MOTIVATION IN EDUCATION -- MOTIVATION IN EDUCATION -- CONTENTS -- PREFACE -- AMOTIVATIONAL PERSPECTIVE ON THE SELFREGULATEDLEARNING IN HIGHER EDUCATION -- ABSTRACT -- 1. INTRODUCTION -- 2. SELF-REGULATED LEARNING (SRL) -- 3. RESEARCH ON SRL IN COLLEGE STUDENTS -- 4. CENTRAL MOTIVATIONAL TOPICS IN RESEARCH ON SRL -- 4.1. Motivational Planning and Activation -- 4.2. Control and Regulation of Motivation -- 4.3. Emotional Reaction and Reflection -- 5. LOOKING AT THE FUTURE -- 5.1. Intervention Programs -- 5.2. General Principles of Teaching Learning Strategies within aSelf-Regulatory Framework -- 5.3. Training of Trainers (through) Learning Strategies -- REFERENCES -- AN EMPIRICAL STUDY OF BOYS'ACADEMIC MOTIVATION -- ABSTRACT -- INTRODUCTION -- DATA COLLECTION -- MOTIVATION SURVEY -- RESULTS OF THE MOTIVATION SURVEY -- DISCUSSION OF THE MOTIVATION SURVEY -- PARENTAL AND CLASSROOM ENVIRONMENT DATA -- DISCUSSION OF THE PARENT ANDCLASSROOM ENVIRONMENT SURVEYS -- CONCLUSION -- REFERENCES -- APPENDIX 1 -- HONOURING THE DIFFERENCES:ARE-EXAMINATION OF ACADEMIC MOTIVATIONWITH REFERENCE TO STUDENT GENDER -- ABSTRACT -- Present View of Academic Motivation -- THEORIES OF MOTIVATION -- A Goal Theory Perspective -- Academic Goals -- Academic Motivation and Gender Differences -- Personal and Contextual Goals -- A Contextualised View of Student Motivation -- Classroom Contexts and Motivation -- BRIEF DESCRIPTION OF A CASE STUDY OF BOYS EDUCATION -- Triangulation of Data -- The Background of the Authors -- What Does This Say about the Motivation of Boys? -- The Theoretical Construction of Performance Goal Orientation -- The Ways that Boys Understand Competition -- MOTIVATION AND BOYS' EDUCATION -- Specific Examples of Motivating Factors for Boys -- From Boys -- From Teachers -- From Parents -- Physicality of Learning -- Humour -- 'Real World' Applications.

Working with Prior Knowledge -- Linking with the World of Boys -- Appropriate Forms of Competition -- RECOMMENDATIONS FOR FURTHER RESEARCH -- SUMMARY -- REFERENCES -- THE INFLUENCE OF MOTIVATION ON THE USE OFLEARNING STRATEGIES IN THE CLASSROOM -- ABSTRACT -- 1. INTRODUCTION -- Types of Learning Strategies -- Changing Views of Learning Strategy -- Self-Regulated Learning and Motivation -- 2. STUDY 1: STUDENTS' AUTONOMY, ACHIEVEMENT GOAL, ANDTHE USE OF LEARNING STRATEGIES -- 3. STUDY 2: STUDENTS' AUTONOMY AND THE USE OF LEARNINGSTRATEGIES: THE MEDIATING ROLE OF SELF-EFFICACY -- 4. STUDY 3: ACHIEVEMENT GOALS AND HELP-SEEKING -- Approach and Avoidance Achievement Goal, Attitudes Toward Help-Seeking, and Help-Seeking Behavior -- Direct and Indirect Influence Achievement Goals on Help-Seeking Behaviorfor Japanese Junior High School Students -- 5. CONCLUSION -- REFERENCES -- COLLEGE STUDENTS'STRESS AND ITS IMPACT ONTHEIR MOTIVATION AND COMMUNICATION WITHTHEIR INSTRUCTORS -- ABSTRACT -- INTRODUCTION -- WORRYING -- STATE ANXIETY -- STUDENT INTEREST -- STUDENTS'MOTIVES FOR COMMUNICATING -- METHOD -- Participants -- Procedure -- Measures -- RESULTS -- POST HOC ANALYSIS -- CONCLUSION -- REFERENCES -- ENHANCING STUDENT MOTIVATIONTHROUGH THE PURSUIT OF POSSIBLE SELVES -- ABSTRACT -- THE CHALLENGE -- ACADEMIC MOTIVATION -- INCREASING ACADEMIC MOTIVATION -- DEVELOPING POSSIBLE SELVES TO NURTURE STUDENT MOTIVATION -- THE POSSIBLE SELVES PROGRAM -- RESEARCH SUPPORTING THE POSSIBLE SELVES PROGRAM -- CONCLUSION -- REFERENCES -- POSSIBLE SELF QUESTIONNAIRE -- Section 1: Individual Strength -- Section 2: Learner -- Section 3: Person -- Section 4: Worker -- PSYCHOSOCIAL PROFILE OF UNSUCCESSFULUNIVERSITY STUDENT: PERSONALITY ANDMOTIVATIONAL FACTORS REVISITED -- ABSTRACT -- INTRODUCTION -- 1. PERSONALITY TRAITS AND ACADEMIC PERFORMANCE.

