While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score…

The self-explanation strategy motivates learners to actively select and integrate information, thereby fostering meaningful learning. To generate comprehensive and insightful explanations, learners often require support. However, there is a limited understanding of the optimal form of self-explanation that effectively assists learners in applying…

Self-regulated learning (SRL) is crucial for helping students attain high academic performance and achieve their learning objectives in the online learning context. However, learners often face challenges in properly applying SRL in online learning environments. Recent developments in artificial intelligence (AI) applications have shown promise in…

This article examines different approaches to motivation and effective motivational strategies to engage students to learn. It discusses major perspectives on motivation and classroom applications. It analyses the teacher's role in creating motivational atmosphere. It suggests various motivational strategies for creating effective learning…

This article offers a historical analysis of the major themes that the language motivation field has examined in its 60-year history. The discussion starts by briefly reviewing the social-psychological and the situated-cognitive periods. The former was primarily concerned with affective factors in intergroup relations, while the latter with…

In England, one in three 11-16-year-olds is said to illustrate poor behaviour (Sodha and Guglielmi, 2009), while students at Key Stage 4 (14-16) who are not engaged in education are often identified as, or at risk of becoming, disaffected (McKendrick et al., 2007). This paper explores the impact of a vocational learning environment on disaffected…

Since the inception of the L2 motivational self system (Dörnyei, 2005), which operationalises motivation as a function of learners' future identities, the field of L2 motivation has seen a growing interest in mental imagery. Numerous studies have examined the role of a future self-guide, that is, the ideal L2 self, and have confirmed it to be…

Individuals with low Need for Cognition (NFC) have been found to process information using a peripheral route compared to individuals higher in NFC. These differences affect the formation of performance expectancies. Based on previous work demonstrating that the formation of performance expectancies can be understood as an information processing…

Reviews empirical and theoretical writings showing how visual arts affect: growth of perception and awareness through use of the senses; clarification of styles of thought and their effect on personal expression; inventiveness and general problem-solving ability; feelings of confidence and self-worth; and general learning motivation and success.…

To study the effects of motivation on cognition, 55 fifth- and sixth-grade students were randomly assigned to 3 motivational treatment groups: (1) ego-involved (ability oriented); (2) task-involved (mastery oriented); and (3) control (no orientation). The ego-involvement treatment attempted to make subjects feel that their abilities on the tasks…

This article discusses the role of perceived self-efficacy during classroom learning of cognitive skills. Self-efficacy refers to personal judgments of performance capabilities in a given domain of activity. Students enter classroom activities with various aptitudes and prior experiences, which affect their initial sense of self-efficacy for…

The prerequisites of language acquisition are cognitive and pragmatic. The child's conceptual development and social needs direct his attention to particular linguistic forms. These provide an efficient selection device enabling the child to match his language learning task with his abilities. The second language learner who is cognitively and…

This annotated reading list addresses the problem of the paucity of literature dealing specifically with the relationship between personality and language learning. There is no general theoretical model that encompasses personality theory, self-concept, ego development, learning theory, motivation, and body image as they relate to…