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    Supporting students' motivation: Strategies for success
    (Taylor and Francis, 2022-01-01)
    This is a book about teachers' classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating. To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to support-namely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: "How to," overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an improved motivating style; and Part 6: Getting Started, discusses ways to begin using these skills in the classroom. Based on a successful workshop program run by the authors, teachers successfully improve their classroom motivating style. In doing so, they experience gains in their teaching skill and efficacy, job satisfaction, a renewed passion for teaching, and a more satisfying relationship with their students. This multiauthored book provides teachers with the practical, concrete, step-by-step, skill-based "how to" they need to develop a highly supportive motivating style.
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    Specialized of Each Type of Student Engagement: A Meta-Analysis
    (Springer, 2025-03-01)
    Students involve themselves in learning activities multidimensionally, including behaviorally, cognitively, emotionally, and agentically. This multidimensional involvement predicts important outcomes, but it is also possible that each type of engagement might have its own specialized purpose or function. To investigate this possibility, we proposed and tested the specialized purpose hypothesis, which is that each type of engagement has its own specialized function targeted toward a specific purpose, such as to boost achievement, social support, motivation, or well-being. To test this hypothesis, we conducted four meta-analyses, utilizing multilevel random effects models. Each meta-analysis tested whether type of engagement differentially predicted students’ achievement (meta-analysis #1), social support (meta-analysis #2), motivation (meta-analysis #3), or well-being (meta-analysis #4). The database included 652 effect sizes from 62 studies within 54 articles involving 32,403 P-16 student-participants (Mage = 16.8 years-old; 51.2% female). All 62 studies measured all four types of engagement so that we could compare the relative strength of association between each type of engagement and each correlate. Behavioral engagement was the strongest predictor of achievement. Agentic engagement was the strongest predictor of social support. Cognitive engagement did not show a specialized relation with any outcome. Emotional engagement was strongly associated with both motivation and well-being. These findings generally support the specialized purpose hypothesis, but they also raise important and challenging questions for future theory and research about how to better conceptualize and measure each type of engagement.
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