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Handbook of Motivation at School Handbook of Motivation at School Edited by Kathryn R. Wentzel Allan Wigfi eld First published 2009 by Routledge 270 Madison Ave, New York, NY 10016 Simultaneously published in the UK by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2009. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2009 Taylor and Francis All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereaft er invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identifi cation and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Wentzel, Kathryn R. Handbook of motivation at school / Kathryn R. Wentzel, Allan Wigfi eld. p. cm. — (Th e psychological foundations of teaching and learning) Includes bibliographical references and index. Motivation in education—Handbooks, manuals, etc. I. Wigfi eld, Allan. II. Title. LB1065.W46 2009 370.15’4—dc22 2008047601 ISBN 0-203-87949-X Master e-book ISBN ISBN 10: 0-8058-6284-6 (hbk) ISBN 10: 0-8058-6290-0 (pbk) ISBN 10: 0-203-87949-X (ebk) ISBN 13: 978-0-8058-6284-3 (hbk) ISBN 13: 978-0-8058-6290-4 (pbk) ISBN 13: 978-0-203-87949-8 (ebk) Contents Acknowledgments and Dedication ix Contributors xi 1. Introduction 1 KATHRYN R. WENTZEL AND ALLAN WIGFIELD Section I: Th eories 9 2 An Attributional Approach to Motivation in School 11 SANDRA GRAHAM AND CHRISTOPHER WILLIAMS 3 Self-Effi cacy Th eory 35 DALE H. SCHUNK AND FRANK PAJARES 4 Expectancy-Value Th eory 55 ALLAN WIGFIELD, STEPHEN TONKS, AND SUSAN LUTZ KLAUDA 5 Achievement Goal Th eory: Th e Past, Present, and Future 77 MARTIN L. MAEHR AND AKANE ZUSHO 6 Goal-Directed Behavior in the Classroom 105 MONIQUE BOEKAERTS 7 Self-Th eories and Motivation: Students’ Beliefs About Intelligence 123 CAROL S. DWECK AND ALLISON MASTER 8 Self-Worth Th eory: Retrospection and Prospects 141 MARTIN COVINGTON 9 Promoting Self-Determined School Engagement: Motivation, Learning, and Well-Being 171 RICHARD M. RYAN AND EDWARD L. DECI 10 Situational and Individual Interest 197 ULRICH SCHIEFELE vi • Contents 11 Engagement and Disaff ection as Organizational Constructs in the Dynamics of Motivational Development 223 ELLEN A. SKINNER, THOMAS A. KINDERMANN, JAMES P. CONNELL, AND JAMES G. WELLBORN 12 Motives to Self-Regulate Learning: A Social Cognitive Account 247 BARRY J. ZIMMERMAN AND TIMOTHY J. CLEARY 13 Commentary: Building on a Strong Foundation: Five Pathways to the Next Level of Motivational Th eorizing 265 MARTIN E. FORD AND PEYTON R. SMITH Section II: Contextual and Social Infl uences on Motivation 277 14 Parenting and Children’s Motivation at School 279 WENDY S. GROLNICK, RACHEL W. FRIENDLY, AND VALERIE M. BELLAS 15 Students’ Relationships with Teachers as Motivational Contexts 301 KATHRYN R. WENTZEL 16 Peers and Motivation 323 GARY W. LADD, SARAH L. HERALDBROWN, AND KAREN P. KOCHEL 17 Teacher Expectations and Self-Fulfi lling Prophecies 349 LEE JUSSIM, STACY L. ROBUSTELLI, AND THOMAS R. CAIN 18 School as a Context of Student Motivation and Achievement 381 ROBERT W. ROESER, TIMOTHY C. URDAN, AND JASON M. STEPHENS 19 Gender and Motivation 411 JUDITH L. MEECE, BEVERLY BOWER GLIENKE, AND KARYL ASKEW 20 Achievement Motivation in Racial and Ethnic Context 433 TAMERA B. MURDOCK 21 Commentary: Th e Role of Environment in Contextual and Social Infl uences on Motivation: Generalities, Specifi cities, and Causality 463 ADELE ESKELES GOTTFRIED Section III: Teaching, Learning, and Motivation 477 22 Beliefs About Learning in Academic Domains 479 MICHELLE M. BUEHL AND PATRICIA A. ALEXANDER 23 Reading Motivation 503 JOHN T. GUTHRIE AND CASSANDRA S. CODDINGTON Contents • vii 24 Understanding Motivation in Mathematics: What is Happening in Classrooms? 527 JULIANNE C. TURNER AND DEBRA K. MEYER 25 Motivation and Achievement in Physical Education 553 ANG CHEN AND CATHERINE D. ENNIS 26 Emotions at School 575 REINHARD PEKRUN 27 Motivation and Learning Disabilities: Past, Present, and Future 605 GEORGIOS D. SIDERIDIS 28 Teachers’ Self-Effi cacy Beliefs 627 ANITA WOOLFOLK HOY, WAYNE K. HOY, AND HEATHER A. DAVIS 29 Commentary: What Can We Learn from a Synthesis of Research on Teaching, Learning, and Motivation? 