process
  • 1.8 Pleasure, Utility, and Goals: Motivation as a Value-Based Decision-Making Process
  • 1.9 Jingle-Jangle Fallacies in Motivation Science: Toward a Definition of Core Motivation
  • 1.10 Academic Self-Concept: A Central Motivational Construct
  • 1.11 Motivation Resides Only in Our Language, Not in Our Mental Processes
  • Insights Gained from Controversy 1
  • Section II What Are the Current Controversies in Motivation Science?
  • 2. Are Motivational Processes Universal Across Cultures and Contexts?
  • 2.1 Does One Size Fit All? Cultural Perspectives on School Motivation
  • 2.2 Where Will Michelle Go to College? Culture and Context in the Study of Motivation
  • 2.3 Can We Really Say that Motivational Processes Are Universal Across Cultures and Contexts?
  • 2.4 Vitamins for Psychological Growth: A Universal Foundation for Motivating Others
  • 2.5 Big-Fish-Little-Pond Effect: Universality of Psychological Comparison Processes
  • Insights Gained from Controversy 2
  • 3. Is There Such a Thing as "Good" Motivation and "Bad" Motivation?
  • 3.1 Some Motivations Make Us Happier Than Others
  • 3.2 The Good, the Bad, and the Ugly of Motivation.
  • 3.3 Less Is Sometimes More: Differentiating "Mustivation" from "Wantivation"
  • 3.4 Do We Sometimes Surrender Our Good Motivation for Bad? Some Reflections on the Quality of Motivation
  • 3.5 Good Versus Bad Motivation? Avoiding the Lure of False Dichotomies
  • Insights Gained from Controversy 3
  • 4. Does Extrinsic Incentive (e.g., Rewards, Competition) Undermine Motivation?
  • 4.1 Extrinsic Rewards Undermine Motivation in the Classroom . . . Sometimes
  • 4.2 Extrinsic Incentives/Rewards: Short-Term Fix That Can Undermine Long-Term Motivation
  • 4.3 Interest and Its Relation to Rewards, Reward Expectations, and Incentives
  • 4.4 Competition Can Enhance Motivation-But Typically Undermines It
  • Insights Gained from Controversy 4
  • 5. Can We Control Our Motivation?
  • 5.1 The Unconscious Sources of Motivation and Goals
  • 5.2 Two Routes to the Self-Regulation of Motivation and Goals
  • 5.3 The Uneasy Relationship Between Conscious and Non-Conscious Motivation
  • 5.4 Controlling Your Own Motivation Is an Acquired Skill
  • 5.5 A Key to Motivation Is Thinking and Acting Like You Can Change Things
  • 5.6 Finding the Second Wind: Motivation Is Within Our Control
  • Insights Gained from Controversy 5
  • 6. Can You Distinguish Motivation from Cognition and Emotion?
  • 6.1 Cognitions and Emotions Energize and Sustain Motivation
  • 6.2 Dissecting the Elephant: Cognition, Emotion, and Motivation as Distinct but Intertwined Entities
  • 6.3 Exploring the Boundaries Between Motivation, Cognition, and Emotion: Theoretical, Empirical, and Practical Distinctions
  • 6.4 Transactions Among Motivation, Emotion, and Cognition: Blurring the Lines
  • 6.5 Are Cognition, Motivation, and Emotion the Same or Different? Let's Abandon That Thinking
  • Insights Gained from Controversy 6
  • 7. What Are the Unanswered Questions and Unresolved Controversies in Motivation Study?.
  • 7.1 Understanding Motivation: So Much Is Known, So Much Left to Learn
  • 7.2 How Does Context Shape Motivation?
  • 7.3 Is a Focus on Looking Smart Beneficial for Students' Engagement, Learning, and Achievement?
  • 7.4 Is There a Need for Psychological Needs in Theories of Achievement Motivation?
  • 7.5 Should Theoretical Integration Occur in the Motivation Literature? Considering What, for Whom, and When
  • Insights Gained from Controversy 7
  • Section III How Do We Motivate People?
  • 8. How Do We Motivate People?
  • 8.1 How Do We Motivate People? Connecting to People's Existing Goals and Values
  • 8.2 Creating a Motivating Learning Environment: Guiding Principles from Philosophy, Psychology, and Pedagogy
  • 8.3 Easy to Get People to Do Things, More Challenging to Facilitate Their Motivation
  • 8.4 When It Comes to Motivating Others, What's Easy Is Not Always What Works
  • 8.5 Motivating People: It Depends on What, and It Depends on When
  • 8.6 How Do We Motivate People? By Working with Their Self-Beliefs
  • 8.7 A Control-Value Approach to Affective Growth
  • 8.8 How to Foster Motivation? The Need-Based Motivating Compass as a Source of Inspiration
  • 8.9 You Can Motivate Others by Nurturing Five Experiences That Satisfy Their Need for Autonomy: Authentic Inner Compass, Authentic Intentions, and Freedom
  • 8.10 Improving Social Contexts Can Enhance Student Motivation
  • 8.11 What Teachers Need to Know About Promoting Student Motivation to Learn
  • Insights Gained from Controversy 8
  • Section IV What Is the Future of Motivation Science?
  • 9. What Is the Most Fundamental Limitation in Contemporary Motivation Theory and Research?
  • 9.1 Is Academic Motivation a Tree Trunk, a Fan, a Wall, a Rope, a Snake, or a Spear? No, It's an Elephant and It's on Fire
  • 9.2 Gaps in Contemporary Motivation Research: A Biopsychological Perspective.
  • 9.3 Identifying the Role of Social Relationships in Motivating Students to Learn
  • 9.4 Most Motivation Research in Education Is Not Yet Useful for Teachers
  • 9.5 Motivational Researchers Must Move Beyond Linear Models to Consider Motivational Processes as Part of a Complex System
  • 9.6 The Most Fundamental Limitation in Motivation Theory and Research Is Our Theories
  • 9.7 Infatuation with Constructs and Losing Sight of the Motivational Phenomenon
  • 9.8 Theoretical and Methodological Disintegration Is the Most Fundamental Limitation in Contemporary Motivation Research
  • Insights Gained from Controversy 9
  • 10. What Will Be the Most Significant Development in Motivation Science in the Next Decade?
  • 10.1 The Next Decade: Making Motivation the Foundation of Psychology Again
  • 10.2 Harnessing Biopsychology and Mobile Technology to Develop Motivation Science in the Next Decade
  • 10.3 Digitization Will Bring Profound Changes in Educational Practice and Research on Motivation
  • 10.4 Understanding Human Motivation and Action as a Complex Dynamic System
  • 10.5 Assessing Motivation Dynamically
  • 10.6 Motivation in the Wild: Capturing the Complex Social Ecologies of Academic Motivation
  • 10.7 Community-Engaged Research: The Next Frontier in Motivation Science
  • Insights Gained from Controversy 10
  • References
  • Name Index
  • Subject Index.