Motivation from a Self-Regulated Learning Perspective: Application to School Psychology

Autor/inn/en	Bakhtiar, Aishah; Hadwin, Allyson F.
Titel	Motivation from a Self-Regulated Learning Perspective: Application to School Psychology
Quelle	In: Canadian Journal of School Psychology, 37 (2022) 1, S.93-116 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bakhtiar, Aishah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735211054699
Schlagwörter	Metacognition; Learning Motivation; Academic Achievement; School Psychology; Context Effect; Attention Control; Coping; Intervention; Student Attitudes; School Psychologists; Family Environment; Classroom Techniques + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivation for studies; Lernmotivation; Schulleistung; Schulpsychologie; Aufmerksamkeitstest; Bewältigung; Schülerverhalten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Familienmilieu; Klassenführung
Abstract	Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition-motivational beliefs, (b) behaviors-persistence, effort, engagement, and (c) affect-enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners' socio-historical experiences while empowering learners to focus attention on things they can control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01