655 BARBARA L. MCCOMBS Index 671 Acknowledgments and Dedication We would like to extend thanks to Patricia Alexander, the series editor, for her vision and generos- ity that made this handbook possible. We also acknowledge with gratitude the many pioneering scholars of motivation who built the foundations for the work that is presented in this volume. We dedicate this Handbook to Frank Pajares, who passed away in January, 2009. Frank was a prolifi c scholar in the motivation fi eld who co-authored (with Dale Schunk) the chapter on self- effi cacy for this volume. He also was a giving and generous colleague, mentor, and teacher. His death is a great loss to the fi eld and to all who knew him. Contributors Patricia A. Alexander, Department of Human Development, University of Maryland, College Park Karyl Askew, Department of Human Development and Psychological Studies, University of North Carolina at Chapel Hill Valerie M. Bellas, Psychology Department, Clark University Monique Boekaerts, Center for the Study of Education and Instruction, Leiden University, Th e Netherlands Michelle M. Buehl, Program in Educational Psychology, George Mason University Th omas R. Cain, Department of Psychology, Rutgers University Ang Chen, Department of Exercise & Sport Science, University of North Carolina at Greensboro Timothy J. Cleary, Department of Educational Psychology, University of Wisconsin at Milwaukee Cassandra S. Coddington, Department of Human Development, University of Maryland, College Park James P. Connell, Institute for Research and Reform in Education, Philadelphia, PA Martin Covington, Department of Psychology, University of California at Berkeley Heather A. Davis, School of Educational Policy and Leadership, Th e Ohio State University Edward L. Deci, Department of Psychology, University of Rochester Carol S. Dweck, Department of Psychology, Stanford University Catherine D. Ennis, Department of Exercise & Sport Science, University of North Carolina at Greensboro Martin E. Ford, College of Education and Human Development, George Mason University Rachel W. Friendly, Psychology Department, Clark University xii • Contributors Beverly Bower Glienke, Department of Human Development and Psychological Studies, University of North Carolina at Chapel Hill Adele Eskeles Gottfried, Department of Educational Psychology and Counseling, California State University, Northridge Sandra Graham, Department of Psychological Studies in Education, University of California, Los Angeles Wendy S. Grolnick, Department of Psychology, Clark University John T. Guthrie, Department of Human Development, University of Maryland, College Park Sarah L. Herald-Brown, Psychology Department, Arizona State University Anita Woolfolk Hoy, School of Educational Policy and Leadership, Th e Ohio State University Wayne K. Hoy, School of Educational Policy and Leadership, Th e Ohio State University Lee Jussim, Department of Psychology, Rutgers University Th omas A. Kindermann, Psychology Department, Portland State University Susan Lutz Klauda, Department of Human Development, University of Maryland, College Park Karen P. Kochel, Psychology Department, Arizona State University Gary W. Ladd, Department of Psychology, Arizona State University Barbara L. McCombs, Center for Motivation, Learning, and Development, University of Denver Martin L. Maehr, Department of Psychology, University of Michigan Allison Master, Department of Psychology, Stanford University Judith L. Meece, Department of Human Development and Psychological Studies, University of North Carolina at Chapel Hill Debra K. Meyer, Education Department, Elmhurst College Tamera B. Murdock, Department of Psychology, University of Missouri-Kansas City Frank Pajares, Division of Educational Studies, Emory University Reinhard Pekrun, Department of Psychology, University of Munich, Germany Stacy L. Robustelli, Educational Testing Service, Princeton, NJ Robert W. Roeser, Department of Psychology, Portland State University Richard M. Ryan, Department of Psychology, University of Rochester Ulrich Schiefele, Faculty for Psychology and Sport Science, University of Bielefeld, Germany Dale H. Schunk, School of Education, University of North Carolina at Greensboro Georgios D. Sideridis, Department of Psychology, University of Crete, Greece Contributors • xiii Ellen A. Skinner, Psychology Department, Portland State University Peyton R. Smith, Madison Learning, Seattle, Washington Jason M. Stephens, Department of Educational Psychology, University of Connecticut Stephen Tonks, Department of Leadership, Educational Psychology & Foundations, Northern Illinois University Julianne C. Turner, Psychology Department, University of Notre Dame Timothy C. Urdan, Psychology Department, Santa Clara University James G. Wellborn, Williamson County Counseling Center, Nashville, TN Kathryn R. Wentzel, Department of Human Development, University
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