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Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model
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Efklides, Anastasia – Educational Psychologist, 2011
Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The "metacognitive and affective model of self-regulated learning" (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task x Person level. At the Person level interactions between trait-like…
Descriptors: Learning Motivation, Metacognition, Cognitive Ability, Goal Orientation
How Achievement Emotions Impact Students' Decisions for Online Learning, and What Precedes Those Emotions
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Tempelaar, Dirk T.; Niculescu, Alexandra; Rienties, Bart; Gijselaers, Wim H.; Giesbers, Bas – Internet and Higher Education, 2012
This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this…
Descriptors: Electronic Learning, Online Courses, Goal Orientation, Student Attitudes
Worriers and Procrastinators: Differences in Motivation, Cognitive Engagement, and Achievement between Defensive Pessimists and Self-Handicappers.
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Garcia, Teresa; And Others – 1995
The role of affect in self-regulated learning was explored, focusing on the effects of two motivational strategies, defensive pessimism and self-handicapping, on the motivational outlook of college students (n=126), use of learning strategies, and performance. It was found that these strategies, which are used to regulate the affective outcomes…
Descriptors: Academic Achievement, Affective Behavior, Anxiety, College Students
Learning Orientation and Goal Orientation Context: Relationships with Cognitive and Affective Learning Outcomes
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Martocchio, Joseph J.; Hertenstein, Edward J. – Human Resource Development Quarterly, 2003
A field experiment of ninety-six employees tested a model of the relationships among dispositional learning orientation, self-efficacy, goal orientation context, and declarative knowledge. Specifically, the model predicted positive influences of task-specific self-efficacy (pre- and mid-training) and declarative knowledge in the relationship…
Descriptors: Models, Self Efficacy, Goal Orientation, Employees
Psychometric Properties of the Learning and Study Strategies Inventory-High School Version.
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Olivarez, Arturo, Jr.; Tallent-Runnels, Mary K. – Journal of Experimental Education, 1994
The latent composition of the Learning and Study Strategies Inventory for High School (LASSI-HS) was studied through exploratory and confirmatory factor analysis of results from 367 ninth-grade students. Evidence supports a three-factor model. Interrelationships among the constructs are examined, and use of the instrument is discussed. (SLD)
Descriptors: Affective Behavior, Cognitive Processes, Factor Structure, Goal Orientation
A Comparison of Learning Disabled and Nondisabled Adolescent Motivational Processes.
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Golumbia, Linda R.; Hillman, Stephen B. – 1990
This research explored cognitive-motivational patterns of learning-disabled and nondisabled adolescents by employing the theoretical model of C. S. Dweck, which posits that a "learning goal" orients students toward the development of competence, whereas a "performance goal" orients students toward the documentation of competence, and that these…
Descriptors: Achievement, Adolescents, Affective Behavior, Attribution Theory