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The Cambridge Handbook of Motivation and Learning
Renninger, K. Ann and Suzanne E. Hidi (Eds)
Cambridge University Press / Softcover / 2019-04-01 / 131663079X
Psychology
price: $65.95 (may be subject to change)
838 pages
Not in Stock, usually ships in 3-6 business days

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied.

Advance praise: ‘This Handbook marks significant advances in our thinking about the connections between motivation and learning. It has much to commend it to readers as it generates synergies among areas that for the most part have operated independently.' Jennifer Archer, Program Convenor MTeach(Primary), MTeach(Secondary); Director Teaching Quality (SoE), University of Newcastle, Australia


About the Editors:

K. Ann Renninger is the Dorwin P. Cartwright Professor of Social Theory and Social Action, and Chair of the Department of Educational Studies at Swarthmore College, Pennsylvania.

Suzanne E. Hidi is an Adjunct Professor in the Department of Curriculum, Teaching, and Learning, Ontario Institute for Research in Education at the University of Toronto, Canada.

Contributors:

W. Schultz, Suzanne E. Hidi, K. Ann Renninger, G. Northoff, H. W. Marsh, M. Seaton, T. Dicke, P. D. Parker, M. S. Horwood, H. S. Ahn , M. Bong, C. Sansone, D. M. Geerling, D. B. Thoman, J. L. Smith; R. W. Larson, G. McGovern, C. Orson, K. Murayama; P. Anselme, M. J. F. Robinson; A. Dey, J. Gottlieb; D. T. Hickey, K. Schenke, E. A. Patall, S. Y. Hooper, M. Ito, C. Martin, M. Rafalow, K. S. Tekinbas, A. Wortman, R. C. Pfister, J. A. Alexander, K. E. Johnson, U. Trautwein, B. Roberts, B. Schwartz, A. Wrzesniewski, M. J. Gruber, A. Valji, C. Ranganath, J. Litman, D. Shin, H. J. Lee, G. Lee, S. Kim, T. Goetz, M. Krannich, N. C. Hall, J. Mugon, J. Danckert, J. Eastwood, K. Chiew, R. Alison Adcock, S. B. Nolen, M. Niemivirta, A. T. Pulkka, A. Tapola , H. Tuominen, E. Q. Rosenzweig, A. Wigfield, E. Canning, J. M. Harackiewicz, M. D. Ainley, J. Ainley, J. A. Fredricks, T. Hofkens, M. T. Wang, J. Kosovich, C. S. Hulleman, K. E. Barron, L. Linnenbrink-Garcia, S. V. Wormington, D. F. Shell, T. Flowerday


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