The Routledge International Handbook of Social Psychology of the Classroom

427 Pages·2015·2.318 MB·English

by  Christine M. Rubie-Davies, Jason M. Stephens, Penelope Watson

THE ROUTLEDGE INTERNATIONAL
HANDBOOK OF SOCIAL PSYCHOLOGY
OF THE CLASSROOM
The Routledge International Handbook of Social Psychology of the Classroom presents the first
comprehensive and integrated compilation of theory and research on topics related to the
social cohesion of the classroom. Many of these topics have been studied independently; for
example, motivation, self-concept, class management, class climate, and teacher expectations
are generally studied separately by different groups of researchers. This handbook brings the
evidence from different fields in social psychological classroom research together in one
place for the first time to explore how these topics relate and how each factor influences
students and their learning.
With chapters by established international leaders in their fields, as well as emerging new talent,
this handbook offers cutting edge research and surveys the state of the art in the social psychology
of the classroom.
Major areas covered include:
• motivation;
• belief, self-concept, and personality;
• emotional engagement;
• teacher–student relationships;
• teacher expectation;
• classroom management;
• culture and identity.
The Routledge International Handbook of Social Psychology of the Classroom provides a review of
current theories related to the social psychology of the classroom, including how these theories
apply to classrooms and learners. Current evidence clearly shows that areas explored by social
psychology – and brought together for the first time in this volume – can have a very significant
impact on classroom learning and student achievement (J. Hattie, Visible Learning: A Synthesis of
over 800 Meta-Analyses Relating to Achievement, Routledge 2009). This handbook is a must for
all academics whose research relates to the social psychology of the classroom. It is also an
invaluable resource for teachers and teacher education students who want to understand why
they are effective instructors and yet still encounter students in their classes who are not
responding as expected.
Christine M. Rubie-Davies is a Professor in the Faculty of Education and Social Work, the
University of Auckland, New Zealand.
Jason M. Stephens is a Senior Lecturer in the School of Learning, Development and Professional
Practice, Faculty of Education and Social Work, the University of Auckland, New Zealand.
Penelope Watson is a Lecturer in the School of Learning, Development and Professional
Practice, Faculty of Education and Social Work, the University of Auckland, New Zealand.
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THE ROUTLEDGE
INTERNATIONAL HANDBOOK
OF SOCIAL PSYCHOLOGY OF
THE CLASSROOM
Edited by Christine M. Rubie-Davies,
Jason M. Stephens, and Penelope Watson
First published 2015
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2015 C. M. Rubie-Davies, J. M. Stephens, and P. Watson
The right of the editors to be identified as the author of the
editorial material, and of the authors for their individual chapters,
has been asserted in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN: 978-0-415-85696-6 (hbk)
ISBN: 978-1-315-71692-3 (ebk)
Typeset in Bembo
by Book Now Ltd, London
CONTENTS
List of illustrations xiii
Notes on contributors xv
Foreword by Thomas L. Good xxiii
Acknowledgments xxvii
Introduction 1
PART I
Student motivation 7
1 Children’s achievement motivation in school 9
Allan Wigfield, Katherine Muenks, and Emily Q. Rosenzweig
2 Seeing the big picture: A systemic perspective on motivation,
and its implications for social and psychological research 21
Patricia L. Hardré
3 The relationship between social class and students’ academic
achievement goals: Three hypotheses 31
Nathan Berger and Jennifer Archer
4 Motivated learning: The relationship between student needs
and attitudes 42
Jasmine Taylor, Helena D. Cooper-Thomas, and Elizabeth R. Peterson
5 The role of parents in students’ motivational beliefs and values 53
Rebecca Lazarides, Judith Harackiewicz, Elizabeth Canning,
Laura Pesu, and Jaana Viljaranta
ix