A historical review of Contemporary Educational Psychology from 1995 to 2010

Mitchell, Anita Witt; McConnell, John R.

doi:10.1016/j.cedpsych.2011.11.001

Cited by 19 publications

(11 citation statements)

References 83 publications

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“…As more and more net-generation students (Oblinger & Oblinger, 2005) enter these programs, it is suggested that pedagogical models should be adjusted to map to these students' attributes in learning (Tapscott, 2008). Technology-enabled learning (or other terms such as eLearning, online learning and/or digital learning which are widely used in the academia) has attracted considerable attention in academia (Ali, Murphy, & Nadkarni, 2014;Liburd & Christensen, 2013;Mitchell & McConnell, 2012). With the advent of Web 2.0 technologies, students are able to engage in instruction activities as long as they have access to the Internet (Hsu, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training

Hsu

Chien

2015

IRE

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This study was designed to investigate the effectiveness of the use of multimedia web-based technologies in culinary skills training with a mixed method. One hundred high school students of hospitality programme in Taiwan were recruited and randomly assigned to experimental and control groups respectively using multimedia web-based educational technologies and traditional educational methods, with two dishes (one basic and one advanced) as target contents to be learned and delivered. The findings indicated that the experimental group performed better on both dishes. The effect size validated the applicability of multimedia web-based technologies in culinary skills training. A focus group of 10 interviewees from the experimental group were formed for qualitative part of research. Furthermore, results of focus group interviews revealed that convenience was mentioned by eight interviewees as a benefit of the experimental instructional method, while the ability to present material with captions was seen as the most significant functionality.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training

Hsu

Chien

2015

IRE

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“…Motivation is often studied with regard to learning literacy, mathematics and science, but relatively little in early childhood education settings (Murphy and Alexander 2000;Stipek and Greene 2001;Witt Mitchel and McConnell 2012). Motivation refers to 'being moved' to do something.…”

Section: Motivation Definedmentioning

confidence: 99%

Motivation of young students: a cross-cultural evaluation of a model for motivational orientations

Aalsvoort¹,

Lepola

Overtoom

et al. 2013

Research Papers in Education

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It is a challenge for an early education teacher to enhance the development of self-regulation of young children to become and stay motivated for tasks that elicit school-related skills that do not immediately make sense for them. Being aware of motivational orientations in young students is therefore a must. In the study, a cross-cultural evaluation was undertaken of a model for these orientations which were task orientation, task avoidance and social dependence. The study validated a Finnish questionnaire on motivation among Dutch students and addressed the underlying structure of the questionnaire. The Dutch sample included 266 students from kindergarten with an average age of 63 months, and the Finnish sample had 139 students from 16 day care centres with an average age of 62 months. The factor analysis showed that the model for three motivational orientations can be accepted for the Dutch population without restrictions. The findings also suggest age-relatedness with regard to task orientation, which was the highest among the six-year olds, and task avoidance and social dependence that were highest with the four-year olds of the Dutch sample. The results revealed that five-year olds were rated alike in Finland and the Netherlands for task orientation and task avoidance. Moreover, in both countries, girls received significantly higher scores than boys on task orientation, whereas boys were rated to show significantly more often task avoidance than girls in crafts and play-like tasks in preschool settings. The findings strengthen the validity of the questionnaire in two European countries that differ with regard to their early childhood education system. It is concluded that motivational tendencies are developing well before the start of Grade 1, and can be observed by preschool teachers. Suggestions for school practice are included.

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“…Dentro de los diferentes constructos motivacionales a los que la investigación ha prestado mayor atención, destacan las metas y las creencias de autoeficacia (de la Fuente, 2004;González-Torres y Torrano, 2012;Mitchell y McConnell, 2012). Por un lado, la teoría sobre metas académicas (Achievement goal theory) se ha convertido en las últimas décadas en uno de los principales enfoques de la investigación motivacional, dirigida a estudiar las razones por las que los alumnos se comprometen y persisten en su aprendizaje (Maehr y Zusho, 2009;Senko, Hulleman y Harackiewicz, 2011).…”

Section: Introductionunclassified

Diferencias de género y aprendizaje autorregulado: el efecto del rendimiento académico previo

Torrano

Soria

2017

Rev. Complut. Educ

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Resumen: En las dos últimas décadas el aprendizaje autorregulado se ha convertido en uno de los principales focos de la investigación psicoeducativa y en uno de los ejes primordiales de la práctica docente. En este contexto el objetivo de la presente investigación es examinar la existencia de diferencias de género en la motivación académica y en el uso de estrategias de aprendizaje, y comprobar qué ocurre cuando se controla el rendimiento académico previo. La muestra estuvo compuesta por 374 alumnos de 2º curso de Educación Secundaria Obligatoria (ESO). Se emplearon las escalas motivacionales del Patterns of Adaptive Learning Scales (PALS) centradas en el alumno (metas personales y contextuales, creencias de autoeficacia y estrategias self-handicapping) y las escalas cognitivas del MSLQ en su versión española (CEAM II). Los resultados evidencian, en un primer momento, diferencias significativas entre chicos y chicas en todas las escalas motivacionales y de estrategias consideradas, excepto en metas aprendizaje y elaboración. Sin embargo, al controlar el efecto del rendimiento previo, se pudo constatar cómo algunas de estas diferencias desaparecían. A este respecto, se destaca la necesidad de que futuras investigaciones en este campo controlen el rendimiento académico previo, además de analizar con detenimiento los estereotipos que cada género desarrolla y el estilo o sesgo en la respuesta a los cuestionarios de autoinforme según el sexo. Palabras clave: Procesos de aprendizaje; motivación académica; estrategias de aprendizaje; diferencias de género.[en] Gender differences and self-regulated learning: The effect of prior academic achievement Abstract: In the last two decades self-regulated learning has become a current focus for research, and one of the essential axes for educational practice. In this context this paper´s objective is to analyze gender differences in academic and strategies use, and what occurred when we control academic achievement. The sample is formed by N=374 students 13-14 years old. Motivational scales of the Patterns of Adaptive Learning Scales (PALS) focusing on student (contextual and personal goals, selfefficacy beliefs and self-handicapping strategies) and MSLQ cognitive scales were used. The results show significant differences between boys and girls in all motivational scales and considered strategies, except on mastery goals and elaboration. However, to control the effect of prior performance, it was confirmed how some of these differences disappeared. As a possible explanation, highlights the need to control prior achievement, and to analyze carefully the stereotypes developed by each gender and bias in the response to questionnaires according to sex.

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A historical review of Contemporary Educational Psychology from 1995 to 2010

Cited by 19 publications

References 83 publications

The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training

The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training

Motivation of young students: a cross-cultural evaluation of a model for motivational orientations

Diferencias de género y aprendizaje autorregulado: el efecto del rendimiento académico previo

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