Front Cover -- Emotion, Motivation, and Self-Regulation: A Handbook for Teachers -- Copyright Page -- Contents -- List of Contributors -- Preface -- 1. Emotions -- 1.1. Students in Focus -- 1.2. Clarifying Terminology -- 1.2.1. The Components of Emotions -- 1.2.2. Distinguishing between ''State'' and ''Trait'' Emotions -- 1.2.3. Distinguishing Emotions from Related Constructs -- 1.2.4. Measuring Emotions -- 1.2.5. Achievement Emotions -- 1.3. Causes of Emotions -- 1.3.1. Appraisal Theory -- 1.3.2. The Causes of Achievement Emotions: Weiner's Attribution Theory and Pekrun's Control-Value Theory -- 1.3.3. Influence of the Social Environment on Achievement Emotions -- 1.4. Effects of Emotions -- 1.4.1. General Psychological Evidence about the Effects of Emotions -- 1.4.2. Applying Mood and Emotion Research to Learning and Performance Contexts -- 1.5. Development of Emotions over the School Years -- 1.6. Opportunities for Influence: How to Design an Emotionally ''Healthy'' Classroom -- 1.6.1. Promoting Enjoyment of Learning in the Classroom -- 1.6.2. Ways to Influence Control and Value Appraisals -- 1.6.3. Supporting Emotion Regulation -- 1.6.4. Expressing Performance-Enhancing Emotions -- 1.7. Teachers in Focus -- 1.7.1. Burnout and Job-Related Stress -- 1.7.2. Teachers' Achievement Emotions: Causes and Effects -- 1.7.3. Tips for Teachers: How to Promote Your Own Emotional Well-Being -- 2. Motivation -- 2.1. Students in Focus -- 2.2. Structure and Effects of Motivation in Students -- 2.2.1. What is Motivation? -- 2.2.2. Effects of Motivation on the Learning Process -- 2.2.3. Theoretical Model of Motivation for Learning and Achievement -- 2.2.4. Situation-Specific Expectancies and Values -- 2.2.5. Motives and Needs -- 2.2.6. Goals and Goal Orientations -- 2.2.7. Interest -- 2.2.8. Self-Concepts -- 2.2.9. Causal Attributions.

2.3. Developmental and Environmental Effects on Motivation -- 2.3.1. Development of Achievement Motives, Attributions, Self-Concepts, and Interest -- 2.3.2. Environmental Influences on Motivation -- 2.4. Fostering Learning and Achievement Motivation in Students -- 2.4.1. Promoting Subjective Valuing of the Learning Objectives and Activities -- 2.4.2. Principles for Encouraging Student Motivation -- 2.4.3. Motivational Intervention Programs -- 2.5. Teachers in Focus -- 2.5.1. Expectancy and Value Components of Teacher Motivation -- 2.5.2. Goal Orientations of Teachers -- 3. Self-Regulated Learning -- 3.1. Students in Focus -- 3.2. What is Self-Regulated Learning? -- 3.2.1. Definition -- 3.2.2. Historical Development -- 3.2.3. Relevance in a Knowledge-Based Society -- 3.2.4. Current Theoretical Models -- 3.2.5. Further Theoretical Development -- 3.3. The Assessment of Self-Regulated Learning -- 3.3.1. Reasons for Evaluating Self-Regulated Learning -- 3.3.2. Methodical Aspects -- 3.4. Effects of Self-Regulated Learning -- 3.4.1. Meta-Analyses -- 3.4.2. Empirical Research: An Example -- 3.5. Development of Self-Regulated Learning -- 3.6. Fostering Self-Regulation in Students -- 3.6.1. A Meta-Model for Promoting Self-Regulated Learning -- 3.6.2. Techniques for Promoting Self-Regulated Learning -- 3.7. Teachers in Focus -- 4. Emotion, Motivation, and Self-Regulation: Common Principles and Future Directions -- 4.1. Students in Focus -- 4.2. Conceptual Relationships -- 4.3. Common Principles -- 4.3.1. Personality versus Situational Processes -- 4.3.2. The Importance of Cognitive Appraisals -- 4.3.3. Domain Specificity -- 4.3.4. The Influence of Classroom Instruction and Social Environments -- 4.3.5. Impact on Learning and Achievement -- 4.3.6. Reciprocal Causality -- 4.3.7. Regulation of Emotion, Motivation, and Self-Regulation.

4.3.8. Universality of Emotion, Motivation, and Self-Regulation -- 4.4. Open Questions and Future Directions -- Index.