Journal ArticleDOI
Motivated learning: bias in appraisals
TLDR
In this article, a framework is proposed in which learning outcome is conceptualized both as a learning experience associated with positive and negative emotions and as an increment in knowledge and skill, and empirically evidence is presented to support the view that meaningful learning should be conceptualised both in terms of a pupil's competence for learning and satisfaction with the learning opportunity.About:
This article is published in International Journal of Educational Research.The article was published on 1988-01-01. It has received 42 citations till now. The article focuses on the topics: Experiential learning & Meaningful learning.read more
Citations
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Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students
TL;DR: Self-regulated learning can be domain-specific or domain-transcending, and competent performers in a specific domain rely on different types of prior knowledge related to that domain this paper.
Journal ArticleDOI
A Review of Self-regulated Learning: Six Models and Four Directions for Research.
TL;DR: The SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful in order to enhance students’ learning and SRL skills.
Book Chapter
Motivation in action: A process model of L2 motivation
Zoltán Dörnyei,Istvan Otto +1 more
TL;DR: In this article, a process model of L2 Motivation is proposed to account for the dynamics of motivational change in time and to synthesise many of the most important motivational conceptualisations to date.
Journal ArticleDOI
Models of self-regulated learning: a review
Minna Puustinen,Lea Pulkkinen +1 more
TL;DR: In this article, the authors present and compare the latest models of self-regulated learning (SRL), including those by Boekaerts, Borkowski, Pintrich, Winne and Zimmerman.
Journal ArticleDOI
Motivation in action: towards a process-oriented conceptualisation of student motivation.
TL;DR: Practical implications are demonstrated by providing a taxonomy of motivational strategies rooted in the process-oriented approach, with one specific aspect, the students' action control and self-motivation, specially highlighted in order to show the compatibility of the approach with current research on student self-regulation.
References
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Journal ArticleDOI
Effort: The Double-Edged Sword in School Achievement.
TL;DR: This paper found that failure reflected less on ability and shame was correspondingly reduced when students studied little, the same failure condition that subjects, in the role of teachers, punished most severely.