Ability

, 20, 84, 132, 134, 135–138, 141–143

Ability (competence) beliefs

, 17, 22

Academic learning

, 2, 3

Academic motivation

, 34

Achievement

behaviors

, 153–156

expectancy-value (EV) model of

, 131

goal orientations

, 134

motivation

, 3, 5, 131, 158

Action possibilities

, 110, 116, 117, 119

Activity

authentic

, 188

collaborative nature of

, 192

disciplinary, in science and engineering

, 196

Adaptive expertise

, 189–191, 200

Adaptive identity

, 112–114

Adaptive learning environments

, 4

Adolescence

, 2

school alienation

, 10

Adolescents’ disidentification

, 21

Advances in Motivation and Achievement Series

, 5, 10

African-American students

, 21, 24

Alienation from classmates

, 216–217

Alienation from learning

, 10, 210–211, 213–215, 218–219

Alienation from teachers

, 10, 211, 215–217

Anti-immigrant

, 175

Anti-intellectualism

, 43

Anti-refugee rhetoric

, 175

Antisocial behavior

, 206

Anxiety, stress and

, 172–173

Asian American students

, 25

Assessment

formative

, 189, 197

support

, 197

on-line

, 189

At-risk students

, 231, 240, 241

Attainment value

, 18, 39–40

Attitude, from motivating practices

, 58–59

Attractor states

, 105–106, 110, 118

Authentic activities

, 188

Autonomy

, 10, 55

Autonomy frustration

, 56

Autonomy support

, 59–61

Autonomy-supportive leadership style

, 72

Autonomy-supportive motivating style

, 62

Autonomy-supportive teaching

, 71

Behavior, achievement

, 153–156

Beliefs about competence

, 131–132

Belonging

, 92–94

Belongingness

, 23

Better-than-average (BTA) effect

, 132

Brexit movement

, 170

Buffer

, 6, 16, 20–26

Calibrating teachers

, 66

Calibration

, 66–68

Case illustrations

, 9–10, 191–200

CDS. See Complex dynamic system (CDS)

Challenges

challenges related to family–school collaboration

, 161

educational implications

, 142–143

motivational challenges

, 9–11, 227–228

parents, challenges

, 159–162

technological challenges

, 160–161

Change

, 1–11, 20–26, 56–58, 66–68, 71–72, 111–113

Changing environment

, 56, 103, 111

Changing times

, 1–11, 66–68, 226, 245

Changing world

, 33–47, 159–162

Chaos

, 61, 64

Chaotic style of teachers

, 64

Children

achievement

, 21

expectancy

, 20

expectancy beliefs

, 18–19, 22

motivation

, 16, 21

parental beliefs

, 152

motivational beliefs

, 24

responses to change

, 21–26

responses to uncertainty

, 21–26

CI. See Creative intelligence (CI)

Circumplex approach

advantages

, 70–71

motivating approaches in

, 73–74

Circumplex model

, 60, 61, 65, 70, 71

Classroom

constellations

, 59

heterogeneity

, 5

Classroom participation

, 10

school alienation and

, 208–209

Clinical case

concept mapping of

, 192

in veterinary science education

, 191–193

Collaborative activities

, 191, 193

Collaborative disciplinary work, task demands of

, 199

Collaborative learning

, 187–191

clinical case in veterinary science education

, 191–193

PDE with material tools in high school science

, 195–198

of threats to Baltic Sea in virtual learning environment

, 193–196

Collaborative skills

, 189

Communities, disciplinary

, 188

Competence

, 8, 17, 21–23, 55, 56, 131–132, 137, 142

Complex dynamic system (CDS)

, 8, 102

assumptions of

, 104

attractor states and control parameters

, 105–106

dynamism, self-organization, emergence, and contextualism

, 105

hierarchy and self-similarity

, 106–107

interdependence, irreducibility, and nonlinearity

, 104–105

implications

for policy

, 121–122

for practice

, 118–121

for theory and research

, 116–118

motivational

, 107–112

motivation as

, 103–104

Complexity

, 2, 54, 102, 104, 113, 119, 121–123, 175

Conceptual map

, 191–193

Conceptual models

, 4

Conceptual value

, 39, 40

Confidence

, 43, 63, 122

Contemporary motivational theory

, 102

on role of parents

, 153–155

Control-value theory (CVT)

