Self-Efficacy and Future Goals in Education

Barbara A. Greene

• Éditeur: Routledge
• Année: 2017
• ISBN:
  9781315522999
• Édition: 1
• Sujet: Pedagogía
• Sous-sujet: Psicología educativa

As the inner resource that drives us to pursue activities, to put forth effort, and to avoid failure, motivation is key to overall well-being. Self-efficacy and future goals are important to understanding and reinforcing the motivation to learn, especially for students in classroom settings. Written by a leading expert on motivation, this book situates the topic within the broader context of educational psychology research and theory, and brings it to a wider audience. With chapters on the fundamentals of self-efficacy and future goals, their importance for student learning, and how to develop them in educational settings, this concise volume is designed for any education course that includes student motivation in the curriculum. It will be indispensible for student researchers and both pre- and in-service teachers alike.

Index

Note: Page numbers in italics denote references to figures and tables.

academic achievement 34, 37–8

accountability, individual 78

achievement goals 52–3

all-constructivist teaching 74

amotivation 71

attributions 67

autonomy 22, 28–9, 45, 47, 76–7

Bandura, A. 40

Baumeister, R. 44

behaviorism 12–14

behavior modification plans 20

Bong, Mimi 35, 36

Brickman, S. J. 57

Clark, R. E. 35

classroom bucks 29–30, 33

cognitive revolution 12

competence 22, 29

competence domains 34

competition 46

complex learning 5–6

contextual cues, shaping people’s behavior 12–13

cooperative learning 78–9

Deci, E. L. 21, 59

DeCuir-Gunby, J. T. 83

differentiated instruction 43–5

diminished motivation 41

discovery-based education 73–4

distant future goals 57

elementary classroom 69–75

engagement 31, 51, 53, 62, 63, 74

environmental cues 14

Expectancy-Value Theory 27, 58–9

external incentives 56–7

external rewards 29–30

extrinsic goals 54, 71

extrinsic incentives 56

extrinsic motivation: intrinsic vs. 2–4, 21; for ongoing motivation 22; rewards and punishments 2–3; schools operating in 30; see also motivation; rewards and punishments

extrinsic utility values 58–9

extrinsic valuing 58–9

feedback to students 7; Controlling versus informational 29, 45–6, 47

Forsyth, D. R. 37

future goals: in the classroom 61; current behaviors linking to 51; definition of 1, 50; in elementary classroom 71–2; gender differences in 83–4; instrumentality and 56–60; intrinsic 59–60, 66; mastery goals vs. 53–6; outcome expectations 55–6; perceived instrumentality 57–8; performance approach 52–3; performance avoidance 52; predicting effort and achievement 59; predicting self-regulation 59; racial/ethnic issues 83; relating current work to 65–6; in secondary classrooms 79–81; in self-determination framework 53; subgoal strategy 79–80; task-specific 50–1; task values vs. 59

future time orientation 26–7

future time perspective 26–7

gender differences 83–4

global self-esteem 36–8

group reward 78–9

guilt, avoiding 25, 26

Hand, V. M. 84

Handbook on Competence and Motivation (Urdan and Turner) 43

incentives for student participation ...