Ulteriori informazioni
Designed to present some of the current research on student motivation, cognition, and learning, this book serves as a festschrift for Wilbert J. McKeachie who has been a leading figure in college teaching and learning. The contributions to this volume were written by former students, colleagues and friends.
A common focus on a general or social cognitive view of learning is shared throughout the volume, but there are significant differences in the perspectives the researchers bring to bear on the issues. They provide an excellent cross-section of current thinking and research on general cognitive topics such as students' knowledge structures, cognitive and self-regulated learning strategies, as well as reasoning, problem solving, and critical thinking. Social cognitive and motivational topics are also well represented, including self-worth theory and expectancy-value models. More importantly, an explicit attempt is made to link cognitive and motivational constructs theoretically and empirically. This area of research is one of the most important and promising areas of future research in educational psychology. Finally, most of the chapters address instructional implications, but several explicitly discuss instructional issues related to the improvement of college students' motivation and cognition.
Sommario
Contents: Preface.
K. Biolsi, E.E. Smith, The Automaticity of Similarity-Based Reasoning.
S.W. VanderStoep, C.M. Seifert, Problem Solving, Transfer, and Thinking.
M. Naveh-Benjamin, Y-G. Lin, Measuring and Improving Students' Disciplinary Knowledge Structures.
J.G. Donald, Science Students' Learning: Ethnographic Studies in Three Disciplines.
P.R. Pintrich, T. Garcia, Self-Regulated Learning in College Students: Knowledge, Strategies, and Motivation.
P.A. Schutz, Goals as the Transactive Point Between Motivation and Cognition.
M.V. Covington, B.W. Roberts, Self-Worth and College Achievement: Motivational and Personality Correlates.
S.A. Karabenick, R. Sharma, Seeking Academic Assistance as a Strategic Learning Resource.
S.G. Paris, J.C. Turner, Situated Motivation.
B.J. Zimmerman, R. Risemberg, Investigating Self-Regulatory Processes and Perceptions of Self-Efficacy in Writing by College Students.
C.E. Weinstein, Strategic Learning/Strategic Teaching: Flip Sides of a Coin.
S.N. Reiter, Teaching Dialogically: Its Relationship to Critical Thinking in College Students.
M. Inglehart, D.R. Brown, M. Vida, Competition, Achievement, and Gender: A Stress Theoretical Analysis.
M.D. Svinicki, Research on College Student Learning and Motivation: Will It Affect College Instruction?
W.J. McKeachie, Concluding Remarks.
Info autore
Paul R. Pintrich, Donald R. Brown, Claire Ellen Weinstein
Riassunto
Designed to present some of the current research on student motivation, cognition, and learning, this book serves as a festschrift for Wilbert J. McKeachie who has been a leading figure in college teaching and learning. The contributions to this volume were written by former students, colleagues and friends.
A common focus on a general or social cognitive view of learning is shared throughout the volume, but there are significant differences in the perspectives the researchers bring to bear on the issues. They provide an excellent cross-section of current thinking and research on general cognitive topics such as students' knowledge structures, cognitive and self-regulated learning strategies, as well as reasoning, problem solving, and critical thinking. Social cognitive and motivational topics are also well represented, including self-worth theory and expectancy-value models. More importantly, an explicit attempt is made to link cognitive and motivational constructs theoretically and empirically. This area of research is one of the most important and promising areas of future research in educational psychology. Finally, most of the chapters address instructional implications, but several explicitly discuss instructional issues related to the improvement of college students' motivation and cognition.
Testo aggiuntivo
"This collection can be valuable to any educator involved in educational theory....This book can be a valuable aid for any professional educator seeking assistance in research or a new approach to encourage learning. The book is rather pleasant reading for such a theoretical topic."—The Mathematics Teacher
