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Direct linkDaria Rovan; Ema Petricevic; Nina Pavlin-Bernardic – European Journal of Psychology of Education, 2024
The role of motivational processes in self-regulated learning is recognized in all the models of self-regulated learning, but differently conceptualized. Integrating the presumptions of the expectancy-value model, models of self-regulating learning, and distinction between motivational beliefs related to learning process and related to…
Descriptors: Self Management, Independent Study, Motivation, Attention Span
Maija Zakrizevska-Belogrudova; Airisa Steinberga; Anete Hofmane; Argron Rusmani – Discourse and Communication for Sustainable Education, 2024
This study examines the relationship between the habits of young adults in the use of information technologies and the cognitive processes involved in learning. It was found that information technologies have become an irreplaceable part of modern education, offering vast opportunities to access information and resources, thus promoting the…
Descriptors: Information Technology, Young Adults, Cognitive Processes, Habit Formation
Peer reviewedHecht, Lawrence W. – Journal of Educational Research, 1978
Student behavior measures were shown to be highly predictive of achievement, adding support to the notion that student behavior during instruction is strongly linked to student learning. (Author)
Descriptors: Academic Achievement, Attention Span, Cues, Learning
Download full textBrown, Ronald T.; Wynne, Martha Ellen – 1982
Sustained attention and inhibitory control of 15 nonhyperactive, learning disabled (LD) boys, 15 hyperactive but not LD boys, and 15 normal boys (11-12 years old) were studied, on teacher ratings of impulse control in the classroom and testing results. Coming to attention, decision making, sustained attention, and attention-concentration were…
Descriptors: Attention Deficit Disorders, Attention Span, Behavior Problems, Classroom Research
Wolery, Mark – 1992
Thirteen studies were conducted that focused on whether preschool and elementary school students with mild and moderate disabilities learned target and non-target behaviors when two types of instructional manipulations were made to direct instructional trial sequences. In one type, the related, non-target behaviors were presented during…
Descriptors: Attention Control, Attention Span, Cues, Educational Strategies
Holcombe-Ligon, Ariane; And Others – 1992
Designed to be used by practicing teachers, students who are learning to become teachers, and faculty members who instruct such students, this manual describes how to use attending cues and responses to help children with mild disabilities attend to the important aspects of instructional activities, and how to use attending cues and responses to…
Descriptors: Attention Control, Attention Span, Cues, Educational Strategies
Wolery, Mark – 1992
This instructional module describes procedures for training prospective and practicing teachers to use two strategies for enhancing the efficiency of instructing children with mild disabilities: manipulating attending cues and responses and using instructive feedback. The module contains the following information: (a) a description of the…
Descriptors: Attention Control, Attention Span, Course Content, Course Descriptions
