A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). There are a variety of definitions of selfregulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students' metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, & Ferrara, 1983; Corno, 1986; Zim

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Motivational and self-regulated learning components of classroom academic performance.

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.

/pdf/does-active-learning-work-a-review-of-the-research-2erhef7d09.pdf

Does Active Learning Work? A Review of the Research

Perhaps our most important quality as humans is our capability to self-regulate. It has provided us with an adaptive edge that enabled our ancestors to survive and even flourish when changing conditions led other species to extinction. Our regulatory skill and lack thereof is the source of our perception of personal agency that lies at the core of our sense of self. Understanding how this capability develops, its various subcomponents, and its functions has been a major thrust of social cognitive theory and research. Of equal importance is the explanation for common dysfunctions in self-regulatory functioning, such as biased self-monitoring, self-blaming judgments, and defensive self-reactions. This chapter will define self-regulation, and will discuss the structure of self-regulatory systems, social and physical environmental context influences on self-regulation, dysfunctions in self-regulation, and self-regulatory development. (http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PP1&hl=fr&pg=PA13#v=onepage&q&f=false)

Attaining self-regulation: A social cognitive perspective.

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven principles for good practice in undergraduate education

Proceedings of the American Psychological Association, Incorporated, for the year 1970: Minutes of the Annual Meeting of the Council of Representatives. September 6, 1970 Miami Beach, Florida and October 3 and 4 1970 Washington, D.C.

Teaching psychology by telephone.

Report of the recording secretary

What has changed and what has stayed the same in the years since the first publication of James's Talks to Teachers on Psychology: And to Students on some of Life's Ideals (1899) and the 10 editions of McKeachie's Teaching Tips? Although research and theory have given us better understanding of learning, memory, cognition, and motivation, much of James's wisdom and the student-centered orientation of Teaching Tips are still valid.

Wilbert J. McKeachie

Papers

Proceedings of the American Psychological Association, Incorporated, for the year 1970: Minutes of the Annual Meeting of the Council of Representatives. September 6, 1970 Miami Beach, Florida and October 3 and 4 1970 Washington, D.C.

Teaching psychology by telephone.

Report of the recording secretary

William James's Talks to Teachers (1899) and McKeachie's Teaching Tips (1999)

Grading the Graders