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Globalisation and dominant models of motivation theories in education / Joseph Zajda.

9783031428951 (electronic bk.)
3031428951 (electronic bk.)
9783031428944

Cham : Springer, 2023.

English

1 online resource (xvi, 164 pages) : illustrations (some color).

10.1007/978-3-031-42895-1 doi

LC191

370.1

This book analyses discourses of the use of motivation theories in schools globally. It focuses on the overall impact of motivation theories on teachers, students' engagement, well-being, academic excellence, standards, equity and global competitiveness. It examines the role of motivation theories impacting on teachers and students in the classroom, and the overall impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom. The book analyses such topics as Behaviourism, a major motivation model to improve performance in schools, cognitive theories for creating engaging learning environments, including achievement motivation, Social cognitive theories for improving engagement and motivation, social constructivism to improve students' motivation and academic achievement, humanistic approaches for creating effective motivational environments, the use of discourse analysis in understanding motivation, and dominant values used in motivation in inclusive schools. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of motivation, and students⁰́b9 engaging learning environments, and their academic achievement.

Includes bibliographical references and index.

Access limited to authorized users.

Online resource; title from PDF title page (SpringerLink, viewed November 21, 2023).

Globalisation, comparative education and policy research ; 39. 2543-0572

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