Remembering the life, work, and influence of Stuart A. Karabenick : a legacy of research on self-regulation, help seeking, teacher motivation, and more /

Remembering the life, work, and influence of Stuart A. Karabenick : a legacy of research on self-regulation, help seeking, teacher motivation, and more /

Show other versions (1)

This 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 Emerit...

Full description

Saved in:
Bibliographic Details
Other Authors: Urdan, Tim (Editor), Gonida, Eleftheria N. (Editor)
Format: Electronic eBook
Language:English
Published: Bingley, U.K. : Emerald Publishing Limited, 2023.
Series:Advances in motivation and achievement ; v. 22.
Subjects:
Karabenick, Stuart A. > Criticism and interpretation.
Teachers > Psychology.
Help-seeking behavior.
Educational psychology.
Education > Educational Psychology.
Online Access:https://doi.org/10.1108/S0749-7423202322
Tags: Add Tag
No Tags, Be the first to tag this record!
Table of Contents:
  • Introduction / 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.

Similar Items