, 228

Controlling teaching

, 54, 63

Creative intelligence (CI)

, 133

Cross-lagged panel analysis

, 210–213

Cultural stereotypes

, 21

CVT. See Control-value theory (CVT)

DACA program. See Deferred Action for Childhood Arrival (DACA) program

Decision-making, on multiple task

, 113

Deeper level learning, PDE sufficient condition for

, 198–199

Deferred Action for Childhood Arrival (DACA) program

, 176

Delinquent behavior

, 210, 212, 213

school alienation and

, 209

(De)motivating teaching

, 7

practices

, 60

Development of motivation

, 17–19

development of children’s expectancy beliefs

, 18–19

development of children’s task values

, 18–19

Disciplinary activity, in science and engineering

, 196

Disciplinary communities

, 188

Disciplinary engagement

, 190

productive. See Productive disciplinary engagement (PDE)

Disciplinary expertise, PDE to sustained motivation for

, 199–200

Disciplinary knowledge

, 188

Disciplinary thinking

, 197

Disciplinary work, task demands of collaborative

, 199

Domino effect

, 84

Dynamic Systems Model of Role Identity (DSMRI)

, 8, 102, 108, 110

characterizing adaptive identity and motivation with

, 114–116

identity and motivation using the

, 111–112

Economic insecurity

, 42

Economic pressure

, 3

Educational aspirations

, 135, 244

Educational implications

, 141–143

and challenges

, 143–144

Educational mission of schools

, 36

Educational phenomena, complexity of

, 2

Educational policy

, 122

Educational policy-makers

, 4

Educational reforms

, 36

Educational relevance

, 35–38

Educational theory

, 3, 11

Education in changing world

academic motivation

, 34

psychological perspectives

, 34

research implications

differentiating components

, 43–44

educators

, 46

relevance for understanding

, 46

sociocultural interaction modeling

, 45–46

social construction

social-cognitive conceptualization

, 35–36

sociocultural perspective on relevance appraisal

, 36–38

subjective task value

, 38–39

expanding models

, 39–41

influences of world events

, 41–43

relevance for understanding

, 41

Educators

, 38, 46

motivation

, 3

Elementary school

, 19

Engagement, disciplinary

, 190

Enriched learning environments

, 9, 190

Environmental insecurity

, 57

Epistemological beliefs

, 108, 114–115

Ethnicity

, 140–141

Ethnic minority

and migrant youth

, 226

parents’ socialization

, 22

students

, 24, 28

EVT. See Expectancy value theory (EVT)

Expectancies

, 6, 17–21, 25–27, 176

Expectancy-value (EV)

model of achievement

, 131

theorists

, 16, 38

Expectancy value theory (EVT)

, 5, 6, 89, 154

children

expectancy beliefs

, 18–19

interventions to

, 26–27

defined

, 17

first/second-generation immigrant children

, 23

global changes

, 16

“in sync” expectancies

, 20

parents’ roles

, 21–26

socialization in home and school

, 16

success/ability beliefs

, 26

task-specific beliefs

, 16

task values

, 18–19

teachers’ roles

, 21–26

Extrinsic goals

, 44

Extrinsic motivation

, 18

Family–school collaboration

, 9, 161

Feelings of self-assurance and joviality

, 195

Feminism, second-wave

, 130

First-generation college students

, 45

First-generation immigrant children

, 23, 28

“Foreign” labor

, 42

Formative assessment

, 197

support

, 197

Gender

differences in self-evaluative strategies

, 133

equality

, 144

and motivation

, 130

and motivational beliefs

, 131–136

motivational orientations

, 136

Gendered-specific beliefs

, 22

Global change

, 3, 6–8, 9–11, 159, 160, 244, 245

Goal-directed behavior

, 35

Great Recession

, 2

Group interactions, systematic analyses of

, 195

Groups’ collaboration

, 195

High school science, PDE material tools in

, 195–198

Home–school partnerships

, 9

Humanistic appraisals

, 42

ICT. See Information and communication technology (ICT)

