Front Cover -- Motivational Interventions -- Copyright page -- Contents -- List of Contributors -- Preface -- Attribution-Based Treatment Interventions in Some Achievement Settings -- Introduction -- An Attributional Theory of Motivation -- Causal Attributions in Achievement Settings -- Attributional Retraining: A Motivational Treatment Intervention -- A Conceptual Model of Attributional Retraining Treatments -- Characteristics of Attributional Retraining Protocols -- Components of Attributional Retraining Protocols -- Pre-AR Diagnostic Assessment -- Causal Search Activation -- Causal Attribution Induction -- Causal Attribution Consolidation -- Post-AR Assessment -- Evidence Supporting Attributional Retraining in Achievement Settings -- First Advance: AR Efficacy and AR-Performance Linkages -- Laboratory Classroom Analog Studies -- Quasi-Experimental AR Field Studies -- Second Advance: An Attributional Perspective on AR-Performance Linkages -- Causal Attributions -- Complex Causal Thinking -- Cognitions and Emotions -- Motivation (Goal Striving and Persistence) -- Third Advance: Mediators of AR-Performance Linkages -- Further Advances in Research on Attributional Retraining Treatments -- Mass (Online) Delivery of Attributional Retraining Treatments -- Attributional Retraining Treatments and Individualized Feedback -- Conclusions -- Acknowledgments -- References -- Intervening to Improve Children's Reading Motivation and Comprehension: Concept-Oriented Reading Instruction -- Overview -- CORI: The Beginnings -- CORI at Elementary School: Next Steps -- Why Reading and Reading Motivation? -- Implementing CORI at Elementary School: Theoretical Framework and Instructional Practices -- Motivation Enhancing Practices -- CORI Reading Strategy Instruction Practices -- Implementing CORI.

CORI'S Effects on Children's Reading Motivation, Engagement, and Comprehension -- CORI at Middle School -- CORI at Middle School: Reading Engagement for Academic Learning (REAL) Project -- Teaching Practices in REAL: Motivation Support and Strategy Instruction -- Motivational Support Teaching Practices -- Reading Strategy Instruction -- Middle School Students' Reading Motivation -- The REAL Interventions -- The First Intervention: CORI 2 -- Possible Explanations for These Effects: Ongoing Work -- The Second Intervention: CORI 2 and CORI 3 -- Combined CORI 2/CORI 3 and Traditional Instruction -- What Is Next for CORI? -- Acknowledgment -- References -- Harnessing Values to Promote Motivation in Education -- Theoretical Framework and Models -- Applications of the Expectancy-Value Model for Interventions -- Interest Theory -- Interventions to Increase Interest -- Parents: An Untapped Resource -- First-Generation (FG) College Students -- Using a Values Affirmation Intervention to Help FG Students -- Conclusions -- Acknowledgment -- References -- Going Beyond the "Whoa! That's Cool!" of Inquiry: Achieving Science Interest and Learning with the ICAN Intervention -- Introduction -- Research Design -- The Inquiry Context -- Science Interest and Science Learning -- Developing Interest -- Conceptualization of interest -- Assessment of interest -- Learning Science -- Conceptualization of science learning -- Assessment of science learning -- Findings -- Interest Development -- Science Learning -- Science-as-Theory Change -- Science-as-Practice and Science-as-Logical Reasoning -- Discussion -- Implications for the Design of Other Motivation-Based Interventions -- The Learning Context -- Assessment of What Is and What Is Not Yet Learned -- Participants' Interest -- Concluding Thoughts -- Notes -- Acknowledgments -- References.

Motivating Students by "Personalizing" Learning around Individual Interests: A Consideration of Theory, Design, and Implementation Issues -- Context Personalization as an Instructional Principle -- Prior Studies of Context Personalization -- Theoretical Mechanisms Relating to Personalization -- Situational Interest -- Personalization Elicits Enjoyment-Based Situational Interest -- Personalization Elicits Value-Based Situational Interest -- Current Research on Situational Interest and Personalization -- Grounding and "Funds of Knowledge" -- Cautionary Research on Competing Mechanisms -- Summary of Theoretical Mechanisms -- Design Approaches for Personalization Interventions -- Approach 1: "Fill-in-the-Blank" Personalization -- Approach 2: Matching Instruction to Individual Topic Interests -- Approach 3: Group-Level Personalization -- Approach 4: Utility-Value Interventions -- Summary of Design Approaches -- Bridging the Design and Implementation of Personalization Interventions -- Diversity, Volatility, and Evolution of Interests -- Learner and Task Characteristics -- Navigating the Logistics -- Curriculum/Instructional Designers -- Teachers -- Students -- Summary of Bridging Design and Implementation -- Directions for Future Research -- A Vision for Personalized Learning -- References -- Fostering Positive Narratives: Social-Psychological Interventions to Maximize Motivation in the Classroom and Beyond -- Introduction -- Retraining Interpretations of Setbacks -- Attributing Failure to Unstable Causes -- Changing Implicit Theories -- Reframing the Learning Environment as Fair and Welcoming -- Assuaging Belonging Uncertainty -- Restoring Trust through High Standards and Assurance -- Self-Affirmation: Protecting a Sense of Personal Adequacy -- Reframing School Content as Relevant and Useful -- Social-Psychological Interventions as Catalysts for Change.

