December 2022
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25 Reads
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14 Citations
This page lists works of an author who doesn't have a ResearchGate profile or hasn't added the works to their profile yet. It is automatically generated from public (personal) data to further our legitimate goal of comprehensive and accurate scientific recordkeeping. If you are this author and want this page removed, please let us know.
December 2022
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25 Reads
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14 Citations
August 2015
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102,358 Reads
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129 Citations
This is the user manual for the MSLQ. The MSLQ is in the public domain, and so you do not need permission to use the instrument. We do ask that you simply cite it appropriately (Pintrich, P.R., Smith, D.A.F., García, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.). If you have any questions, please email mslq@umich.edu.
October 2012
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404 Reads
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49 Citations
This chapter discusses the role of mastery and performance goals in relation to general achievement outcomes, such as learning and performance. First, the authors develop a general model of achievement goals that distinguishes between approach and avoidance forms of mastery goals and performance goals. Second, they discuss how these different types of goals may give rise to different ways of approaching, engaging, and reacting to achievement tasks. In particular, they discuss how different goals may be differentially related to motivational, affective, cognitive, and behavioral mediators of learning and achievement. These differential relations among goals and the various mediators represent multiple pathways or trajectories that individuals can follow, with concomitant differences in learning and achievement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
October 2012
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344 Reads
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132 Citations
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 application, and represents some of the best contemporary thinking and research on key facets of self-regulation. At present, there is considerable confusion with respect to the criteria attributes of self-regulation, its key components, and related constructs from the same semantic domain. There are almost as many definitions and conceptions of self-regulation as there are lines of research on the topic. Thus, the term is used in somewhat different ways by researchers in different subfields, and various terms are used to denote the same concept (for example, self-regulation, self-control, self-management, problem solving, behavioral control, mood control, and self-regulated learning).
October 2012
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2,027 Reads
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1,434 Citations
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 community psychology. The 23 chapters are organized into three sections: (1) general theories and models of self-regulation that can be applied to many different domains of human behavior; (2) domain-specific applications of self-regulation theory and research in the areas of educational, health, and organizational psychology; and (3) application of self-regulation constructs to improve practice. The concluding chapter presents 12 general themes or overlapping issues the field of self-regulation must consider in future theory and research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
June 2010
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1,271 Reads
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168 Citations
Contemporary teaching is concerned not only with imparting knowledge but with developing skills and strategies for further learning. This article describes issues related to the teaching of learning strategies in the context of evaluating an introductory cognitive psychology course. The course is intended to teach both the concepts of cognitive psychology and their application to learning strategies. The evaluation revealed substantial success in affecting students' self-reported study habits and modest success in affecting achievement in later semesters. An Attribute x Treatment interaction revealed that students high in anxiety were particularly helped by the course.
January 2007
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6,584 Reads
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176 Citations
College student motivation is a persistent and persuasive problem for faculty and staff at all levels of postsecondary education. Faculty at community colleges, comprehensive universities, small liberal arts colleges, and private and public research universities all bemoan the lack of student motivation. The questions that college faculty and staff raise include: why don’t the students seem to care about their work, why don’t they seem more interested in the disciplinary content of the courses, why do they only care about their grades but not learning, why don’t they try very hard, why don’t they study very much, why do they procrastinate and try to study for an exam at the last minute, or try to write a paper the day before it is due, why can’t they be more organized and plan their work better, and why don’t they learn or perform very well. All of these issues can be partially explained by a motivation and self-regulation perspective on student learning in the college classroom. Of course, there are other models of college student cognition and learning that are relevant, but in this chapter we will focus on motivational and self-regulatory constructs. The purpose of this chapter is to provide an overview of current research on college student motivation and self-regulated learning that should provide some insights into these general problems.
August 2006
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163 Reads
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45 Citations
New Directions for Teaching and Learning
The most recent research on college-level learning may offer new ways to conceive of college teaching.
August 2006
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166 Reads
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15 Citations
New Directions for Teaching and Learning
Teaching is only half of the story in the college classroom. Helping students understand and more efficiently use their learning strategies recognizes the importance of this other half of the equation.
August 2006
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2,123 Reads
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572 Citations
New Directions for Teaching and Learning
Self-regulated learning is an important component of learning for college students. Students can learn how to become self-regulated learners, and faculty can foster self-regulated learning in their classrooms.
