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Book Review

The student motivation handbook: 50 ways to boost an intrinsic desire to learn

Larry Ferlazzo (ed), Routledge, Taylor & Francis, 2023, 27.50 $, 100.70 $ (hardcover), ISBN: 978-1-138-63150-2 (hbk), ISBN: 978-1-138-63151-9 (pbk), ISBN: 978-1-315-20882-4 (ebk)

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References

  • Ameri, S., & Ghahari, S. (2018). Developing a motivational framework in translation training programs: A mixed methods study following self-determination and social capital theories. The Interpreter and Translator Trainer, 12(2), 227–243. https://doi.org/10.1080/1750399X.2018.1465678
  • Cook, D., & Artino, A. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997–1014. https://doi.org/10.1111/medu.13074
  • Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In X. Gao (Ed.), Second handbook of English language teaching (pp. 719–736). Springer International Handbooks of Education.
  • Ghahari, S., & Farokhnia, F. (2017). Triangulation of language assessment modes: learning benefits and socio-cognitive prospects. Pedagogies: An International Journal, 12(3), 275–294. https://doi.org/10.1080/1554480X.2017.1342540
  • Hulleman, C., & Barron, K. (2016). Motivation interventions in education: Bridging theory, research, and practice. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology (3rd ed, pp. 160–171). Routledge, Taylor & Francis.
  • Lazowski, R., & Hulleman, C. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832
  • Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Shokouhi, H., & Latifi, M. (2019). Empowerment and knowledge transformation through critical reading and thinking: A case study of Iranian university students. In R. Chowdhury (Ed.), Transformation and empowerment through education: Reconstructing our relationship with education (pp. 58–72). Routledge.
  • Veliz, L., & Shokouhi, H. (2020). EAL teachers’ (un)preparedness to implement classroom practice for multiliteracies pedagogy. In I. Liyanage & T. Wenhao (Eds.), Multilingual education yearbook 2020: Teacher education and multilingual contexts (pp. 63–80). Springer.
  • Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/ajess/2020/v10i430273

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