Learning and Instruction
April 2005 Volume 15, Number 2
Table of Contents
Number of articles: 6
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Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children
Birgit Spinath & Frank M. Spinath
The present study examined the link between general school-related learning motivation and competence beliefs in elementary school children. In a cross-sequential design, the populations of four... More
pp. 87-102
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Task-motivation during the first school years: A person-oriented approach to longitudinal data
Jari-Erik Nurmi & Kaisa Aunola
The present study investigated the kinds of motivational patterns primary school students show in terms of the value they place on math, reading and writing, respectively, and the extent to which... More
pp. 103-122
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Training of self-regulatory and problem-solving competence
Franziska Perels, Tina Gürtler & Bernhard Schmitz
The effects of different trainings on the acquisition of mathematical problem-solving and self-regulation were studied with 249 eighth-graders. The study was conducted with 4 different trainings in... More
pp. 123-139
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The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing
J.S. Rozendaal, A. Minnaert & M. Boekaerts
This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of... More
pp. 141-160
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Studying the development of learning and task motivation
Jacquelynne S. Eccles
This commentary focuses on the papers by Nurmi and Aunola and by Spinath and Spinath. I discuss the difficulty in testing the hypothesis that ability self concepts influence developmental changes... More
pp. 161-171
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Commentary on self-regulation in school contexts
Dale H. Schunk
Recent years have witnessed increasing academic self-regulation research. Researchers have compared good with poor self-regulators to determine key processes; examined the relations among self... More
pp. 173-177