Monique Boekaerts

Leiden University | LEI · Deaprtment of Education and Child studies

The learning research literature has identified the complex and multidimensional nature of learning tasks, involving not only (meta) cognitive processes but also affective, linguistic, and behavioral contextualized aspects. The present study aims to analyze the interactions among activated domain-specific information, context-sensitive appraisals,...

The study analyzes the relationships between working memory capacity, executive attention, and self-regulated learning (SRL) on math performance (MP), and more specifically on items with different levels of complexity and difficulty. Sample: 575 university students (female: 47.5%; 18–25 years old), first academic year. Instruments: Attention Networ...

In this research we studied studentś use of motivational strategies as mediator between motivational beliefs and motivational engagement. Dutch students in pre-vocational secondary education (N = 3602, mean age 14) completed a self-report questionnaire on five motivational strategies (Environmental Control, Interest Enhancement, Self Consequating,...

The editors of the Special Issue called for a more integrative approach to the study of cognitive load and self-regulation. The goal formulated for the Special Issue is ambitious. In my role as a constructive critic, I first summarized the findings in the 6 papers, identifying important questions and concerns that emerged while reading the papers....

Abstract of ICP 2016- Yokohama- Japon

This commentary describes the contribution of each individual paper to our understanding of engagement, as well as evaluating whether together these papers achieve the editor's goal of developing an emerging consensus on the meaning and measurement of this construct. Individually these papers extend our understanding of specific aspects of engageme...

Se han desarrollado distintas herramientas para la medición de estrategias y componentes afectivo-motivacionales del “Aprendizaje Autoregulado” (Boekaerts & Corno, 2005; Cano-García & Justicia-Justicia, 1994). Sin embargo, la consistencia interna y validez de constructo ha sido discutida en diferentes estudios (Richardson, 2004). Teniendo en cuenta...

The purpose of the present experiment was to unravel a subset of a subject’s idiosyncratic cognitive structure. Assuming that conceptual information is stored in wellintegrated domains, we used a classification and labelling technique to investigate the type of ordering criteria which pupils use as a basis for organizing conceptual information. We...

Preface This document provides the information on the Stress and Coping Questionnaire as developed by Dr. Irma Röder and Dr. Monique Boekaerts. The questionnaire can be freely used with proper acknowledgement and a reference to the Psychological Reports paper: Röder, I., Boekaerts, M. & Kroonenberg, P. M. (2002). The stress and coping questionnaire...

Being able to ascribe one’s outcomes to relevant aspects of the self and the environment is an important aspect of academic and personal development. This study is part of a larger study that was set up to understand the variables that influence writing performance. Data was collected from close to 1500 vocational students of both genders (15 – 20)...

Self-regulation does not refer to a single process, but to a group of cognitive mechanisms underlying the ability to self-regulate. The purpose of this study was to understand the causal and correlational paths in a general model of mathematical performance, which encompasses cognitive and motivational factors under specific task characteristics. T...

Two papers invite us to analyse the problem of assessing on-line the processes involved in self-regulated learning. In their paper “Metacognitive strategies and test performance: an experience sampling analysis of students’ learning behavior”, U. E. Nett, T. Goetz, N. H. Hall and A. C. Frenzel evaluate the use of Experience Sampling Methods, a long...

This chapter presents the current state of the field of self-regulation, providing foundations of knowledge for the development of a more comprehensive understanding of self-regulation theory, research, and applications. The chapter reflects recent advances in conceptualization, methodology, research, individual differences, and areas of applicatio...

Provides an overview of a relatively new and increasingly important area in psychological research: self-regulation. The range of topics covered by the chapters in this handbook include the use of self-regulation constructs in various areas of psychology, such as social, personality, clinical, developmental, educational, organizational, health, and...

In this exploratory study, a multidimensional unfolding technique is used to visualise goal salience. A total of 1,733 students from secondary vocational education reported on the importance of 16 goals, using the GIFI, which is based on the 24 goal taxonomy proposed by Ford and Nichols (1991). Results show that students make a clear distinction be...