1.1. Extroversion-Introversion Dimension -- 1.2. Neuroticism-Emotional Instability Dimension -- 1.3. Other Dimensions from the "Five-Factor Model of Personality" -- 2.MOTIVATIONAL FACTORS AND ACADEMIC SUCCESS -- 3. PERSONAL PROFESSIONAL INTERESTS AND EXPECTANCIES -- 4. DISCUSSION -- 4.1. Summary and Theoretic Integration -- 4.2. Implications for Educational Agents -- REFERENCES -- IMPROVING MOTIVATION AND PERFORMANCEIN SECONDARY SCHOOL SCIENCE -- ABSTRACT -- INTRODUCTION -- A SCHOOL-BASED INTERVENTION IN SCIENCE -- RESULTS -- CONCLUSION -- REFERENCES -- AUTHOR NOTE -- SELF-CONCEPT AND SELF-EFFICACYIN MATHEMATICS: RELATION WITH MATHEMATICSMOTIVATION AND ACHIEVEMENT -- ABSTRACT -- INTRODUCTION -- SELF-CONCEPT AND SELF-EFFICACY -- RELATIONS BETWEEN ACHIEVEMENT AND SELF-PERCEPTION -- GOAL ORIENTATION -- INTEREST -- SELF-ESTEEM -- THE PRESENT STUDY -- METHOD -- Participants and Procedure -- Measures -- Analysis -- RESULTS -- Simple Models -- Extended Models -- CONCLUSION -- REFERENCES -- THE RELATIONSHIPS BETWEEN TOPICINVOLVEMENT, TOPIC SENSITIVITY, AND TWOMOTIVATIONAL FACTORS, AS RESPONSEINDUCEMENTS, IN A MAIL SURVEY CONTEXT -- ABSTRACT -- INTRODUCTION -- HYPOTHESES -- The Influence of Within-Topic Involvement on Response Rates when Used inCombination with Anonimity and Personalization for an On-Average HighlySensitive Topic (My Own Sexual Behaviour) -- The Influence of the Within-Topic Level of Involvement on Response, whenUsed in Combination with Anonymity and Personalization for an On-Average Lowly Sensitive Topic (My Milk Consumption) -- The Influence of the Within-Topic Level of Sensitivity on Response, whenUsed in Combination with Anonymity and Personalization -- STUDY 1 -- Procedure and Design -- Measures -- Model -- Results -- Discussion -- STUDY 2 -- Procedure and Design, Measures and Model -- Results -- Discussion -- CONCLUSION.

LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH -- REFERENCES -- APPENDIX -- Topic Involvement -- Topic Sensitivity -- Privacy -- Social Responsibility -- INDEX.