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Globalisation and dominant models of motivation theories in education

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Globalisation and dominant models of motivation theories in education/ by Joseph Zajda.
Author:	Zajda, Joseph I.
Published:	Cham :Springer Nature Switzerland : : 2023.,
Description:	xvi, 164 p. :illustrations (some col.), digital ; : 24 cm.;
Contained By:	Springer Nature eBook
Subject:	Education and globalization. -
Online resource:	https://doi.org/10.1007/978-3-031-42895-1
ISBN:	9783031428951

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.14..

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

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

563728
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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