A hope of this Yearbook is to illuminate not only what promotes engagement but also how it can be fostered. In this epilogue, first we provide a short history of research on
motivation. We then review the contributions of this Yearbook in providing a fuller,
multidimensional, contextualized picture of human motivation, one that we believe
is relevant and helpful to educational policy and practice. Last, we discuss where this
research may head in order to engender conditions in which engagement in schooling
becomes more universal.
This article explores how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers’ effectiveness and retention.
In evaluating the deleterious effects of missing in-school time, empirical research has almost exclusively focused on absences, and the scant amount of empirical literature on tardiness has focused on academic achievement. Hence, this study contributes novel insight in two capacities: the effects of tardy classmates and the effects on socio-emotional outcomes.
This study found that both moral and performance character strengths are important and unique predictors of the academic achievement and conduct of a sample of 500 early adolescents attending several urban charter schools.
This article outlines a new conceptual framework for promoting postsecondary educational achievement and workforce development among low-income parents while simultaneously advancing the learning and healthy development of their young children. It proposes a dual-generational intervention—an approach that addresses the educational needs of both children and their parents—whereby early childhood education programs may serve as the access point for promoting low-income parents’ postsecondary education and career training.
This article explores challenges in seeking to characterize and compare high-quality mathematics and reading instruction. Using the construct of cognitive demand, we share data illustrating the challenges and our attempts to overcome them.
This article examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate race and class-based inequalities in public education. The findings suggest that the efforts of middle- and upper-middle-class parents to increase community support for urban schools may ultimately contribute to patterns of exclusivity in public education.
This article examines immigrant parent agency in negotiating boundaries around home and school, presenting the possibility that families play an active and deliberate role in creating distance between the worlds of home and school.
Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and overcoming failures), this qualitative, topic-oriented study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices.
This article describes the results of an observational study conducted with 4 high school teachers identified by their students as providing supportive motivational and instructional contexts in their classes.
This study tests empirical models of variables posited to predict homework emotion management at the secondary school level. The study further examines the linkage between homework emotion management and homework completion.
This paper introduces the special issue.
This article contrasts: (a) the role of social influence in the regulation of learning, (b) the emerging language for describing regulation of learning (self-regulation, coregulation, or socially shared regulation), and (c) empirical methods for researching social aspects in the regulation of learning.
This article provides a conceptual understanding and briefly reviews prior work regarding the regulation of motivation. As well, social influences on the development of regulation of motivation are discussed. Throughout the article, gaps in prior research and directions for future studies are noted.
This study employs mixed methods in an in-depth case analysis of a ninth-grade student's engagement in a writing task to suggest that situated purposes of engagement are integral elements in self-regulation and that different purposes call for employment of different types of strategies and potentially of self-regulation.
Research is presented on teacher-centered instruction and individual differences among students within a sociocultural perspective; specifically, within a co-regulation model. Data sources include classroom observation to identify differences in instructional opportunity within teacher-centered instruction; students reported self-monitoring of their classroom activity to ascertain individual differences in adaptation to classroom demands; and student performance on classroom-like tasks and standardized tests to illuminate the dynamics of opportunity, activity, and adaptation in student achievement. Results support the potential of a co-regulation model to understand and enhance teacher-centered instruction of students who differ in adaptation to classroom and achievement demands in nontrivial ways.
The aim of this study is to identify higher education students' (N = 16) socially constructed motivation regulation in collaborative learning. Three methods: namely, adaptive instrument, video-tapings, and group interviews, were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. The results show that socially constructed self-regulation emerged when students worked in collaborative learning groups and made consistent efforts to regulate their learning and engagement.
The author explores how each author contributes to our understanding of the social context--self-regulation link. She also describes how the articles collectively enhance our insights into the social embeddedness of regulation strategies in the classroom and lists some of the challenges that remain.
This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son (between bilingual and English-only schooling). A phenomenological analysis suggests that educational practice and policy reject deficit theories of immigrant parents, acknowledge their roles as strong, positive, active agents on behalf of their children, and develop home–school dialogue based on mutual respect.
This article examines an augmented reality game-based science unit in which students investigated environmental issues of local importance.
In this article, I propose an analytic framework for understanding youth-produced films as spaces for identity construction and representation. I bring together prior work in youth-produced media, social semiotic analysis frameworks, and the formal analysis of films in order to demonstrate how the construction of multimodal representation supports identity development processes and help us to bring these new media literacy practices to youth who are most in need of alternative mechanisms for engaging in positive identity work.
This article argues for treating learning as a “members’ phenomenon,” one that participants to an interaction organize, sustain, and evaluate themselves from “within” their interactions. This endogenous approach to studying learning is contrasted with the traditional exogenous approach. An empirical example is provided to ground the concept. Implications for further development of this approach are discussed, including possible tensions and complementarities with the exogenous approach to studying learning.
This chapter makes a case for research on learning that captures the dynamics of learning across setting and time and that focuses on sustained engagement in learning activities. A focus on engagement is warranted by social theories of learning that emphasize the value of understanding learning as a process of becoming. Examples drawn from a program of research that uses biographical methods illustrate one approach to advancing research on engagement across setting and time.
This chapter argues for a view of learning as a collective accomplishment that is a matter not only of gaining particular knowledgeable skills through participation in social practices, but also of organizing the conditions under which participation becomes recognized as valuable. This requires that research on learning place a central focus on this organizing work, which takes place in different locations and on different timescales, in order to adequately examine the processes through which participation is made to be consequentially successful or
This chapter contributes a framework for analyzing learning as an expansive process in which ethnic minority young men come to partly transcend marginal positions as part of the social street work in Copenhagen, Denmark. The chapter draws on social practice approaches, such as situated learning, learning by expanding, and Danish-German critical psychology, in investigating marginalizing and expansive learning in relation to dilemmas, directionality of personal and societal trajectories, and struggles realizing common interests.
This concluding chapter revisits the question of why a human sciences approach to research on learning is necessary and summarizes major themes from across the chapters. The conclusion highlights the need for a democratic practice of educational research, the importance of researchers’ making explicit and participating in the imagination and constitution of new social futures, and the expansion of possibilities for understanding, action, and “liminal” participation in practice as potential teloi of learning.
This article asserts that some of the most subtle aspects of parental involvement are those that most impact student academic achievement. The article examines the evidence for this relationship and the extent to which school-based programs designed to foster parental involvement may be able to encourage these expressions of engagement.
In this research, the authors sought to understand how students make sense of competing approaches to history, and in particular, how they understand the relationship between the approaches they encounter in school and elsewhere.
This article explores how several classroom practices can promote self-reflection and metacognition among elementary students. When built into the existing curriculum, activities such as directed goal-setting, practice with language prompts, written self-reflections, and posttask oral conversations are shown to enrich the learning process by increasing students' awareness of themselves as learners.
The article looks at the variety of practices that different societies (Britain, Quebec, Ontario, the United States, and Belgium) have adopted to foster the mastery of the host language by immigrant students, with a special focus on the degree to which such endeavors follow an immersion or a specific services formula and on the role they grant to heritage languages.