東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Skill and will for learning: Self-sc...

Garcia, Teresa.

Linked to FindBook

Google Book

Amazon

博客來

Skill and will for learning: Self-schemas, motivational strategies, and self-regulated learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Skill and will for learning: Self-schemas, motivational strategies, and self-regulated learning./
Author:	Garcia, Teresa.
Description:	142 p.
Notes:	Chair: Paul R. Pintrich.
Contained By:	Dissertation Abstracts International54-11A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9409691

Skill and will for learning: Self-schemas, motivational strategies, and self-regulated learning.
Garcia, Teresa.

Skill and will for learning: Self-schemas, motivational strategies, and self-regulated learning. - 142 p.

Chair: Paul R. Pintrich.

Thesis (Ph.D.)--University of Michigan, 1993.

The purpose of the literature review and empirical studies reported here was to add to self-regulated learning (SRL) research by addressing two questions. First, what is the role of the self in self-regulated learning? There is a curious paradox in SRL research, where self-regulation is considered to be of paramount importance, yet the role of the self in this regulation has largely been ignored. Second, what do self-regulated learners regulate? The regulation in SRL theory generally refers to students' regulation of cognition by use of various learning strategies; although schooling also has affective outcomes, how students regulate affect has not been examined.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Skill and will for learning: Self-schemas, motivational strategies, and self-regulated learning.
LDR:03293nam 2200313 a 45 001 946792
005 20110523
008 110523s1993 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9409691
035 $a AAI9409691
040 $a UMI $c UMI
100 1 $a Garcia, Teresa. $3 1270208
245 1 0 $a Skill and will for learning: Self-schemas, motivational strategies, and self-regulated learning.
300 $a 142 p.
500 $a Chair: Paul R. Pintrich.
500 $a Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 4036.
502 $a Thesis (Ph.D.)--University of Michigan, 1993.
520 $a The purpose of the literature review and empirical studies reported here was to add to self-regulated learning (SRL) research by addressing two questions. First, what is the role of the self in self-regulated learning? There is a curious paradox in SRL research, where self-regulation is considered to be of paramount importance, yet the role of the self in this regulation has largely been ignored. Second, what do self-regulated learners regulate? The regulation in SRL theory generally refers to students' regulation of cognition by use of various learning strategies; although schooling also has affective outcomes, how students regulate affect has not been examined.
520 $a An open-ended measure of college students' (n = 127) present and possible academic self-schemas was administered and its relations to motivational beliefs and cognitive engagement were examined. Correlational analyses showed that students' evaluations of the importance, likelihood, and sense of instrumentality regarding different self-schemas were positively related to self-reports of motivational beliefs and cognitive engagement, suggesting that the self merits greater consideration in our models of SRL.
520 $a Responses to a self-report questionnaire (n = 127) and a stimulated recall interview (n = 12) showed that two motivational strategies, defensive pessimism and self-handicapping, were indeed related to students' motivational beliefs and cognitive engagement. While self-regulated learners are generally portrayed as intrinsically motivated, low-anxious, cognitively engaged individuals, the strategy of defensive pessimism demonstrates how performance concerns and anxiety can actually promote cognitive engagement. The strategy of self-handicapping suggests that low motivation and low cognitive engagement may not necessarily be evidence of failure to self-regulate one's learning. Indeed, self-handicapping students' regulation instead involves engaging in low effort, effectively creating an attributional ambiguity which maximizes ability evaluations.
520 $a The research presented here indicates that the role of the self and the role of motivational strategies are important factors in SRL. Incorporating self-schemas and motivational strategies in our models of SRL seems to be a promising way of factoring in the self and affect-related concerns to the learning process.
590 $a School code: 0127.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Personality. $3 1017585
650 4 $a Psychology, Social. $3 529430
690 $a 0451
690 $a 0525
690 $a 0625
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 54-11A.
790 $a 0127
790 1 0 $a Pintrich, Paul R., $e advisor
791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9409691