Introduction: Paul R. Pintrich's Contributions to Educational Psychology: An Enduring Legacy

Abstract

Paul Pintrich's many contributions to educational psychology are discussed. This article describes Paul's academic career at the University of Michigan and discusses Paul's contributions to the understanding of students' achievement goal orientations, self-regulated learning, epistemological beliefs, and conceptual change and Paul's work on developing measures of motivation and self-regulation. These areas are the topics of the articles in this special issue. The authors note several important themes in Paul's work: its integrative nature, conceptual clarity, empirical focus, and emphasis on collaboration with scholars around the world. Overviews for the 6 articles in the special issue are provided.Paul Robert Pintrich made seminal and lasting contributions to the field of educational psychology through his research and theorizing on topics such as children's and adults'motivation, regulation of achievement behavior, epistemological beliefs, and conceptual change, among other things. He made important theoretical connections among these different areas that have too often been studied separately in the field. Along with his own theoretical and empirical contributions Paul mentored a group of students at Michigan who themselves now are making strong contributions to the educational psychology field. He also interacted and collaborated with scholars across the country and worldwide, and made particularly strong connections to the educational psychology community of scholars in Europe. In these and other ways he clearly was one of the leading scholars of his generation. His legacy will endure because of both the strength of his own contributions and the continuing contributions of his former students and collaborators.In this special issue we invited authors to discuss Paul's contributions to educational psychology. In this relatively small collection we cannot hope to capture all of his contributions, and so we focused on the areas of research where we think his most important contributions lie: motivation (particularly achievement goal theory), self-regulation, epistemological beliefs, conceptual change, and development of measures to assess self-regulation and motivation (with a specific focus on the Motivated Strategies for Learning Questionnaire, or MSLQ). We chose authors who themselves are making fundamental contributions to the particular area they wrote about and who also had strong connections to Paul both personally and professionally. In this introductory article we briefly describe Paul's academic career, discuss his contributions to each of the areas listed previously, present some basic themes that guided his work in these different areas, and provide an overview of each of the contributions to the special issue. THE MAKINGS OF A SCHOLARPaul Pintrich received his bachelor's degree in psychology from Clark University in 1975 and always was proud of having attended the only university in America where Sigmund EDUCATIONAL PSYCHOLOGIST, 40(2), 67-74

Estrategias de aprendizaje de estudiantes universitarios como predictores de su rendimiento académico

“…Junto a Elisabeth De Groot (Pintrich & De Groot, 1990) afirmó que las estrategias de autorregulación del aprendizaje son mediadoras de la relación entre construcciones motivacionales como las metas y el desempeño. Este hallazgo proporcionó una visión más sofisticada de cómo las características de los estudiantes se relacionan con sus logros de aprendizaje (Wigfield, Zusho, & De Groot, 2005). Posteriormente, Pintrich presentó junto a Akane Zusho un modelo que describe el proceso y las fases de la autorregulación, sus relaciones con la cognición, la motivación y el comportamiento, y la manera en que es influenciada por diferentes contextos educativos (Pintrich & Zusho, 2002).…”

Motivating English Language Learners and Teachers in Indonesia

“…As the legacy of Paul R. Pintrich in the field of educational psychology (Schunk, 2005;Wigfield et al, 2005), self-regulated learning (SLR) is defined as "an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features in the environment" (Pintrich, 2000, p. 453). SLR helps learners to actively engage in learning activity and "adapt their thoughts, feelings, and actions as needed to affect their learning and motivation… [and] to reach learning and performance goals" (Boekaerts & Corno, 2005, p. 201).…”