MOTIVATION IN EDUCATION: CHALLENGES AND DIFFERENT PERSPECTIVES IN RESEARCH
- Editors: Nataša LALIĆ-VUČETIĆ, Biljana BODROŠKI SPARIOSU, Zvonimir KOMAR
Publishing: Institute for Educational Research, Belgrade, Serbia; Institute of Instructional and School Development, </p>Alpen-Adria-Universität Klagenfurt, Austria; Faculty of Humanities and Social Sciences, University of Zagreb, Croatia.
The monograph covers a series of relevant topics in the study of motivation in education and points out current challenges and new lines of research. The monograph Motivation in Education: Challenges and Different Perspectives in Research, which synthesizes different empirical and theoretical perspectives on the motivational construct and poses interesting challenges in this field of research and education, is timely in the current scenario. The compilation of works that have been achieved is of high quality and the book is of interest for research and intervention in educational motivation.
Professor Susana RODRÍGUEZ MARTÍNEZ, Psychology Department, Faculty of Education, University of A Coruña, Spain
The thirteen chapters, which are diverse in terms of their theoretical background, national context, type of contribution (review vs. Empirical contributions), the specific focus of the contribution, and the educational level addressed, present a synthetic and comprehensive overview of contemporary challenges and findings in the field of research on motivation. The monograph aims to inspire educational experts to renew their pedagogical interest in motivation problems. It provides a clear and comprehensive overview of the relevant aspects, approaches, and empirical findings related to motivation in education. I believe that this monograph will be a valuable source of information and inspiration for further progress in both teaching practice and research.
Professor Katja KOŠIR, Department of Psychology, Faculty of Arts, University of Maribor, Slovenia
I believe that the authors have successfully dealt with all sections as a coherent whole. Motivation studies for different education levels (primary, secondary, and higher education) are also included in the book and can be considered an indicator of its systematic structure. When the book is evaluated as a whole in the context of the chapters written, it has a structure that will certainly contribute to the literature. All authors have contributed to the book with their qualified work and have supported the emergence of a valuable product. Bringing together chapter writers from different countries and with different perspectives, aiming to discuss critical issues in research on motivation, has enriched the book. As a last word, I can say that this book will provide perspective to researchers and education professionals.
Professor Şengül S. ANAGÜN, Department of Elementary Education, Faculty of Education, Eskişehir Osmangazi University, Turkey
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