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This volume brings together a distinguished, international list of
scholars to explore the role of the learner's intention in
knowledge change. Traditional views of knowledge reconstruction
placed the impetus for thought change outside the learner's
control. The teacher, instructional methods, materials, and
activities were identified as the seat of change. Recent
perspectives on learning, however, suggest that the learner can
play an active, indeed, intentional role in the process of
knowledge restructuring. This volume explores this new, innovative
view of conceptual change learning using original contributions
drawn from renowned scholars in a variety of disciplines. The
volume is intended for scholars or advanced students studying
knowledge acquisition and change, including educational psychology,
developmental psychology, science education, cognitive science,
learning science, instructional psychology, and instructional and
curriculum studies.
This is the first book to provide a comprehensive overview of the
theoretical and methodological approaches to the study of personal
epistemology from a psychological and educational perspective. Both
theory building and empirical research have grown dramatically in
the past decade but, until now, this work has not been pulled
together in a single volume. That is the mission of this volume
whose state-of-the-art theory and research are likely to define the
field for the next 20 years. Key features of this important new
book include:
*Pioneering Contributors--The book provides current perspectives
of each of the major theoreticians and researchers who pioneered
this growing field, as well as contributions from new researchers.
*Diverse Perspectives--The contributors represent a variety of
perspectives, including education, educational psychology,
developmental psychology, higher education, and science and
mathematics education.
*Editorial Integration--Opening and closing chapters by the
editors set out key issues confronting the field.
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.
This is the first book to provide a comprehensive overview of the
theoretical and methodological approaches to the study of personal
epistemology from a psychological and educational perspective. Both
theory building and empirical research have grown dramatically in
the past decade but, until now, this work has not been pulled
together in a single volume. That is the mission of this volume
whose state-of-the-art theory and research are likely to define the
field for the next 20 years. Key features of this important new
book include: *Pioneering Contributors--The book provides current
perspectives of each of the major theoreticians and researchers who
pioneered this growing field, as well as contributions from new
researchers. *Diverse Perspectives--The contributors represent a
variety of perspectives, including education, educational
psychology, developmental psychology, higher education, and science
and mathematics education. *Editorial Integration--Opening and
closing chapters by the editors set out key issues confronting the
field.
This is the first book to provide a comprehensive overview of the
theoretical and methodological approaches to the study of personal
epistemology from a psychological and educational perspective. Both
theory building and empirical research have grown dramatically in
the past decade but, until now, this work has not been pulled
together in a single volume. That is the mission of this volume
whose state-of-the-art theory and research are likely to define the
field for the next 20 years. Key features of this important new
book include: *Pioneering Contributors--The book provides current
perspectives of each of the major theoreticians and researchers who
pioneered this growing field, as well as contributions from new
researchers. *Diverse Perspectives--The contributors represent a
variety of perspectives, including education, educational
psychology, developmental psychology, higher education, and science
and mathematics education. *Editorial Integration--Opening and
closing chapters by the editors set out key issues confronting the
field.
This volume brings together a distinguished, international list of
scholars to explore the role of the learner's intention in
knowledge change. Traditional views of knowledge reconstruction
placed the impetus for thought change outside the learner's
control. The teacher, instructional methods, materials, and
activities were identified as the seat of change. Recent
perspectives on learning, however, suggest that the learner can
play an active, indeed, "intentional" role in the process of
knowledge restructuring. This volume explores this new, innovative
view of conceptual change learning using original contributions
drawn from renowned scholars in a variety of disciplines.
The volume is intended for scholars or advanced students studying
knowledge acquisition and change, including educational psychology,
developmental psychology, science education, cognitive science,
learning science, instructional psychology, and instructional and
curriculum studies.
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 Handbook of Self-Regulation represents state-of-the-art
coverage of the latest theory, research, and developments in
applications of self-regulation research. Chapters are of interest
to psychologists interested in the development and operation of
self-regulation as well as applications to health, organizational,
clinical, and educational psychology.
