Psychology for the Classroom：Motivation

Psychology for the Classroom is a new series providing an invaluable aid for all for trainee and practising teachers who want to better understand the applications of psychology in educational practice. Providing an opportunity to explore key topics in educational psychology and apply them to everyday classroom practice, the series presents complex theory in an accessible and relevant way. Each book follows a set structure introducing the topic, detailing and explaining the history of theoretical thought, and explicitly linking theory to pedagogy and teaching styles. This series forms essential reading for all those responsible for teaching and learning who wish to make informed choices about their own pedagogical approaches.

The concept of motivation is probably one of the most used but theoretically misunderstood concepts in the practice of teaching. Psychology for the Classroom: Motivation introduces the reader to five of the major motivational theories most commonly referenced within educational contexts:

• goal theory
• self-determination theory
• attribution theory
• self-efficacy theory
• self-worth theory.

The authors provide a lively and accessible overview of the field of motivation, before focusing on each of the main theories covered, explaining theoretical backgrounds and offering practical examples of how teachers can use the theory to aid classroom practice.

Case studies and scenarios demonstrating best practice are used throughout the text to exemplify how theory relates to practice, and all chapters will include introductions/summaries explicitly indicating what will be covered and what can be learned and boxes highlighting key terms and practical classroom activities.

Appealing to practising teachers and students alike, this book provides a valuable and practical guide to the theory and application of motivational techniques, and will be of great benefit to all training and practising teachers, and all interested in studying or working in the field of educational psychology.

Richard Remedios. Lecturer, School of Education, Durham University,

has taught in Higher Education for the past fifteen years and has researched motivation in education for the past ten years. He is a regular reviewer for the British Journal of Educational Psychology, Psychology of Education Review, Learning and Individual Differences, and the European Journal of Educational Psychology.

Ros McLellan, Lecturer in Teacher Education & Development / Pedagogical Innovation,

is an experienced teacher having taught at secondary level in English state schools (mathematics and psychology) for eight years prior to joining the Faculty of Education in Cambridge nine years ago. Her PhD thesis, completed in 2005, examined the role of motivation in a cognitive acceleration programme taught in secondary science lessons. She now teaches at undergraduate and masters level, particularly working with post-PGCE students who are finishing their Masters qualification part-time whilst working as full-time practitioners and has supervised numerous students who are utilising motivational theories in their classrooms to improve their practice. She continues to actively research within the motivation field.