Efklides and colleagues developed the Metacognitive and Affective model of Self-Regulated Learning (MASRL) to provide a comprehensive theoretical framework of self-regulated learning (SRL). The distinguishing feature of MASRL is that it stresses metacognitive experiences and other subjective experiences (e.g., motivational, affective) as critical…

Self-report is required to assess mental states in nuanced ways. By implication, self-report is indispensable to capture the psychological processes driving human learning, such as learners' emotions, motivation, strategy use, and metacognition. As shown in the contributions to this special issue, self-report related to learning shows convergent…

How humans learn is a topic explored by many disciplines. Eyler (2018) synthesized research from diverse fields such as developmental psychology, anthropology, and cognitive neuroscience to identify themes important for understanding the science behind learning. Three of these principles have important relevance for center work: curiosity,…

Failure is a common experience in the lives of musicians and educators that is frequently seen as a negative attribute for performances in music education. By shifting from a negative, destructive approach to a positive, constructive orientation to failure, music educators can help their students learn and advance forward from experiences of…

The aim of this article is to map the academic emotional learning cycle from a theoretical and practical perspective through the lens of self-regulated learning. Focusing on the learner, a further iteration of the emotional dimension of the integrated self-regulated learning model is articulated by considering within-individual components (i.e.,…

Thinking and learning are corresponding and interdependent processes in every classroom. To improve learning, teachers must be open to new ideas, particularly ideas that locate conditions for maximum learning. This paper presents four overlooked but critical ideas that identify a common area, a GAP experience within which maximum learning is…

Time factors complexly, dynamically interact with each other and with other contextualized variables in language learning. The time-tied nature of language learning is captured in what I call the "time-prism," which is the central symbol of temporality in this paper. The facets of the prism discussed in this article are (1) language…

GAME results from the exhaustion of doing the same activities, dealing with unmotivated students and not getting the desired results academically. Thus, I initiated a process of research and training in areas such as Positive Psychology, Neurosciences and Neurolinguistic Programming, which allowed to design an Evidence-Based Intervention. Students…

Emotion is "the primary human motive" (MacIntyre, 2002, p. 61). The human brain is an emotional brain, creating relationships among thought, emotion, and motivation in a complex dynamic system (Dörnyei, 2009). Emotion "functions as an amplifier, providing the intensity, urgency, and energy to propel our behavior" in…

Learning is a social activity, which requires interactions with the environment, tools, people, and also ourselves (e.g., our previous experiences). Each interaction provides different meanings to learners, and the associated emotion affects their learning and performance. With the premise that emotion and cognition are distributed, the authors…

Aristotle believed that perfect friendship based in goodness is rare because few people seek to be good. In this article, the author suggests that colleges and universities can prove him wrong by helping students understand the ways and whys of being a true friend. Here, he advocates a friendship curriculum to guide students in learning to create…

In the last issue of "About Campus," the author outlined the research studies that she presented with Eric J. McIntosh, Denise Nelson, and Shannon Pothovenin in 2009, which led to the creation of the Thriving Quotient, a reliable and valid 35-item instrument that measures the changeable psychological qualities in students that affect their ability…

In this article, the author discusses the psychosocial benefits of cooperative learning. She discovered that when she relinquished traditional autocratic control and allowed her students to collaborate interactively with classmates to achieve common goals, her students became more invested and engaged in their learning. She also discovered that…

An inquiry attempted to build an agenda for research that would result in a cognitive theory of instruction capable of informing educational practice and extending the limits of knowledge about how people learn and develop. What would such a theory look like, how close are we to having one, and what directions must be followed to further its…

Computer-assisted learning programs are assessed relative to the types of knowledge and ways of learning, the connection with actual experience, motivational factors, and responsiveness. Results indicate that computer-assisted programs impart cognitive skills as well as complex knowledge. Motivational factors are quite prevalent, however learning…