Identity

adaptive

, 112–114

dynamic systems model of role

, 108–111

as integrative framework

, 107–112

motivation system

, 108, 110, 114, 118, 119, 123

Immigrant

and migrant children

, 23

adolescents

, 22

paradox

, 23, 28

and refugees

, 170, 172, 180

Improving girls

, 131, 139

In-class participation

, 10

Inequality

, 162

Information and communication technology (ICT)

, 54, 160

Information-based economy

, 170

Inquiry-based learning

, 188

Inquiry-based methods

, 189

Inquiry-based teaching

, 188

In-service training

, 4

Instability

, 56–57

“In sync” expectancy

, 20

Integrative framework, identity as

, 107–112

Interaction, systematic analyses of group

, 195

Interdisciplinary knowledge

, 188

Interdisciplinary theory

, 2

Interest

, 9, 10, 18, 22, 23, 36, 38, 44, 85, 89, 118, 152–156, 159, 218

Intervention

, 7–8, 10, 26–27, 38, 45, 82–96, 111, 226, 229–230, 233–234, 237–239, 241–243

classroom intervention

, 225–246

effectiveness of intervention

, 237–239, 241–243

interventions to enhance children’s expectancies and values

, 26–27

migration intervention

, 231–232

motivation intervention

, 7, 27, 81–96

psycho-educational interventions

, 82

science

, 81

self-concept intervention

, 106, 153–154, 174, 226, 231, 232, 235–237, 239–240

self-determination theory intervention

, 7, 53–74

social belonging (SB) intervention

, 92–94

utility value (UV) intervention

, 89–92

values affirmation (VA) intervention

, 86–89

Intervention design

, 94–96

Intervention science

, 89

Intrinsic goals

, 44

Intrinsic motivation

, 18, 22

Intrinsic value

, 18

Job insecurity

, 3

Joviality, self-assurance and

, 195

Knowledge

and competency

, 188, 189

demands

, 188, 189

disciplinary

, 188

dissemination of

, 206

impermanent nature of

, 206

Knowledge-intensive work

, 188

Latent true change (LTC) modelling

, 237–239

Latino children

, 25

Learning

behaviors

, 6

demands for

, 194

phenomena-based

, 188

students’ motivation for

, 226

See also specific types of learning

Learning environment

, 190

demanding

, 188

mastery-oriented

, 8

motivation in education

, 2, 3

virtual, senior high school science

, 193–195

Liberalism

, 42

Liquid modernity

, 1

Literacy competence beliefs

, 19

Long-term effects

, 7–8, 81–96

Long-term intervention effects

, 83–86

on educational outcomes

, 86–94

social belonging (SB) intervention

, 92–94

utility value (UV) intervention

, 89–92

values affirmation (VA) intervention

, 86–89

implications for intervention design

, 94–96

Lower achieving boys

, 131, 141

Lower secondary education, motivation and self-concept of at-risk students in

, 241

Low-SES parents

, 21, 23, 24

Low-track schools

, 225–245

Maladaptation

, 8, 37

Mastery goals

, 40, 120, 134, 136, 142, 143

Mastery-oriented learning environments

, 8

Material tools, in high school science

, 195–198

Migration

background

, 228–229, 231, 232, 234–235, 239–240, 244

motivation and

, 228–229

Minority children

, 16, 24, 25

Minority groups

, 21, 24, 25, 27, 231

Minority students

, 27, 28

Motivating practices, attitude from

, 58–59

Motivating skills, in times of change

, 66–68

Motivation

attributes

, 113

challenges, during secondary education

, 227–228

in changing environment

, 112–114

as complex dynamic system

, 103–104

intervention

, 7, 8, 28, 38, 82

and migration

, 228–229

and self-concept

of at-risk students in lower secondary education

, 241

of students with and without migration background

, 239–240

teacher structure

, 55, 59, 63

Motivational beliefs

, 23, 46

gender and

, 131–136

Motivational challenges

