This volume provides a platform for discussing theoretical and methodological developments in the field of motivation research related to learning and instruction. The combination of socio-cultural, situative and socio-cognitive epistemological traditions underlying the different contributions enables the integration of the motivational, affective and cognitive aspects of learning and the examination of their mutually interacting influences. The methodological implications of these conceptual developments are discussed and a range of innovative research methodologies reported throughout the different chapters. The emphasis on integrative, holistic, systematic and situated approaches to the study of motivation and engagement during the process of learning and over time is in line with contemporary thinking in the discipline of educational psychology as a whole. Overall, this volume highlights how motivation research is reaching out beyond its own traditional domain of study and is taking a leading role in the overall study of learning and instruction.
Introduction. Shifting research on motivation and cognition to an integrated approach on learning and motivation in context (S. Jarvela). Reconceptualizing Motivation in Context. Context sensitivity: activated motivational beliefs, current concerns and emotional arousal (M. Boekaerts). A comparative, sociocultural analysis of context and motivation (D.T. Hickey, M. McCaslin). Understanding learning and motivation in context: a multi-dimensional and multi-level sociocognitive-situative perspective (S. Volet). Studying Motivation in Natural Learning Settings. Using context to enrich and challenge our understanding of motivational theory (J.C. Turner). Motivation in context: challenges and possibilities in studying the role of motivation in new pedagogical cultures (S. Jarvela, M. Niemivirta). Context-bound research in the study of motivation in the classroom (M.S. Lemos). What to learn from what we feel? The role of students' emotions in the mathematics classroom (P. Op't Eynde et al.). Perceived Learning Environments and Motivation. Perceived leaning environments and the individual learning process: the mediating role of motivation in learning (M. Wosnitza, P. Nenniger). Towards a multilayer model of context and its impact on motivation (J-L. Gurtner et al.). Development of interests and interest-based motivational orientations: a longitudinal study in vocational school and work settings (A. Krapp, D. Lewalter). Student motivation and self-regulation as a function of future time perspective and perceived instrumentality (W. Lens et al.). Situational Dynamics of Motivation and Cognition. Multiple goals, multiple contexts: the dynamic interplay between personal goals and contextual goal stresses (E.A. Linnenbrick, P.R. Pintrich). Age and gender effects on students' evaluations regarding the self and task-related experiences in mathematics (I. Dermitzaki, A. Efklides). Long-term development of motivation and cognition in family and school contexts (M. Vauras et al.). Conclusion. Emerging trends in recent research on motivation in learning contexts (S. Volet).