Self-regulation, working memory and attention: effects and interactions Mariel F. Musso, Monique Boekaerts & Eduardo C. Cascallar Abstract The capacity of human beings to self regulate has been a topic of interest and of study from different psychological perspectives and fields of study. It has resulted in important findings regarding human cognit...

The self-determination theory (SDT) assumes that healthy motivation needs to be intrinsic in nature and that the basic psychological needs competence, autonomy and relatedness are prerequisites for intrinsically motivated behaviour. Intrinsically motivated students in turn show more persistence and understanding of classroom material. However, in s...

To prepare students for effective workplace learning, it is necessary to have insight into the contextual characteristics that affect students’ developing interest. Aiming at students to become selfregulated learners, teachers should act as mindful coaches, encouraging their students to monitor the quality of collaborative group work. A field study...

Stress does not lie in the problematic situation itself but in the way a stressor is interpreted (appraisal) and the coping strategies that students have access to. Experiencing negative emotions signals to all students that something is wrong and that it is important to appraise the situation carefully. Ideally, students should be able to temper t...

Monique Boekaerts postule que le rôle des émotions et de la motivation a été sérieusement négligé dans la conception des dispositifs d’apprentissage et la formation professionnelle des enseignants. Elle fait la synthèse des connaissances sur l’importance du rôle des émotions et de la motivation et en dégage un ensemble de principes clés. Les élèves...

The present study used multiple calibration indices to capture the complex picture of fifth graders' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type of mathematical problem, instruction method, and time of measurement (before and after problem solving) on calibration skills were investigated. Fourteen...

Monique Boekaerts posits that the role of emotions and motivations has been seriously neglected in the design of learning arrangements and teacher professional development. She summarises knowledge about the key role of emotions and motivations around a small number of principles. Students are more motivated to engage in learning when: they feel co...

Different theoretical viewpoints on motivation make it hard to decide which model has the best potential to provide valid predictions on classroom performance. This study was designed to explore motivation constructs derived from different motivation perspectives that predict performance on a novel task best. Motivation constructs from self-determi...

In recent years, it has become evident that self-regulation plays a central role in human functioning, including learning and achievement in school. Although there are different definitions of self-regulation, there is general consensus that it refers to a multi-component, iterative, self-steering process that targets one's own cognitions, feelings...

The way students perceive a learning climate (e.g. controlling or stimulating) is significantly influenced by feedback and assessment. However, at present much is unclear about the relation between feedback and motivational state. More specifically, the interplay with student characteristics is unclear. Since there is a strong increase of group wor...

This study examined whether stimulation of immigrant and national pupils’ use of high‐quality helping behaviour (experimental condition) during cooperative learning (CL) in classrooms boosts their maths‐related talk more than in an educational situation in which such stimulation is largely absent (control condition). A total of 59 elementary‐age pu...

Is helping behaviour (i.e., solicited help and peer tutoring) during cooperative learning (CL) related to subsequent learning gains? And can teachers influence pupils' helping behaviour? One hundred and one 5th grade pupils from multiethnic schools, 10–12 years old, participated in the study. Forty-two pupils (31 immigrant pupils) worked in an expe...

In this study we investigated popularity and perceived non‐cooperativeness in multiethnic elementary schools. A sample of 94 pupils aged 10–12 years, from five multiethnic elementary schools, were divided into 26 teams and participated in a structured cooperative learning (SCL) curriculum of 11 lessons. Neither teachers nor pupils had prior SCL exp...

La littérature traitant de l'acquisition des connaissances et des capacités distingue l'acquisition des connaissances et capacités spécifiques d'un domaine de l'acquisition des capacités à en acquérir de nouvelles. Celles-ci ont été dénommées “capacités métacognitives”. Ces dernières années, cette expression et celle nouvellement apparue de “capaci...

Ce texte presente I'ensemble des articles d'un numero special sur la psychopedagogie. Les auteurs vanes y defendent le point‐de‐vue que les modtles d'enseignement qui sont couramment utilises dans les systtmes educatifs devraient être reconsiderks de fason drastique, parce qu'ils ont survtcu A leur utilite. Neanmoins, ils sont optimistes sur le fai...