, 10, 227–228

Motivational frameworks

, 171

belonging

, 173–174

identity

, 174–176

stereotype threat

, 177

stress and anxiety

, 172–173

teacher biases

, 176–177

Motivational orientation

, 8, 112, 130, 134, 136, 143

Motivational theory

, 34

on role of parents

, 153–155

Motivation in education

academic learning

, 2, 4

challenges

, 9–11

global change

, 6–8

individual and contextual factors

, 8–9

learning environments

, 2, 3

learning process

, 3

liquid modernity

, 1

societal and economic changes

, 2

uncertainty

, 6–8

Motivation theory

, 3, 4, 5, 16, 102

Need frustration

, 55–56

Need satisfaction

, 55–56

Need-supportive teaching

, 58–59

Need-thwarting teaching

, 59

On-line and formative assessment methods

, 189

Ontological beliefs

, 108, 114–115

Organization for Economic Cooperation and Development (OECD)

, 173

Parental beliefs

, 21, 23, 160

child’s motivation

, 155–157

Parental involvement

in children’s schooling

, 152

and trust

, 158

Parental practices

, 9, 22, 23, 152, 154, 155, 161

Parental trust

, 152

in teacher in relation to child’s motivation

, 157–159

Parents, challenges

, 159–160

challenges related to family

, 161

practical implications for parents

, 162

technological challenges

, 160–161

Parent role

, 9, 21–23, 152–155, 159

Parent-school communication

, 22

Parent-teacher relationship

, 157

Partnership networks

, 4

PDE. See Productive disciplinary engagement (PDE)

Peers

, 22, 23, 38, 133, 138–140, 160, 175

Performance

, 17, 19, 27, 87–95, 134

Performance-approach goals

, 134, 142

Performance-avoidance goals

, 134, 136

Personal investment theory (PIT)

, 5, 8, 107, 171, 178–180

PISA

data

, 2003, 22

testing

, 173

Policymakers

, 4, 54, 152

Political discourse

, 9, 175

Populism

, 42

PRESS principles

, 119, 120

Primary to secondary school, transition from

, 226

Productive disciplinary engagement (PDE)

, 9–10, 190, 194

empirical evidence on

, 191

features of

, 198

instructional conditions for

, 193

material tools in high school science

, 195–198

motivating students in

, 199

sufficient condition for deeper level learning

, 198–199

supporting conditions of

, 195

to sustained motivation for disciplinary expertise

, 199–200

Proving boys

, 8, 142

“Proving and protecting” vs. “doubting and doing better”

, 134–136

Psycho-educational interventions

, 82

Psychological needs

, 55

Racial/ethnic identity

, 22

Reading difficulties (RD) risk

, 156

Recursive processes

, 83–85, 87–96

Refugee

, 170–173, 180, 181

Relevance

appraisal components

, 43–44

appraisal process

, 34–38, 43–44

defined

, 34

modeling sociocultural interactions

, 45–46

social-cognitive conceptualization

, 35–36

for understanding

, 46

Risk for academic disengagement

, 131, 136, 141

Role identity

, 8, 102, 108, 109, 110, 111, 112

SAL. See School alienation (SAL)

School alienation (SAL)

and classroom participation

, 208–209

conceptualization, causes, and consequences

, 207–208

cross-lagged panel models

, 213

deleterious effects of

, 206

and delinquent behavior

, 209

from learning, classroom participation, and delinquent behavior

, 213–217

School alienation scale (SALS)

, 211

School environment

, 16

Science education, clinical case in veterinary

, 191–193

Science learning

, 198–200

Science, Technology, Engineering, and Mathematics (STEM)

, 26, 27, 36, 89–90

SDT. See Self-determination theory (SDT)

Secondary education, motivational challenges during

, 227–228

Second-generation immigrant children

, 23, 28

Second-wave feminism

, 130

SEFT. See Stage environment-fit theory (SEFT)

