Articles are available through the library databases (psycinfo, eric, social science citation index). Chapters are on ereserves.

Week 2:

Hickey, D. T., & Granade, J. B. (2004). The influence of sociocultural theory on our theories of engagement and motivation. In D. McInerney & S. Van Etten (Eds.), Big theories revisited (Vol. 4, pp. 200-223). Greenwich, CT: Information Age Publishing.

McCaslin, M. (2004). Coregulation of opportunity, activity, and identity in student motivation: Elaborations on vygotskian themes. In D. McInerney & S. Van Etten (Eds.), Big theories revisited (Vol. 4, pp. 249–274). Greenwich, CT: Information Age Publishing.

Turner, J. (2001). Using context to enrich and challenge our understanding of motivational theory. In S. Volet & S. Järvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications. Amsterdam: Elsevier.

Volet, S. (2001). Understanding learning and motivation in context: A multi-dimensional and multi-level cognitive-situative perspective. In S. Volet & S. Järvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 57-82). Amsterdam: Elsevier.

Week 3 - AERA

Week 4

Here are some possibilities -- we can choose some and possibly discuss others later, depending on interest:

Jarvenoja, H., & Jarvela, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, 15(5), 465-480.

Nolen, S. B. (2006). The role of social context in the development of motivation to write. In S. Hidi & P. Boscolo (Eds.), Motivation to write (pp. 241-255). Dordrecht, NL: Kluwer.

Pressick-Kilborn, K., & Walker, R. (2002). The social construction of interest in a learning community. In D. McInerney & S. Van Etten (Eds.), Sociocultural influences on motivation and learning (pp. 153-182). Greenwich, CT: Information Age Publishing.

Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., et al. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88-106.

Vadeboncoeur, J. A., & Portes, P. R. (2002). Students "at risk": Exploring identity from a sociocultural perspective. In D. McInerney & S. V. Etten (Eds.), Sociocultural influences on motivation and learning. Greenwich, CT: Information Age Publishing.

Veermans, M., & Jarvela, S. (2004). Generalized achievement goals and situational coping in inquiry learning. Instructional Science: An International Journal of Learning and Cognition, 32(4), 269-291.

Two on the same study:

Alton-Lee, A., et al. (1993). Reframing classroom research: A lesson from the private world of children. Harvard Educational Review, 63(1), 50-84.

Nuthall, G., & Alton-Lee, A. (1993). Predicting learning from student experience of teaching: A theory of student knowledge construction in classrooms. American Educational Research Journal, 30(4), 799-840.

Week 6 - new possibilities, to add to those above:

Stefanou, C. R., Perencevich, K. C., DiCintio, M. & Turner, J. C. 2004. Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.

Salonen, P., Vauras, M., Efklides, A. (2005). Social interaction: What can it tell us about metacognition and coregulation in learning? European Psychologist, 10(3), 199-208.

Greeno, J. G. (2006) Learning in activity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79-96). Cambridge: Cambridge University Press.

Nolen, Ward, Horn, Campbell & Mahna (2007). Paper presented at the annual meeting of the AERA, Chicago.