... Unfortunately, our practices often negatively affect motivation, such as when teachers emphasize competition, social comparison, normative grading criteria, public forms of evaluation, and ability selfassessment (Eccles et al., 1993). Since the 1940s, many motivation theorists have shifted their focus from the behavioral aspects of motivation to the social and cognitive (Maehr, Pintrich, & Linnenbrink, 2002). Lewin, Dembo, Festinger, and Sears's (1944) classic study suggested that we set future goals not only based on past successes and failures but also to conform to group norms and expectations. ...
April 2004
... Such students often complain that they are poorly prepared or that their assignments are too complex. They have anxiety related to tasks and invest extra effort to learn as much as possible, which often results in above-average results [6]. ...
December 2022
... Schunk, Meece, and Pintrich (2002) also argue that training programs make a considerable contribution in upgrading the quality of education. Based on research by Zimmerman et al (2000), we can say that an educator has a greater impact on their students and provide to help them in a variety of ways; because teacher who have participated in a variety of training programs have improved awareness, broadened perspective, and evolved into inclusive practitioners. According to Kazmi, Pervez, and Mumtaz (2011), training programs equip educators with the ability to utilize rational and systematic approach in the classroom. ...
January 2000
... International Journal of STEM Education (2025) 12:4 metric for measuring their own success shifts to one focused on personal growth rather than comparison to others (Linnenbrink, 2007;Linnenbrink & Pintrich, 2002;Linnenbrink-Garcia & Barger, 2014). In addition, instructors who endorse mastery goals tend to explicitly tell their students why a deep understanding of the content matters and connect the content to students' interests (Meece, 1991). Both of these features of a mastery classroom can influence value, since students find the material personally meaningful when they are able to see how it relates to them (reviewed in Priniski et al., 2018). ...
January 1991
... The percentages of the high approach and the low performance profiles identified in this study were somewhat comparable, whereas the prevalence of the high all profile was higher compared to prior studies (Wormington & Linnenbrink-Garcia, 2017). Notably, all students were enrolled in a learning-to-learn course designed to improve students' academic success by promoting their understanding of motivation and learning strategies (Hofer et al., 1998). The prevalence of the high all profile in the present study might have reflected students' intentions and reasons to take this elective learning-to-learn course. ...
January 1998
... In this context, metacognitive models currently integrate emotional self-regulation alongside knowledge and cognitive control. Emotional self-regulation involves managing affective factors during planning, monitoring, and evaluation processes (Efklides, 2009;Pintrich et al., 2000;Zimmerman, 2000;Zhu et al., 2024). In particular, ineffective regulation of emotions can contribute to cognitiveattentional syndrome (CAS), a condition where maladaptive patterns, such as persistent negative thoughts and avoidance of positive ones, dominate mental processes, potentially leading to psychological disorders such as anxiety and depression (Wells, 2009). ...
January 2000
... Those who repeatedly choose a strategy have become practiced in that strategy and applying this ''choice'' becomes normal (Higgins et al., 2001;Kruglanski et al., 2002;Shah & Kruglanski, 2000). They thus come to idiosyncratically prefer those means of goal-pursuit and keep choosing them across tasks when they have the freedom to do so. ...
January 2000
... Self-regulated learning (SRL) refers to an active and purposeful process in which students plan, monitor, control, and reflect on diverse aspects of learning to achieve their academic goals (Pintrich, 2004;Zimmerman, 2000). The most prominent models of SRL, although differing in some notable ways, share key assumptions about this process and how it is related to students' academic outcomes (Panadero, 2017). ...
December 2004
Educational Psychology Review
... However, effort takes on a number of other forms as well (e.g., paying attention, practicing). Although research on how children conceive of effort is limited, some evidence suggests that children's concepts in this domain encompass a wide range of behaviors, from "always working" to "staying out of trouble" (Blumenfeld, Pintrich, & Hamilton, 1986). What falls under "effort" seems to also change across development. ...
January 1986
American Educational Research Journal
... In this regard, our results mirror the ultimate outcome of Jiang and colleagues' work (2020), indicating that mastery-approach goals and costs may not be related to one another. In regard to the present study, it may be that students were in fact pursuing multiple goals, for example, both mastery-and performance-approach goals, simultaneously (e.g., Barron & Harackiewicz, 2001;Pintrich & García, 1991;Wolters et al., 1996). In this case, it may be possible that the relatively greater endorsement of performance-oriented goals in our sample overshadowed students' mastery-approach goal pursuit and resulted in a lack of potential protective effects in relation to cost perceptions. ...
January 1991
Advances in Motivation and Achievement