Session Information
02 SES 04C, Curriculum, Pedagogy and Learning (Part 3)
Paper Session
Contribution
Method
Expected Outcomes
References
BOEKAERTS, M. (1997). Self-Regulated Learning: A new Concept embraced by Researchers, Policy Makers, Educators, Teachers, and Students. Learning and Instruction, 7, 161–186. BOEKAERTS, M. (1999). Self-Regulated Learning: Where We Are Today. International Journal of Education Research, 31, 445–457. BOEKAERTS, M. (2002). Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach. Learning and Instruction, 12, 589–604. BOEKAERTS, M., PINTRICH, P. R. & ZEIDNER, M. (Eds.) (2000). Handbook of Self-Regulation. San Diego et al.: Academic Press. BRANSFORD, J. D., BROWN. A. L. & COCKING, R. R. (Eds.). (2000). How People Learn. Brain, Mind, Experience and School. Washington, DC: National Academy Press. KUHL, J. (1998). Wille und Persönlichkeit: Funktionsanalyse der Selbststeuerung. Psychologische Rundschau, 49 (2), 61–77. LEWALTER, D. (2003). Cognitive Strategies for Learning from Static and Dynamic Visuals. Learning and Instruction, 13, 177–189. NURMI, J.-E. & AUNOLA, K. (2005). Task Motivation During the First School Years: A Person-Oriented Approach to Longitudinal Data. Learning and Instruction, 15, 103–122. PINTRICH, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In M. BOEKAERTS, P. R. PINTRICH & M. ZEIDNER (Eds.), Handbook of Self-Regulation (pp. 451–502). San Diego et al.: Academic Press. POKAY, P. & BLUMENFELD, P. C. (1990). Predicting Achievement Early and Late in the Semester: The Role of Motivatiuon and Use of Learning Strategies. Journal of Educational Psychology, 82, 41–50. RHEINBERG, F. (2004). Motivationsdiagnostik. Göttingen: Hogrefe. RHEINBERG, F., VOLLMEYER, R. & BURNS, B. D. (2001). FAM: Ein Fragebogen zur Erfassung aktueller Motivation in Lern- und Leistungssituationen. Diagnostica, 47, 57–66. ROZENDAAL, J. S., MINNAERT, A. & BOEKAERTS, M. (2005). The Influence of Teacher Perceived Administration of Self-Regulated Learning on Students’ Motivation and Information-Processing. Learning and Instruction, 15, 141–160. SCHIEFELE, U., STREBLOW, L. ERMGASSEN, U. & MOSCHNER, B. (2003). Lernmotivation und Lernstrategien als Bedingungen der Studienleistung. Zeitschrift für Pädagogische Psychologie, 17, 185–198. SEEGERS, G. & BOEKAERTS, M. (1993). Task Motivation and Mathematics Achievement in Actual Task Situations. Learning and Instruction, 3, 133–150. SPINATH, B. & SPINATH, F. M. (2005). Longitudinal Analyses of the Link between Learning Motivation and Competence Beliefs Among Elementary School Children. Learning and Instruction, 15(2), 87–102. WEINSTEIN, C. E. & MAYER, R. (1986). The Teaching of Learning Strategies. In M. Wittrock (Ed.), Handbook of Research on Teaching (pp. 315–327). New York: Macmillan. WIGFIELD, A. (1994). Expectancy-Value Theory of Achievement Motivation: A Developmental Perspective. Educational Psychology Review, 6, 49–78. WIGFIELD, A. & ECCLES, J. S. (2000). Expectancy Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25, 68–81 WILD, K.-P. & SCHIEFELE, U. (1994). Lernstrategien im Studium: Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 185–200. WINTHER, E. (in press). Measurement of Motivation: A State Perspective on Motivation in Learning Objects. In F. Achtenhagen, & F. Oser (Eds.), Initiating Changes of Teachers' Perception of Knowledge and Action in VET. Rotterdam: Sense Publishers. WINTHER, E. (2006). Motivation in Lernprozessen. Konzepte in der Unterrichtspraxis von Wirtschaftsgymnasien. Wiesbaden: DUV. WOLTERS, C. (2003a). Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning. Educational Psychologist, 38(4), 189-205. WOLTERS, C. (2003b). Understanding Procrastination from a Self-Regulated Learning Perspective. Journal of Educational Psychology, 95(1), 179-187. ZIMMERMAN, B. J. (1990). Self-Regulated Learning and Academic Achievement: On Overview. In Educational Psychologist, 25 (1), 3–17. ZIMMERMAN, B. J. (2000). Attaining Self-Regulation. A Social Cognitive Perspective. In M. BOEKAERTS, P. R. PINTRICH & M. ZEIDNER (Eds.), Handbook of Self-Regulation (pp. 13–41). San Diego et al.: Academic Press. ZIMMERMAN, B. J. & MARTINEZ-PONS, M. (1986). Development of a Structured Interview for Assessing Students Use of Self-regulated Learning Strategies. American Educational Research Journal, 23, 614–628. ZIMMERMAN, B. J. & MARTINEZ-PONS, M. (1990). Students Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology, 82, 51–59.
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