Is helping behaviour (i.e., solicited help and peer tutoring) during cooperative learning (CL) related to subsequent learning gains? And can teachers influence pupils’ helping behaviour? One hundred one 5th grade pupils from multiethnic schools, 10-12 years old, participated in the study. Forty two pupils (31 immigrant) worked in an experimental co...

The article is organized into three sections. First, I present my own theory of self-regulation in which emotions and appraisals play a prominent role. Second, I summarize results from classroom studies. In the third section, I summarize findings from our recent studies examining the mediating effect of positive and negative emotions on student sel...

Previous research suggested that social support, belongingness and mastery goals were related to the quality of cooperative learning (CL). In this in-depth study we explored how to differentiate between four effective CL teams and four ineffective CL teams, in terms of students' goals and perceptions of instructional conditions. Apart from the earl...

A brief summary is given of the results reported by the five articles of the special issue. It is explored how each article contributes to our understanding of the motivation-learning/performance link. It is also described how the articles collectively contribute to an increased understanding of the relation between motivation and self-regulated le...

To prepare students for instructive collaboration, it is necessary to have insight into students' psychological needs and interest development. The framework of self-determination theory was used to conduct a field experiment involving 114 students in vocational education. These students followed a practical business course which required they work...

A clear conceptualization of the way that children and adolescents steer and direct their own learning, motivation, and effort is essential for anybody who is involved in helping children to acquire the many skills that our society deems important. This chapter will provide the reader with a selective overview of work on self-regulation in the clas...

How can the teacher bring about effective cooperative learning (CL) in multiethnic elementary classrooms? To answer this question we hypothesized that when the teacher stimulates pupils’ helping behaviour (experimental group), this increases pupils’ performance and CL motivation more than when the teacher lets pupils fend for themselves (control gr...

The purpose of this study was to investigate predictors of metacognitive self-regulation for students in secondary vocational education. Drawing on research and theory characterizing writing as a complex skill, we analyzed students' reported metacognitive strategy use in relation to three writing genres: writing an email, term paper, and applicatio...

The role of assessment is central to the current work in the field of self-regulation research, to the conceptualizations derived from empirical work, and to the operationalisation of its concepts in individual and classroom implementations. The various instantiations of the concept of self-regulation, all presuppose a detailed accounting of many d...

The Quality of Working in Groups Instrument (QWIGI) was used in this research to measure students’ fluctuating psychological need states as well as their situational interest online. Based on previous research with the QWIGI, it was predicted that the variance in university sophomores’ situational interest in each of the five different topics of an...

Principles of social constructivism and about communities of learners clarify that being a responsible student involves performing well on a task as well as having motivation, having volition strategies, understanding rules and regulations, and having access to a productive social support network. A hotly debated issue is what motivation processes...

This study examined relationships between the quality of cooperative learning (CL) and students' goal preferences and perceptions of contextual factors in the classroom. Subjects were 1,920 students in secondary vocational schools. The study focused on four different types of goals: social support, belongingness, mastery, and superiority goals. It...

In this article, we address four main questions, including: What is self-regulated learning for? What key strategies do students need to guide and direct their own learning process? What cues in the learning environment trigger self-regulation strategies? What can teachers do to help student to self-regulate their learning, motivation, and effort i...

This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education. We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks of potential determinants, including the students ' personal goals (1) their appraisals of th...

This paper reports on the relationship between early adolescents’ evaluation of the availability of instructional and social support from parents, teachers, and peers and their well-being. The main questions are whether indigenous and immigrant youngsters differ in their evaluation of the availability of support and whether the relationship varies...

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 the Interactive Learning group System (ILS®): a large-scale innovation program in Dutch vocational schools. A total of 185 students were grouped post facto...

There is no simple and straightforward definition of the construct of self-regulated learning. Theorists in educational psychology have narrowed the scope of students' capability to self-regulate through a focus on the academic side of education, namely on learning and achievement goals. However, the messy world of classroom learning creates a situ...

