Description
Book SynopsisThis volume contains an Open Access Chapter
Stuart A. Karabenick was a prolific scholar and a co-editor of the Advances in Motivation and Achievement book series. At the time of his passing on August 1st, 2020, he was a Professor Emeritus at Easter Michigan University and a Research-Professor Emeritus at the University of Michigan. Throughout his long career in Educational Psychology, Dr. Karabenick conducted research in several areas, and with dozens of collaborators.
This volume memorializes Dr. Karabenick by asking some of his collaborators and former students to contribute chapters in the research topic that they worked on with him. The collection begins with a reprint of an article that was published just before Dr. Karabenick passed away, sharing the wisdom he had acquired during his long and distinguished career. The book contains three chapters about help- seeking – one of the topics that Dr. Karabenick examined most frequently in his research – followed by three chapters about teacher motivation and professional development. Next, there are chapters about self-regulation, another of Dr. Karabenick’s favorite research topics. The volume culminates with chapters on a variety of topics: uses of technology to help foster student self-regulation, defining, measuring, and fostering a sense of relevance among students, and improving research through high-quality cognitive pretesting procedures.
Volume 22 provides insights into the many contributions that Dr. Karabenick made to the field of Educational Psychology and the important role he played in the lives of his students, collaborators, and friends.
Table of ContentsIntroduction; Tim Urdan and Eleftheria N. Gonida
SECTION I: Academic Help Seeking
Chapter 1. On the Rewards of Being Open to Opportunities and Their Challenges; Stuart A. Karabenick OPEN ACCESS
Chapter 2. How Interpersonal Factors Matter for Help Seeking in the Classroom; Allison M. Ryan and Jessica E. Kilday
Chapter 3. Academic Help Seeking and Motivational Beliefs in Academically Talented Students; Eleftheria N. Gonida and Ruth Butler
Chapter 4: Academic Help Seeking as a Process of Seeking Formative Feedback on Learning; Kara A. Makara and Colleen Kuusinen
SECTION II: Teacher Motivation
Chapter 5. Who is Responsible for Student Learning? Teachers' Beliefs About Professional Responsibility, Teacher Attributions, and Their Implications for Classroom Processes and Outcomes; Fani Lauermann
Chapter 6. Supportive School Workplaces for Beginning Teachers’Motivations and Career Satisfaction; Helen M. G. Watt and Paul W. Richardson
Chapter 7. How Teachers Provide Help that Furthers Learning in Digital and Non-Digital Learning Contexts; Akane Zusho and Rhonda Bondie
SECTION III: Self-Regulated Learning
Chapter 8. Self-Regulated Learning, Core Properties of Human Agency, and Systematic Pedagogies; Héfer Bembenutty
Chapter 9. Facilitating Strategic and Effective Approaches to Learning and Academic Success: The Development and Evaluation of Models of Associations Between Early Years Metacognition and Self-Regulation; Loren M. Marulis
Chapter 10. Motivational Beliefs, Metacognition and Self-Regulated Learning: Investigating the Learning Triumvirate with Stuart Karabenick; Jean-Louis Berger
Chapter 11. Self-Regulated Learning Theory and Epistemic Network Analysis: Understanding University Students’ Use of a Learning Analytics Dashboard; Stefanie D. Teasley, Vitaliy Popov, Jin-Seo Bae, and Shannon Elkins
SECTION IV: Relevance, Culture, and Methodology
Chapter 12. Educational Relevance in the Motivation Sciences: An Interdisciplinary Synthesis; Jeffrey R. Albrecht and Cameron A. Hecht
Chapter 13. Bridging Perspectives: The Epistemic Links between Mastery-Focused and Culturally Inclusive and Responsive Learning Environments; Revathy Kumar, Nancy Seay, and Jeffery H. Warnke
Chapter 14. Making it Better: Stuart Karabenick’s Contribution to the Field of Cognitive Pretesting; Tim Urdan and Daniel Teramoto
