Knowing how to learn and how to teach motivation: Contributions from self-regulation of motivation to more a effective learning

Paula Paulino; Adelina Lopes Da Silva

doi:10.1016/j.sbspro.2011.11.289

Knowing how to learn and how to teach motivation: Contributions from self-regulation of motivation to more a effective learning

Paula Paulino, Adelina Lopes Da Silva

Faculty of Psychology

Research output: Contribution to journal › Conference article › peer-review

4 Citations (Scopus)

Abstract

Students can monitor and regulate their motivation to learn - self-regulation of motivation (SRM) - and this process has a positive impact on achievement. In this paper, we analyze the SRM process with middle school students, through three studies. On the first, it will be evaluated determinants of SRM (e.g. expectancies, goals and values) and SRM strategies. In the second, we will analyze through two focus group teacher's perceptions about the most effective educational practices to promote SRM. From these, in the third study, will be designed a classroom program directed to the stimulation and development of strategies for SRM.

Original language	English
Pages (from-to)	656-662
Number of pages	7
Journal	Procedia - Social and Behavioral Sciences
Volume	29
DOIs	https://doi.org/10.1016/j.sbspro.2011.11.289
Publication status	Published - 2011
Externally published	Yes
Event	2nd International Conference on Education and Educational Psychology, ICEEPSY 2011 - Istanbul, Turkey Duration: 19 Oct 2011 → 22 Oct 2011

Keywords

Achievement goals
Adolescents
Self regulation of motivation
Self-efficacy
Self-regulation
Task value

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.sbspro.2011.11.289

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title = "Knowing how to learn and how to teach motivation: Contributions from self-regulation of motivation to more a effective learning",

abstract = "Students can monitor and regulate their motivation to learn - self-regulation of motivation (SRM) - and this process has a positive impact on achievement. In this paper, we analyze the SRM process with middle school students, through three studies. On the first, it will be evaluated determinants of SRM (e.g. expectancies, goals and values) and SRM strategies. In the second, we will analyze through two focus group teacher's perceptions about the most effective educational practices to promote SRM. From these, in the third study, will be designed a classroom program directed to the stimulation and development of strategies for SRM.",

keywords = "Achievement goals, Adolescents, Self regulation of motivation, Self-efficacy, Self-regulation, Task value",

author = "Paula Paulino and {Da Silva}, {Adelina Lopes}",

year = "2011",

doi = "10.1016/j.sbspro.2011.11.289",

language = "English",

volume = "29",

pages = "656--662",

journal = "Procedia - Social and Behavioral Sciences",

issn = "1877-0428",

publisher = "Elsevier B.V.",

note = "2nd International Conference on Education and Educational Psychology, ICEEPSY 2011 ; Conference date: 19-10-2011 Through 22-10-2011",

}

TY - JOUR

T1 - Knowing how to learn and how to teach motivation

T2 - 2nd International Conference on Education and Educational Psychology, ICEEPSY 2011

AU - Paulino, Paula

AU - Da Silva, Adelina Lopes

PY - 2011

Y1 - 2011

N2 - Students can monitor and regulate their motivation to learn - self-regulation of motivation (SRM) - and this process has a positive impact on achievement. In this paper, we analyze the SRM process with middle school students, through three studies. On the first, it will be evaluated determinants of SRM (e.g. expectancies, goals and values) and SRM strategies. In the second, we will analyze through two focus group teacher's perceptions about the most effective educational practices to promote SRM. From these, in the third study, will be designed a classroom program directed to the stimulation and development of strategies for SRM.

AB - Students can monitor and regulate their motivation to learn - self-regulation of motivation (SRM) - and this process has a positive impact on achievement. In this paper, we analyze the SRM process with middle school students, through three studies. On the first, it will be evaluated determinants of SRM (e.g. expectancies, goals and values) and SRM strategies. In the second, we will analyze through two focus group teacher's perceptions about the most effective educational practices to promote SRM. From these, in the third study, will be designed a classroom program directed to the stimulation and development of strategies for SRM.

KW - Achievement goals

KW - Adolescents

KW - Self regulation of motivation

KW - Self-efficacy

KW - Self-regulation

KW - Task value

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U2 - 10.1016/j.sbspro.2011.11.289

DO - 10.1016/j.sbspro.2011.11.289

M3 - Conference article

AN - SCOPUS:84555188225

SN - 1877-0428

VL - 29

SP - 656

EP - 662

JO - Procedia - Social and Behavioral Sciences

JF - Procedia - Social and Behavioral Sciences

Y2 - 19 October 2011 through 22 October 2011

ER -

Knowing how to learn and how to teach motivation: Contributions from self-regulation of motivation to more a effective learning

Abstract

Keywords

UN SDGs

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