This series is designed to reflect current research and theory concerned with motivation and achievement in work, school and play. Each volume focuses on a particular issue or theme and the series has a special goal of bringing the best in social science to bear on socially significant problems. The focus of this volume is on emerging trends. The areas covered include self-efficacy research, social motivation, motivation and health and motivation in physical activity.

This book provides an overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. The current models of personal epistemology are rich and varied, developed through decades of meticulous research, but they have yet to be discussed within one book. The first section provides an overview and update of the contributors' respective models. The second section includes new perspectives on theoretical and conceptual approaches to personal epistemology by addressing several challenging aspects of the underlying...

This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: Pioneering Contributors--The book provides current...

This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change. Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. Recent perspectives on learning, however, suggest that the learner can play an active, indeed, intentional role in the process of knowledge restructuring. This volume explores this new, innovative view of conceptual change learning...