This book pulls together theory, research, and applications in the
self-regulation domain and provides broad coverage of conceptual,
methodological, and treatment issues. In view of the burgeoning
interest and massive research on various aspects of
self-regulation, the time seems ripe for this Handbook, aimed at
reflecting the current state of the field. The goal is to provide
researchers, students, and clinicians in the field with substantial
state-of-the-art overviews, reviews, and reflections on the
conceptual and methodological issues and complexities particular to
self-regulation research.
Key Features
* Coverage of state-of-the-art in self-regulation research from
different perspectives
* Application of self-regulation research to health, clinical,
organizational, and educational psychology
* Brings together in one volume research on self-regulation in
different subdisciplines
* Most comprehensive and penetrating compendium of information on
self-regulation from multi-disciplinary perspectives
For nearly two decades, this series has reflected and chronicled
the interests, insights, findings and concerns of motivational
researchers. This volume is unique in that it grew out of a
conference honoring a major contributor to the motivational
literature, Carol Midgley. Yet, it too reflects the richness and
variety that exists across motivation research today. While the
authors tend to work within a goal theory perspective, they reflect
concerns with the range of questions that interest motivation
researchers more broadly. True to the tradition established by
Carol Midgley, the chapters also exhibit a considered and creative
concern with the "real world of achievement." The studies reported
or reviewed are largely field-based. The implications drawn have
relevance to practitioner as well as theorist.
Especially noteworthy is that this collection of chapters does more
than review the past. It points to the future - in several ways:
Asking challenging questions, regarding the implications of current
motivation theory for school reform, portraying the potential of
new research methods, re-examining tried and true conceptions of
the nature and nurture of motivation, suggesting new issues and
pointing to new venues for application.
All in all, this particular volume stands not only as a testament
to the life and work of one major figure in the field, but goes a
considerable distance in reflecting the diversity of interests and
concerns within motivation research more broadly. It also points to
what is missing, what has been overlooked, and what needs to be
done. Those who are especially concerned with theory, research
methods, or applications will each find something of interestand of
worth - regardless of their theoretical perspective or specific
research focus.
The chapters in this volume address how different contexts and
environments can facilitate or constrain the motivation of
individuals. Motivational theory has tended to focus on internal
psychological processes, but the chapters in this volume remind us
that contextual factors are also very important contributors to
motivation and achievement. The chapters address the role of
context in educational settings including both classroom and school
analyses, family contexts, work settings, personal and social
contexts, as well as cross-cultural analyses of motivation in
non-Western contexts.
This volume has chapters from leading researchers and scholars on
the "state-of-the-art" for different theoretical perspectives in
motivation research. The chapters provide an overview of the
leading social cognitive motivational theories and the current
issues that these models and perspectives are confronting at the
edge of motivational science. There are chapters on self-efficacy
theory, self-concept theory, goal theory, social motivation theory,
motivation and cognition models, motivation and health, motivation
and work, motivation and sports, and motivation and education.
This series is designed to reflect current research and theory
concerned with motivation and achievement in work, school and play.
Each volume focuses on a particular issue or theme and the series
has a special goal of bringing the best in social science to bear
on socially significant problems.
The Handbook of Self-Regulation represents state-of-the-art
coverage of the latest theory, research, and developments in
applications of self-regulation research. Chapters are of interest
to psychologists interested in the development and operation of
self-regulation as well as applications to health, organizational,
clinical, and educational psychology.
This book pulls together theory, research, and applications in the
self-regulation domain and provides broad coverage of conceptual,
methodological, and treatment issues. In view of the burgeoning
interest and massive research on various aspects of
self-regulation, the time seems ripe for this Handbook, aimed at
reflecting the current state of the field. The goal is to provide
researchers, students, and clinicians in the field with substantial
state-of-the-art overviews, reviews, and reflections on the
conceptual and methodological issues and complexities particular to
self-regulation research.
Key Features
* Coverage of state-of-the-art in self-regulation research from
different perspectives
* Application of self-regulation research to health, clinical,
organizational, and educational psychology
* Brings together in one volume research on self-regulation in
different subdisciplines
* Most comprehensive and penetrating compendium of information on
self-regulation from multi-disciplinary perspectives
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