Student motivation: the teacher's perspective : Definition and overview of motivation ; Evolving views of motivation ; Motivation in the classroom ; Student motivation to learn as your goal ; Motivation as a component of situated action schemas ; Stimulating and socializing motivation to learn ; Motivation as expectancy x value reasoning, often within a social context -- Establishing a learning community in your classroom : Build a learning community ; Make yourself and your classroom attractive to students ; Use appealing communication practices ; Focus students' attention on individual and collaborative learning goals ; Teach for understanding ; Sociocultural views of teaching ; Two teachers with contrasting motivational orientations -- Supporting students' confidence as learners : Achievement situations ; Early work on task choice and goal setting in achievement situations ; Subsequent work on expectation aspects of achievement situations ; Supporting students' confidence as learners ; Curriculum: program for success ; Instruction: help students to set goals, evaluate their progress, and recognize effort-outcome linkages ; Assessment: emphasize informative feedback, not grading or comparing students -- Goal theory : Antecedents of goal theory ; Development of goal theory ; Goal theory as synthesis ; Clarifying the meanings and implications of students' personal achievement goals ; Expanding beyond achievement goals ; Applying goal theory ; Goal theory: looking ahead -- Rebuilding discouraged students' confidence and willingness to learn : Supporting the motivation of low achievers ; Resocializing students with "failure syndrome'' problems ; Weaning students away from performance goals and overemphasis on self-worth protection ; Resocializing "committed underachieves'' -- Providing extrinsic incentives : The value aspects of students' motivation ; Common beliefs about rewards ; Controversy over extrinsic rewards in education ; Strategies for rewarding students ; Praising your students effectively ; Capitalizing on existing extrinsic rewards: call students' attention to the instrumental value of learning ; Competition: a powerful but problematic extrinsic incentive -- Self-determination theory of intrinsic motivation: meeting students' needs for autonomy, competence, and relatedness : Connecting with students' existing intrinsic motivation ; Conceptions of intrinsic motivation ; Deci and Ryan's self-determination theory ; Autonomy, competence, and relatedness as bases for autonomous motivation ; Responding to students' autonomy needs ; Responding to students' competence needs ; Responding to students' relatedness needs ; Self-determination theory: looking ahead -- Other ways to support students' intrinsic motivation : Theory and research on interest ; Adapting activities to students' interests ; Adapting traditional learning activities to enhance their intrinsic motivation potential ; Instructional approaches that reflect multiple principles working in combination ; Teachers' experience-based motivational strategies -- Stimulating students' motivation to learn : Motivation to learn ; Related motivational concepts ; Bringing students to the lesson ; Paving the way for motivation to learn: socializing ; Teachers often need to scaffold students' appreciation of their learning, by helping them to build motivated learning schemas ; Socializing motivation to learn as a general disposition ; Stimulating students' motivation to learn in specific learning situations ; Strategies for shaping students' expectations about the learning ; Strategies for inducing motivation to learn ; Strategies for scaffolding students' learning efforts ; Self-regulated learning -- Socializing uninterested or alienated students : Consider contracting and incentive systems ; Develop and work within a close relationship with the student ; Discover and build on existing interests ; Help students to develop and sustain more positive attitudes toward school work ; Socialize apathetic students' motivation to learn ; Teach skills for self-regulated learning and studying ; Teach volitional control strategies -- Adapting to differences in students' motivational patterns : Theoretical positions on group and individual differences ; A perspective on accommodating students' preferences ; Differences in psychological differentiation ; Learning styles and multiple intelligences ; Conclusions regarding learning styles and multiple intelligences ; Changes with age in students' motivational patterns ; Gender differences ; Differences in family and cultural backgrounds within American society ; Counteracting peer pressures ; Contrasts between nations and world regions -- Looking back and ahead: integrating motivational goals into your planning and teaching : The target categories ; Keller's model ; Wlodkowski's model ; Incorporating principles presented in this book ; Maintaining your own motivation as a teacher

1. Motivation in education