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| Preface | |
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| Setting the Stage for Motivational Possibilities | |
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| Motivation: Perspectives, Problems, and Possibilities | |
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| Motivation Perspectives for Classroom Learning | |
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| Problems and Challenges: Achievement and Motivation | |
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| Motivation Possibilities and Goals | |
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| Review of Major Points | |
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| Social-Cognitive Processes that Influence Motivation | |
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| Attributional Beliefs and Motivation | |
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| Attributional Properties in Achievement Settings | |
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| Using Attributional Information | |
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| Individual and Situational Differences in Attributions | |
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| Two Attributional Consequences: Learned Helplessness and Help Seeking | |
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| Teacher Attributional Beliefs and Student Performance | |
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| Attribution Retraining | |
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| Developing Adaptive Attributions | |
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| Review of Major Points | |
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| Concepts of Ability and Motivation | |
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| Self-Perceptions of Ability: An Overview | |
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| Self-Efficacy Beliefs | |
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| Self-Worth Theory: Self-Protection of Perceived Ability | |
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| Achievement Goal Orientation | |
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| Concluding Thoughts | |
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| Review of Major Points | |
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| Goals and Goal Setting | |
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| Motivational Effects of Goal Setting | |
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| Goal Content and Multiple Goals | |
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| Properties of Goals that Enhance Motivation | |
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| Relation of Feedback and Goals | |
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| Classroom Interventions in Goal Setting | |
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| Guidelines and Strategies for Goal Setting in the Classroom | |
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| Combining Motivational Processes | |
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| Concluding Thoughts | |
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| Review of Major Points | |
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| Developing Student Self-Regulatory Capabilities | |
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| Self-Regulatory Capabilities and Academic Success | |
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| Overview of Self-Regulated Learning | |
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| Vision of the Future and Possible Selves | |
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| Volitional Control: Directing Motivation and Effort | |
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| Learning and Metacognitive Strategies | |
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| Self-Regulation through Self-Instruction and Self-Monitoring | |
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| Resource Management Strategies: Time and Environment | |
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| Self-Regulation in Classroom Contexts | |
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| Self-Regulation for Failure Adaptation and Resiliency | |
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| Conclusion | |
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| Review of Major Points | |
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| The Classroom Climate for Optimal Engagement and Motivation | |
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| Teacher Motivation: Expectations and Efficacy | |
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| Teacher Expectations | |
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| Teacher Efficacy | |
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| Collective Teacher Efficacy | |
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| Conclusion | |
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| Review of Major Points | |
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| Promoting Optimal Motivation and Engagement: Social Context | |
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| Sense of Membership and Belonging | |
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| A Classroom Environment for Optimum Membership and Engagement | |
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| Conclusion | |
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| Review of Major Points | |
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| Tasks, Recognition, and Evaluation for Optimal Engagement and Motivation | |
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| Classroom Task Motivation | |
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| Intrinsic and Extrinsic Motivation and Academic Engagement | |
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| Evaluation, Grading Practices, and Optimal Motivation | |
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| Conclusion | |
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| Review of Major Points | |
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| Possibilities for Motivational Equality and Student Achievement | |
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| Possible Concerns and Issues | |
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| Motivation Interventions | |
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| Planning and Implementing Motivational Strategies or Programs | |
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| Possibilities and Hope | |
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| Glossary | |
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| References | |
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| Author Index | |
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| Subject Index | |