Self-appraisals

, 131

Self-concept

, 226–232, 237, 238

of ability

, 152–153, 155, 157, 159, 163, 234

motivation and

, 239–240

at-risk students in lower secondary education

, 241

students with and without migration background

, 239–240

Self-confidence

, 3

Self-definitions

, 109, 110, 115–116

Self-determination theory (SDT)

, 5, 7, 55, 154, 227, 228, 233

fine-grained insight

, 61–62

integrative insight

, 60–61

need-based dynamics and environmental change

, 56–58

need satisfactions and need frustrations

, 55–56

need-supportive teaching

, 58–59

universality claim

, 68–70

Self-determined forms of motivation

, 227

Self-determined motivation

, 229

Self-efficacy

, 22, 26

Self-esteem

, 20

Self-evaluation

, 133

Self-evaluative attributions, strategies, and motives

, 132–133

Self-evaluative beliefs

, 134

Self-evaluative motives

, 135

Self-evaluative strategy, gender differences in

, 133

Self-improvement, emphasizing effort and

, 134

Self-organization

, 105

Self-perceptions

, 109, 110, 115

Senior high school science, virtual learning environment in

, 193–195

SES. See Socioeconomic status (SES)

Situational interest

, 34

Skepticism

, 6, 41

Social behavior

, 9, 206, 208–209

Social belonging

, 92–94

Social class and ethnicity

, 140–141

Social-cognitive conceptualization

, 35–36

Social cognitive theory

, 26

Social construction

, 34–38

Socialization at home

, 16, 23

Socialization in school

, 16

Socialization practices

, 16, 22, 23, 175

Societal changes

, 4, 7, 11, 34, 36

Sociocultural factors

, 8

Sociocultural influences

parents and teachers

, 137–138

peers

, 138–140

Sociocultural perspectives, on relevance appraisal

, 36–38

Socioeconomic status (SES)

, 19, 140

Stability

, 7, 73, 157, 233

Stage environment-fit theory (SEFT)

, 227, 228

STEM disciplines

, 196

Stereotype

, 21

threat

, 177

Stress and anxiety

, 172–173

Student

achievement motivation

, 3

expectancy

, 19

motivational beliefs

, 7, 38

subjective task values

, 19

Student Goals Exploration survey

, 41

Student motivation

classroom-based intervention

, 240–244

effectiveness of intervention

, 237–239, 241–243

for learning

, 226

migration background

, 244

motivation and self-concept

, 239–240

risk factors

, 228

role of migration background in

, 244

Subjective task value

, 18, 38–39

beliefs

, 34

relevance for understanding

, 41

Success/ability beliefs

, 26

Task-avoidant behaviors

, 153–154

Task demands, of collaborative disciplinary work

, 199

Task engagement

, 130

Task-specific beliefs

, 16, 17

Task values

, 18–19

Teacher

, 4, 23–26

autonomy support

, 55, 59, 61

biases

, 176–177

expectations

, 24, 140

motivation

, 54

Teacher–student relations

, 4, 16, 23–25

Teaching wheel

, 7, 60–65

Technological challenges

, 160–161

Technological development

, 10, 188

Theory of personal investment

, 178–180

Thinking, disciplinary

, 197

“Trigger-and-channel” process

, 84

Trust, parental. See Parental trust

Twenty-first century (21st Century)

, 102, 111, 112, 114, 122

Uncertain environment, motivation in

, 112–114

Uncertainty

, 1, 3–7, 9, 16, 18, 226

Understanding Human Differences, defined

, 42

Unemployment

, 3, 4

United Nations Educational, Scientific and Cultural Organization (UNESCO)

, 41, 43

University students

, 36, 42

Unsettling times

, 9, 11

US Department of Education

, 36

Utility value (UV)

, 18, 26, 27

Value

, 17–21, 26–27, 38–43

Values affirming (VA) intervention

, 27, 86–89

Veterinary science education, clinical case in

, 191–193

Virtual Baltic Sea Explorer (ViBSE)

, 193, 194

Virtual exploration

, 193, 195

Virtual learning environment, in senior high school science

, 193–195