Long-standing beliefs about one's self-efficacy and learning ability accumulate over the school years. Attributions, or causal perceptions and interpretations, of behavioural outcomes are also based on a person's learning history. And, it is evident from research on attributional bias and self-esteem that the perceived causes of success and failure...

In this article, information-processing type and gender differences in the interplay between motivational aspects (i.e., interest, persistence, test anxiety, and performance anxiety) and information processing were investigated.We argue that the two common information-processing modes, surface- and deep-level processing, should not be viewed as end...

The On-Line Motivation Questionnaire assesses students' judgments of a learning situation in real classroom situations. The present study focuses on the part of this instrument related to student appraisals at the onset of a task. A sample of 780 Dutch 7th-grade students completed the questionnaire for eight tasks (Dutch, French, history, mathemati...

To characterize children with asthma by their stress processing at school and their psychosocial functioning. To establish similarities and differences between children with and without asthma. Participants were 79 children with asthma and 359 children without asthma (ages 8-12). Children completed questionnaires on stress processing and their well...

In an attmpt to help both students and teachers to change their traditional roles in the classroom, educational psychologists have engaged in two types of projects. The first project can be condensed to “understanding the dynamics of self-regulated learning”. The second project can be summarized as “understanding the dynamics of powerful learning e...

This article examined adolescents' reports of how they cope with a specific social stressor: authority conflict with parents. This situation was presented to 626 adolescents as part of a larger study on coping with stress. Students were requested to report on the intensity of the stress experienced, intensity of emotions, emotion regulation, percei...

Chapter 7 focuses on the concept of positive educational psychology in the classroom context. It discusses learning according to the principles of positive psychology, goal setting and goal striving as part of the self-regulation process, the effects of a lack of self-regulation, self-regulation versus self-control, effort-management and volitional...

Based on Lazarus and Folkman's 1984 Stress-Coping Model, a self-report measure for children between 8 and 12 years of age was constructed. It is called the Stress and Coping Questionnaire for Children (School version and Asthma version) and measures children's emotional responses and coping strategies when they confront school-related and asthma-re...

This introduction to the special issue shows how it brings together and integrates the most recent theoretical, empirical and practical developments in the field of interest and learning. (SLD)

This article presents an analysis of the factor structure of the Beliefs about Working in Groups Questionnaire, which is based on a model of teaching focused on the complementary roles of teachers as models and coaches and students who have to regulate their own learning and learn together with and from peers. This self-report questionnaire present...

This booklet synthesizes principles of motivation that have emerged from research examining the effect of motivational practices on school learning. It addresses achievement motivation, intrinsic motivation, goal orientation, and the effect of teacher practices on the promotion of motivational beliefs, motivation strategies, and willpower. It also...

The author provides arguments for reconceptualizing motivation in context and studying student motivation as a situated construct. Her position is that what students intend to do in the classroom and what they actually do to achieve these goals depends largely on how they appraise various learning situations and their contexts. The author reviews e...

This chapter defends the view that for effective self-regulation to develop, students should be allowed to work in a learning context in which they can create their own learning episodes according to their own goals. Self-regulation is a system concept that refers to the overall management of one's behavior through interactive processes between dif...

This chapter provides an overview of an important area in psychological research, i.e., self-regulation. Although self-regulation is a relative newcomer in the psychology journals, there is now a large but diverse body of research on this topic. The search for a general understanding of self-regulation is not coherent given the diversity in the fie...

Differences in boys' and girls' mathematical problem-solving behavior were studied in relation to 2 types of mathematics tasks: computations and applications. Participants were 79 boys and 79 girls of the 6th grade from 12 regular schools. In 2 separate individual sessions, cognitive and motivational variables were examined before, during, and afte...

Self-regulated learning has emerged as an important new construct in education. Our understanding of self-regulated learning has been informed by three schools of thought: (1) research on learning styles, (2) research on metacognition and regulation styles, and (3) theories of the self, including goal-directed behavior. Based on these schools of th...

In the first section of this article, I will briefly examine the views on metacognition and learning that are expressed by each of the seven contributors. In the second half of the article I will provide the reader with my own perceptions of some of the broader theoretical issues and challenges that emerged from my reading of the articles. Dans la...