Moderators and Caveats -- The Who: Who Receives the Intervention? -- The When: When Is the Intervention Given? -- The How? How Is the Intervention Delivered? -- Future Directions -- Conclusion -- References -- Identity-Based Motivation: Core Processes and Intervention Examples -- Introduction -- Foundational Research: A Dynamic Self -- Emergent Research: A Situated Self -- Outline placeholder -- Making Meaning -- Everyday Theories -- Experienced Difficulty and its Interpretation -- What Does an Identity that Comes to Mind Imply? -- Identity-Based Motivation: Identities as Meaning Making Lenses -- Action is (Sometimes) Future-Focused -- Accessibility -- Psychological Relevance -- (Mis)Interpretation of Experienced Ease and Difficulty -- The Effects of Making the Future Feel Psychologically Relevant on Current Choice -- The Effects of Making Strategies Feel Identity-Congruent on Current Choice -- The Effects of Manipulating Interpretation of Experienced Difficulty on Current Choice -- Summary -- Future Directions -- References -- Design-Based Interventions for Promoting Students' Identity Exploration within the School Curriculum -- Identity Exploration -- Facilitating Identity Exploration: A Conceptual Model -- Identity Formation in Educational Settings -- Promoting Relevance -- Triggering Identity Exploration -- Facilitating a Sense of Safety -- Scaffolding Identity Exploration -- Applying the Principles for Promoting Identity Exploration -- A Collaborative Design-Based Intervention Approach for Promoting Student Identity Exploration within the Curriculum -- Interventions for Promoting Identity Exploration: Three Studies -- Promoting Identity Exploration in Junior High Environmental Education -- Educators-Researchers Collaboration and Intervention Design -- Data Collection and Analysis -- Intervention Application and Findings -- Conclusion.

Promoting Identity Exploration in Junior High School Literature -- Educator-Researcher Collaboration and Intervention Design -- Data Collection and Analysis -- Intervention Application and Findings -- Conclusion -- Promoting Identity Exploration in Middle-School Mathematics -- Educator-Researcher Collaboration and Intervention Design -- Data Collection and Analysis -- Intervention Application and Findings -- Conclusion -- Current Insights about Promoting Identity Exploration within the Curriculum -- The Conceptual Model for Promoting Identity Exploration -- The Role of Context -- The Role of Educators -- Identity Exploration and Motivation to Learn -- Future Directions in Theory and Research on Promoting Identity Exploration within the Curriculum -- Theoretical Directions -- Methodological Directions -- Practical Directions -- Conclusion -- Notes -- References -- An Intervention-Based Program of Research on Teachers' Motivating Styles -- Theoretical Framework -- Cognitive Evaluation Theory -- Teachers' Motivating Style and Students' Inner Motivational Resources -- Teachers' Motivating Style -- Students' Inner Motivational Resources -- Experimental Manipulations versus Instructional Programs -- Autonomy-Supportive Intervention Program (ASIP) -- What Do Teachers Learn during ASIP? -- Does ASIP Work? -- Why Does ASIP Work? -- Does ASIP Promote Students' Psychological Need Satisfaction? -- Does ASIP Promote Students' Positive Educational Outcomes? -- Why Does ASIP Promote These Positive Outcomes? -- Do the ASIP-Induced Benefits Endure? -- Teacher Benefits -- Add-on Modules to ASIP -- Autonomy Support and Structure -- Limitations and Criticisms -- Conclusion -- Acknowledgment -- References -- Theory-Based Interventions with Middle-School Teachers to Support Student Motivation and Engagement -- Introduction -- Theoretical Framework -- Competence.

Autonomy.