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| Author | : Barış Öztürk |
| Publisher | : |
| Total Pages | : 216 |
| Release | : 2003 |
| Genre | : |
| ISBN | : |
| Author | : Barry J. Zimmerman |
| Publisher | : Routledge |
| Total Pages | : 316 |
| Release | : 2013-05-13 |
| Genre | : Education |
| ISBN | : 1135659141 |
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.
| Author | : Dale H. Schunk |
| Publisher | : Routledge |
| Total Pages | : 431 |
| Release | : 2012-08-06 |
| Genre | : Education |
| ISBN | : 1136826777 |
This volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.
| Author | : Sukru Kaya |
| Publisher | : |
| Total Pages | : 272 |
| Release | : 2007 |
| Genre | : Academic achievement |
| ISBN | : |
Abstract: Previous research indicates that self-regulated learning (SRL) has substantial effects on students' learning and achievement (i.e., De Corte et al., 2000; Pape & Wang, 2003; Zimmerman & Martinez-Pons, 1986, 1988, 1990). A growing body of research consistently points out that student views related to mathematics play an important role in facilitating and constraining students' learning, the development of problem-solving skills, and achievement (i.e., Hofer, 1999; Kloosterman, 1996; Op't Eynde et al., 2002; Schoenfeld, 1992). The current study explored the critical connections between SRL, students' beliefs about mathematics, and Algebra I achievement among 1263 middle school and high school students across the United States who were participants in the CCMS project. Eight structural models were tested to understand (1) direct and indirect relationships between student views related to mathematics on achievement; (2) direct and indirect influences of components of SRL on students' achievement in mathematics; and (3) different models of how student views related to mathematics and components of SRL explain students' achievement. In order to measure student views related to mathematics, a new instrument, Student View about Mathematics (Pape et al., 2005), was developed and tested for construct validity and internal consistency. Moreover, the new instrument was used with the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991) to provide evidence about the indirect effects of students' beliefs about mathematics on mathematical achievement through their effects on self-regulated learning behaviors. Students' performance in Algebra I was assessed through an Algebra I posttest (Abrahamson et al., 2006). The structural models tested in this study suggest that student views related to mathematics directly influence students' achievement and SRL strategies. Student views related to mathematics indirectly predict their achievement, cognitive, metacognitive, and resource management strategies. Motivational beliefs appear to be directly related to students' use of cognitive, metacognitive, and resource management strategy use. Metacognitive and resource management strategy use seems to be the most influential mediating variable in explaining students' achievement in mathematics. Surprisingly, cognitive strategy use was the only variable that may not contribute to students' achievement in mathematics. The implications for future research along with the limitations are discussed.
| Author | : Dale H. Schunk |
| Publisher | : Routledge |
| Total Pages | : 380 |
| Release | : 1992 |
| Genre | : Education |
| ISBN | : 0805809821 |
First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Myint Swe Khine |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 284 |
| Release | : 2013-10-30 |
| Genre | : Education |
| ISBN | : 9462093326 |
Structural Equation Modeling (SEM) is a statistical approach to testing hypothesis about the relationships among observed and latent variables. The use of SEM in research has increased in psychology, sociology, and economics in recent years. In particular educational researchers try to obtain the complete image of the process of education through the measurement of personality differences, learning environment, motivation levels and host of other variables that affect the teaching and learning process. With the use of survey instruments and interviews with students, teachers and other stakeholders as a lens, educators can assess and gain valuable information about the social ecology of the classrooms that could help in improving the instructional approach, classroom management and the learning organizations. A considerable number of research have been conducted to identify the factors and interactions between students’ characteristics, personal preferences, affective traits, study skills, and various other factors that could help in better educational performance. In recent years, educational researchers use Structural Equation Modeling (SEM) as a statistical technique to explore the complex and dynamic nature of interactions in educational research and practice. SEM is becoming a powerful analytical tool and making methodological advances in multivariate analysis. This book presents the collective works on concepts, methodologies and applications of SEM in educational research and practice. The anthology of current research described in this book will be a valuable resource for the next generation educational practitioners.
| Author | : G Lnur Erg Z G N La Ar |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 132 |
| Release | : 2011-10 |
| Genre | : |
| ISBN | : 9783846516133 |
The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study was conducted in Istanbul and Ankara, two largest cities of Turkey. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used. By using Linear Stepwise Regression and MANOVA, some important resuts were reached. One of these results is that the combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students' mathematics achievement was significant. In other words, school type, self-efficacy and intrinsic goal orientation are important in mathematics achievement.
| Author | : Helena Seli |
| Publisher | : Routledge |
| Total Pages | : 370 |
| Release | : 2012-12-12 |
| Genre | : Education |
| ISBN | : 1136702873 |
This popular text combines theory, research, and applications to teach college students how to become more self-regulated learners. Study skills are treated as a serious academic course of study. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom. Pedagogical Features include Exercises; Follow-Up Activities; Student Reflections; Chapter-end Reviews ; Key Point; and a Glossary. New in the Fourth Edition: More emphasis on research findings; expanded discussion of motivation ; more emphasis on the impact of students’ use of social networking and technology; research about neuroscience in relationship to motivation and learning; new exercises, including web-based activities; Companion Website, including an Instructor's Manual
| Author | : Shulamith Kreitler |
| Publisher | : Cambridge University Press |
| Total Pages | : 527 |
| Release | : 2013 |
| Genre | : Education |
| ISBN | : 0521888670 |
This collection examines the many internal and external factors affecting cognitive processes. Editor Shulamith Kreitler brings together a wide range of international contributors to produce an outstanding assessment of recent research in the field. These contributions go beyond the standard approach of examining the effects of motivation and emotion to consider the contextual factors that may influence cognition. These broad and varied factors include personality, genetics, mental health, biological evolution, culture, and social context. By contextualizing cognition, this volume draws out the practical applications of theoretical cognitive research while bringing separate areas of scholarship into meaningful dialogue.
| Author | : Pasquale Moliterni |
| Publisher | : |
| Total Pages | : 6 |
| Release | : 2010 |
| Genre | : |
| ISBN | : |
This investigation is concerned with the examination of cognitive, motivational and emotional components of learning strategies and with the ways in which combinations of those dimensions, are associated with academic achievement. Recent models of self-regulated learning stress the importance of integrating both motivational and cognitive components of learning (Garcia & Pintrich, 1994; Pintrich, 1994; Pintrich & Schrauben, 1992).The purpose of this study was twofold: first to gather psychometric information regarding the Learning and Study Strategies Inventory (LASSI) in Italian sample and second to analyze the relationship between student's academic performance and scales of LASSI. Data were provided by 412 Italian university students from 2 faculties: education and physical science. First results showed acceptable psychometric properties of LASSI and suggested a two factor model. Regression analyses revealed that Motivation, Organization and Self-Evaluation emerged as the best predictors of academic performance. These first results showed the importance of reflecting critically upon various aspects influencing the use of adequate self-regulation strategies.