This chapter draws attention to the self-regulatory skills that students use in informal learning settings. Formal and informal learning settings are defined as complementary learning environments and it is pointed out that students differ with respect to the learning environments they find conducive to learning. It is suggested that the goals stud...

To review the literature on the consequences of having a chronic disease on the child's functioning in daily life. A wide search of the literature resulted in the location of around 200 empirical studies with a focus on chronically ill children. This body of literature is discussed in three parts: (1) the academic and psychosocial adjustment of chr...

This chapter explores coping in the context of goal frustration and goal ambivalence, in relation to academic and interpersonal goals. This chapter focuses on the mental representation that students make of a class of stressors, and the coping strategies they select to address their coping goal. It raises questions about imbalance in stressful epis...

Any theory of motivated learning should describe how students' motivational beliefs interact with the cues present in diverse social, physical and instructional contexts. My Model of Adaptable Learning deals explicitly with these student * situation transactional units. The on-line motivation questionnaire which was constructed on the basis of this...

This chapter discusses the author's coping model (see record 1996-97004-020). In this model a number of component processes that make up a coping attempt have been described. In the current chapter the author concentrates mainly on the mental representation that students make of a class of stressors, and the coping strategies they select to addres...

Research findings on student learning, motivation, and self-regulation may not generalize to classrooms in different cultures. Most research findings are culture bound, mainly because researchers did not systematically investigate cultural differences in the way students and teachers think, feel, and behave. The vast majority of studies reviewed in...

In the past decade self-regulated learning (SRL) has been studied extensively. It has been defined as a complex interactive process involving not only cognitive self-regulation but also motivational self-regulation. An increasing body of knowledge attests that cognitive self-regulation can be taught and that students who use these self-regulatory s...

The search for the determinants of mathematics performance has a long tradition in psychology, and gender-related differences in math performance and in self-concept of math ability have been underscored. Recently, researchers have argued that affective variables may indirectly influence, and thereby partially explain, math achievement. If true, af...

The aim of this article is to examine the interaction between personality and learning in order to find clues to the role that a student's personality plays in the process of adaptation and learning. To scrutinize such an expansive area requires that I cover a lot of territory in a small space, condensing many components and processes. Wherever mea...

Examines the theoretical underpinnings of 2 related aspects of self-regulated learning: cognitive and motivational self-regulation. These aspects are seen as 2 sides of the same coin. A heuristic model of self-regulated learning is presented. Six components are used to show the reciprocal and parallel relationship between the cognitive and motivati...

In this study, a number of learner variables that are related to mathematics achievement in actual learning situations were examined. The dynamic model of the learning process as developed by Boekaerts was taken as a starting point. Both trait-like self-referenced cognitions (viz., academic self-concept of mathematics ability, goal orientation, and...

In this study, a number of learner variables that are related to mathematics achievement in actual learning situations were examined. The dynamic model of the learning process as developed by Boekaerts was taken as a starting point. Both trait-like self-referenced cognitions (viz., academic self-concept of mathematics ability, goal orientation, and...

Winne's commentary article examined some theoretical and empirical studies not regularly cited in the literature of educational psychology. He attempted to identify existing gaps in the self-regulated learning (SRL) theory. Only a glimpse was offered of affective variables (self-referenced cognitions and affect) that influence SRL. Nevertheless, th...

This article describes a model of adaptable learning which takes account of the interaction between affective and cognitive variables in learning situations. In addition, an instrument for measuring the relevant aspects of this model is introduced. We present some initial results of the application of this instrument in the domain of mathematics le...

I find it helpful to consider the relationship between intelligence and personality as determinants of classroom learning in terms of three broad questions: What is meant by intelligence in a scholastic context? What is meant by personality when studied in a scholastic context? What is the effect of mental ability and induced personality states on...

Recent years have seen an increased interest in the study of emotions. This is especially true for anger, which had neither been studied intensively in main stream psychology nor in educational psychology. The focus in the first part of this article is on the conceptualization and measurement of anger. A distinction is made between various anger co...