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.

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.

The papers in this volume were prepared after a preliminary symposium held at The University of Michigan in honor of Clyde Coombs. Following the symposium, each paper was extensively revised and in many instances completely rewritten to provide a timely and provocative survey of current works in mathematical psychology in the style of Clyde Coombs. All of the authors were students or colleagues who were closely influenced by Coombs and our intention was not to cover all approaches to the field, but rather to illustrate the continuing influence of Coombs's work and approach to the application of mathematics to basic psychological phenomena. If we are successful, it is because of his influence on the contributors. v Acknowledgements The preparation of this volume in memory of Clyde Coombs owes much to the many friends, students, and colleagues of Clyde Coombs who generously provided their support and encouragement. Funding was provided by Dean John D'Arms of the Horace H.

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