内容

目次

Introduction. Shifting research on motivation and cognition to anintegrated approach on learning and motivation in context (S. Jarvela).Reconceptualizing Motivation in Context. Context sensitivity: activatedmotivational beliefs, current concerns and emotional arousal (M. Boekaerts).A comparative, sociocultural analysis of context and motivation (D.T. Hickey,M. McCaslin). Understanding learning and motivation in context: amulti-dimensional and multi-level sociocognitive-situative perspective (S.Volet). Studying Motivation in Natural Learning Settings. Using context toenrich and challenge our understanding of motivational theory (J.C. Turner).Motivation in context: challenges and possibilities in studying the role ofmotivation in new pedagogical cultures (S. Jarvela, M. Niemivirta).Context-bound research in the study of motivation in the classroom (M.S.Lemos). What to learn from what we feel? The role of students' emotions inthe mathematics classroom (P. Op't Eynde et al.). Perceived LearningEnvironments and Motivation. Perceived leaning environments and theindividual learning process: the mediating role of motivation in learning (M.Wosnitza, P. Nenniger). Towards a multilayer model of context and its impacton motivation (J-L. Gurtner et al.). Development of interests andinterest-based motivational orientations: a longitudinal study in vocationalschool and work settings (A. Krapp, D. Lewalter). Student motivation andself-regulation as a function of future time perspective and perceivedinstrumentality (W. Lens et al.). Situational Dynamics of Motivation andCognition. Multiple goals, multiple contexts: the dynamic interplay betweenpersonal goals and contextual goal stresses (E.A. Linnenbrick, P.R.Pintrich). Age and gender effects on students' evaluations regarding the selfand task-related experiences in mathematics (I. Dermitzaki, A. Efklides).Long-term development of motivation and cognition in family and schoolcontexts (M. Vauras et al.). Conclusion. Emerging trends in recent researchon motivation in learning contexts (S. Volet).