The field of motivation has seen an enormous increase in its knowledge base over the last decade of the 20th century and into the 21st century. This means that more resources are available to educators that provide knowledge and strategies to enhance motivation for learning. The more we understand motivation, the more it requires decision making.
The purpose of this edition is the same as the first edition: to present content from the current knowledge base in motivation that offers hope and possibilities for educators—teachers, parents, coaches, and administrators—to enhance motivation for achievement. The knowledge base from research and theory was chosen to help teachers understand motivation of students and themselves and to provide the basis for strategies to foster motivation for all levels of student performance—from those deemed academically at-risk to those designated as honor students. The content is based on two roles teachers have for supporting and cultivating motivation in the classroom: (a) establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and (b) helping students develop the tools that will enable them to be self-regulated learners.
The organization of the chapters is the same as the first edition. The literature and research were updated in all chapters. Topics and content were added to each chapter, as warranted by the literature. Reorganization occurs in each chapter to provide more coherence and to account for new findings.