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Globalisation and dominant models of motivation theories in education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Globalisation and dominant models of motivation theories in educationby Joseph Zajda.
作者:	Zajda, Joseph I.
出版者:	Cham :Springer Nature Switzerland :2023.
面頁冊數:	xvi, 164 p. :illustrations (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Education and globalization.
電子資源:	https://doi.org/10.1007/978-3-031-42895-1
ISBN:	9783031428951$q(electronic bk.)

Globalisation and dominant models of motivation theories in education
Zajda, Joseph I.

Globalisation and dominant models of motivation theories in education[electronic resource] /by Joseph Zajda. - Cham :Springer Nature Switzerland :2023. - xvi, 164 p. :illustrations (some col.), digital ;24 cm. - Globalisation, comparative education and policy research,v. 392543-0572 ;. - Globalisation, comparative education and policy research ;v.13..

1. Globalisation and dominant models of motivation theories affecting schools -- 2. Behaviourism as a major motivation model to improve performance in schools -- 3. Cognitive theories for creating engaging learning environments -- 4. Social cognitive theories for improving engagement and motivation -- 5. Social constructivism to improve students' motivation -- 6. Humanistic approaches for creating effective motivational environments -- 7. The use of discourse analysis in understanding motivation -- 8. Dominant values used in motivation in inclusive schools -- 9. The impact of motivation on students' engagement and performance.

This book analyses discourses of the use of motivation theories in schools globally. It focuses on the overall impact of motivation theories on teachers, students' engagement, well-being, academic excellence, standards, equity and global competitiveness. It examines the role of motivation theories impacting on teachers and students in the classroom, and the overall impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom. The book analyses such topics as Behaviourism, a major motivation model to improve performance in schools, cognitive theories for creating engaging learning environments, including achievement motivation, Social cognitive theories for improving engagement and motivation, social constructivism to improve students' motivation and academic achievement, humanistic approaches for creating effective motivational environments, the use of discourse analysis in understanding motivation, and dominant values used in motivation in inclusive schools. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students' engaging learning environments, and their academic achievement.

ISBN: 9783031428951$q(electronic bk.)

Standard No.: 10.1007/978-3-031-42895-1doiSubjects--Topical Terms:

276626
Education and globalization.

LC Class. No.: LC191

Dewey Class. No.: 370.1

Globalisation and dominant models of motivation theories in education
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520 $a This book analyses discourses of the use of motivation theories in schools globally. It focuses on the overall impact of motivation theories on teachers, students' engagement, well-being, academic excellence, standards, equity and global competitiveness. It examines the role of motivation theories impacting on teachers and students in the classroom, and the overall impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom. The book analyses such topics as Behaviourism, a major motivation model to improve performance in schools, cognitive theories for creating engaging learning environments, including achievement motivation, Social cognitive theories for improving engagement and motivation, social constructivism to improve students' motivation and academic achievement, humanistic approaches for creating effective motivational environments, the use of discourse analysis in understanding motivation, and dominant values used in motivation in inclusive schools. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students' engaging learning environments, and their academic achievement.
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