Many education scholars and practitioners are familiar with D.H. Schunk (or Schunk D.). This educational psychologist is known for the “Motivation in Education” book for setting goals in the education sector.
The book itself has gone through several updates. Here, we’re going to delve into the Schunk D. (2009). Goal setting book content.
Generally, the book is for upper-level undergraduate students who take Motivational courses. At some points, graduate students can use the book as manuals for any lectures involving the psychological aspects of education.
The aims of the Motivation in Education book are divided into two parts. First, Schunk authored this college book to present theories, principles, and findings of motivational topics thoroughly and understandably. Second, this book provides examples of motivational concepts and principles for educational settings.
This college book consists of at least ten different chapters. The first chapter is the introductory part.
The next six chapters explain the primary theoretical and conceptual perspectives.
These perspectives emphasize the roles of personal cognitions, beliefs, affects, and values in the motivational aspects. There are also chapters on different types of educational theories among the six primary chapters.
Theories on expectancy values and attributions are among the ones discussed in the Schunk D. (2009). Goal setting college book. If you read this book, you’ll find theories that become Schunk’s area of interest. Those theories are all about self-efficacy and self-regulation.
Since this college book frequently becomes the manual for goal settings, you will find goal-related theories in this Schunk book. Additionally, there are theories about intrinsic motivations and interest-and-affects.
These entire theories focus on the teachers as the classroom’s facilitators. The frameworks also support the ways teachers manage the classes.
Furthermore, the whole schools and other socio-cultural factors also become something that this book considers. Peers, families, and communities are the social circles that Schunk D. (2009). Goal setting book tries to involve in the last three chapters.
This undergraduate and graduate manual doesn’t stop in only describing the theories to enhance the students’ understandings, t. Nor that it only provides cognitive perspectives in general manners.
Instead, you will be able to find each of the theories’ summaries at the end of the chapters. Every chapter always begins with scenarios that describe the covered topics in each chapter. There are some examples to help incorporate motivational principles, too.
The Schunk D. (2009). Goal setting author is also aware of the moderating variables, such as genders and ethnicity. That’s why the examples and scenarios in this manual also consider the moderating variables in the motivational sectors.
Most of the examples revolve around K-12 educations. However, there are times when the examples and scenarios are also relevant for postsecondary students.
There are also chances that students and teachers go on field trips. Such things apply, in particular, when there are no more lockdowns, and most people are no longer wearing masks in public places. Fortunately, the examples are relevant to the out-of-school environment, such as museums and even workplaces.
If there are any updates on the Schunk D. (2009). Goal setting book that would be on the ways the author organizes the manual. Previously, there were two parts in the first introductory chapter, which are the general and historical chapters.
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The historical chapter is no longer present starting from the 2009 edition onwards. In addition, when you compare the 2009 edition to the former ones, you’ll see that the former ones have more generalized ways to describe the theories.
So, those are the overall contents of the well-known Schunk D. (2009). Goal setting manual. Even though this manual is originally from the United States, many countries have used this college manual and reap its many benefits.