Self-determination theory (SDT) proposes to explain the relations between motivational states and human development. In education, a central tenet of the theory is that experiencing autonomous motivation in school activities (i.e., genuine pleasure and enjoyment) fosters optimal learning processes, whereas experiencing controlled motivation (i.e.,…

There has been growing research interest in achievement emotions in university teaching-learning processes in recent years. While their importance has been firmly established, there continues to be a need for assessment and intervention models. The objective of this report is to present the "Competency Model for Studying, Learning and…

Several researchers have examined the relationship between scales of the Inventory of Learning Processes (ILP) and the academic performance of college students. This study sought to determine whether there were significant correlations among levels of processing, locus of control, and achievement for college students. Subjects (N=50) enrolled in…

Considers the hypothesis that the open classroom is less threatening than other role postures of the teacher, with the outcome being that the child will come to direct his own learning experiences and will learn more fully and with less trauma than in other settings. (Author/RK)

The relationship between locus of control, social class, and learning processes were reviewed by analyzing: (1) externality as a function of socioeconomic status, i.e., the lower the status, the greater the degree of externality; (2) the impact of the early home environment on the child's learning and development; (3) classroom and teacher…

Three experimental studies investigated psychological processes underlying the effects of achievement in one domain and on self-perceived competence in another. In Study 1, high achievement in one domain led to lower self-perceived competence in the other. Study 2 showed inverse effects on self-perceived competence based on achievement feedback.…

The relationship between self-regulation, using measures from the affective and cognitive domains, and academic performance was investigated for 62 middle-school (grade 6) students. Key aspects of self-regulated learning studied were planning and self-assessment. A range of affective variables, including self-concept and locus of control, was also…

It has been noted that students have an influential role in determining the nature of classroom events in the middle grades and that their teachers adjust their classroom behavior in response to the characteristics of students in the class. This paper analyzes instruction as discourse between teacher and students and the collaborative nature of…

Presents literature review of research studies that focused on students' learning processes and learner control of instruction. Highlights include computer-assisted instruction; information processing strategies; metacognitive skills; adaptive control; branching; sequence of instruction; feedback; learning strategies; locus of control; and…

Six variables have a significant effect on student engagement rates in middle school science activities: (1) teacher wait-time; (2) quality of teacher questioning; (3) cognitive level of teacher behavior; (4) classroom management; (5) student formal reasoning ability; and (6) student locus of control. Data suggest the importance of formal…