This handbook is a user-friendly resource for pre-service and new practicing teachers outlining theoretical models and empirical research findings concerning the nature and effects of emotions, motivation, and self-regulated learning for students and teachers alike.
The authors provide accessible explanations, classroom-based examples and self-reflection exercises, as well as useful advice for new teachers about these psychosocial processes. They address how to measure these processes, what effects they have on personal and academic development, how they manifest in both students and teachers and how teachers can best manage and optimize these critical elements at the classroom level.
It is expected that by collecting, distilling, and highlighting the real-world applicability of research on underexplored educational topics (e.g., students emotions other than anxiety, promoting student autonomy, preventing burnout and attrition in teachers) that empirical findings can be used to improve personal and academic development in students, while also preparing new teachers for the psychological challenges of classroom instruction.
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Undergraduate and graduate Students on Teacher Education programs or educational psychology courses, those on practicum training and new practising teachers.
The handbook is edited by prolific early-career researchers and collaborators, namely Dr. Hall (McGill University; focus: motivational strategies and interventions) and Dr. Goetz (Chair of Empirical Educational Research Department, University of Munich; focus: academic emotions and self-regulation). Furthermore, the specific handbook chapters are authored by internationally recognized experts in the domains of academic motivation, emotions, and self-regulation including Dr. Reinhard Pekrun (Chair of Personality and Educational Psychology Department, University of Munich; focus; theoretical development and assessment, academic emotions and motivation), Dr. Anne Frenzel (University of Munich; focus: teachers emotions), and Dr. Markus Dresel (University of Augsburg; focus: self-regulation and motivational programs). Read more....
The handbook has been a very helpful resource in my daily teaching practice. As a high-school teacher in my 7th year of practice, I have benefitted greatly from the information provided in the book..... the first chapter about emotions is excellent. It gives very clear examples of how to cope with my emotions in the classroom and makes useful and understandable suggestions for how to reduce my stress and cope with daily challenges during teaching. Burnout was often discussed in the seminars during my teacher education program, and during our practicum training, we were encouraged to take seriously the repeated warnings with respect to the potential for teachers burnout and emotional exhaustion. The handbook provides a comprehensible model outlining both the causes and effects of teachers' emotions, gives useful exercises for reflecting on personal goals, and suggests immediately useful techniques for structuring my classes as well as my own thoughts to help me better relate to my students while also managing my own emotions. Read more.....
Teacher at the private Catholic school in Bad Mergentheim
As head of the School of Education at the University of Bayreuth, I used this book to teach my undergraduate students and pre-service teachers about self-regulated learning. The book impressed me by its excellent overview of the research and the richness of its topics. All current models and important definitions are included and presented in easily understandable language. The book is well structured with overview tables and summaries, and provides a very good thread throughout the various contents. Read more.....
Prof. Dr., Dipl.-Psych. Ludwig Haag
University of Bayreuth
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