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Does Motivation Predict Changes in Academic Achievement beyond Intelligence and Personality? A Multitheoretical Perspective
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Lavrijsen, Jeroen; Vansteenkiste, Maarten; Boncquet, Michiel; Verschueren, Karine – Journal of Educational Psychology, 2022
While bivariate associations between motivation and academic achievement have been soundly established, only a few studies have documented evidence for its incremental predictive role above and beyond other student features related to student achievement, such as intelligence and personality. Moreover, it is not yet clear which motivational…
Descriptors: Academic Achievement, Intelligence, Independent Study, Correlation
It's Not Only about the Teacher! A Qualitative Study into the Role of School Climate in Primary Schools' Implementation of Self-Regulated Learning
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De Smul, Mona; Heirweg, Sofie; Devos, Geert; Van Keer, Hilde – School Effectiveness and School Improvement, 2020
Teachers play a key role in the implementation of self-regulated learning (SRL). Nevertheless, research has found that SRL implementation in primary schools remains limited. This qualitative study investigates the role of school climate, the SRL implementation history, and the role of the principal school leader in the school-wide development of…
Descriptors: Educational Environment, Elementary Schools, Curriculum Implementation, School Effectiveness
School and Teacher Determinants Underlying Teachers' Implementation of Self-Regulated Learning in Primary Education
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De Smul, Mona; Heirweg, Sofie; Devos, Geert; Van Keer, Hilde – Research Papers in Education, 2019
Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students' self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school…
Descriptors: Foreign Countries, Independent Study, Learning Strategies, Elementary School Students
The Bright and Dark Side of Writing Motivation: Effects of Explicit Instruction and Peer Assistance
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de Smedt, Fien; Graham, Steve; Van Keer, Hilde – Journal of Educational Research, 2019
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing…
Descriptors: Writing Attitudes, Direct Instruction, Self Efficacy, Grade 5
Exploring the Impact of Student Tutoring on At-Risk Fifth and Sixth Graders' Self-Regulated Learning
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Vandevelde, Sabrina; Van Keer, Hilde; De Wever, Bram – Learning and Individual Differences, 2011
This study explores the effects of a student tutoring programme focusing on self-regulated learning. Ninety-three Flemish fifth- and sixth-grade tutees at-risk due to their socio-economic and/or non-native background participated. A pre-post test design was used and the "Learning Motivation Test", "Junior Metacognitive Awareness…
Descriptors: Grade 6, Grade 5, At Risk Students, Independent Study
Pedagogy, Didactics and the Co-Regulation of Learning: A Perspective from the French-Language World of Educational Research
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Allal, Linda – Research Papers in Education, 2011
Since pedagogy is a key term in the Teaching and Learning Research Programme (TLRP) principles, it is of interest to examine the evolution of the concept of pedagogy in the French-language world of education, as well as the emergence of a new field of research called "didactics". Work on situated cognition provides a framework for…
Descriptors: Foreign Countries, Instruction, French, Scaffolding (Teaching Technique)