The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants

Autor/in	McGrew, Kevin S.
Titel	The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants
Quelle	In: Canadian Journal of School Psychology, 37 (2022) 1, S.117-134 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGrew, Kevin S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735211054270
Schlagwörter	Personality Traits; School Psychology; Student Motivation; Cognitive Ability; Independent Study; Models; Intelligence; Academic Achievement + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulpsychologie; Schulische Motivation; Denkfähigkeit; Selbststudium; Analogiemodell; Intelligenz; Klugheit; Schulleistung
Abstract	The "Cognitive-Affective-Motivation Model of Learning" (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow's seminal research on academic aptitudes--which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that collectively produce a student's readiness to learn in a specific domain. CAMML incorporates the "crossing the Rubicon" commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01