Proposes a theoretical psychological model for strategy instruction. Describes the complexity of the profile of a competent strategy user. Comments on important strategy instruction. (DE)

Used Learning Process Questionnaire to examine urban South African students' endorsement of various learning approaches. Found that strategies used by students in Western educational contexts were similar to those used by African counterparts. Urban South African responses, compared with counterparts from Nigeria, Australia, and Hong Kong,…

Examining the overseas experience of language learners in diverse contexts through a variety of theoretical and methodological approaches, studies in this volume look at the acquisition of language use, socialization processes, learner motivation, identity and learning strategies. In this way, the volume offers a privileged window into learner…

Lack of student motivation to learn and study has become a problem to education institutions the world over. Numerous factors contribute to this situation in South Africa. Research has found that in spite of student potential, as well as resources and facilities found in schools and in higher education institutions, students are not inspired to…

A general framework is presented to help understand the relationship between motivation and self-regulated learning. According to the framework, self-regulated learning can be facilitated by the adoption of mastery and relative ability goals and hindered by the adoption of extrinsic goals. In addition, positive self-efficacy and task value beliefs…

Discusses and reviews learner control research and presents three theoretical bases to help provide a framework for past research as well as to assist in designing future studies: (1) motivation, (2) attribution, and (3) information processing. Three types of learner control are discussed in relation to the theoretical perspectives: pacing,…

The effects of graduate students' peer orientation on achievement and motivation to learn with cooperative learning strategies while enrolled in a 1-semester educational research methods course were investigated. During 15 weekly lessons (2 hr and 50 min each), students with high and low peer orientation were exposed to cooperative-learning…

Too many of our brightest and most capable students are sometimes caught in a system that places too much emphasis on linguistic, word smart intelligence or mathematical, number smart intelligence. Students at all levels of academic readiness from developmental to honors are affected by the rigidity of this way of thinking. Focusing solely on…

Keeping a journal of classroom experiences can help students express their understandings of the concepts they learn in school and how the lessons relate to their own lives. An eight-item reference list is provided. (Author)

The Motivated Strategies for Learning Questionnaire was completed by 197 business students, comparing self-regulated strategies in lecture versus hands-on computer lab. Effort regulation had a positive effect, peer learning a negative effect on learning computer concepts in lectures. Prior computer experience had no effect. Data were inconclusive…

Discusses variables affecting the choice of learning strategies used by university foreign-language students (n=1,200). Research questions address the kind of strategies university foreign-language students report using and what variables influence the use of these strategies. (64 references) (Author/OD)

In addition to the cult mystique that the notion of self-directed learning (SDL) has attained, controversy has arisen over its definition, its proper environment, and other issues. Consequently, a number of issues have arisen. The first is that adults are naturally self-directed. The reality is that adults' reactions to and capability for SDL vary…

This document offers teaching tips to be used if, on administration of the Motivated Strategies for Learning Questionnaire (MSLQ), a class were to present a profile of scores that would suggest the need for help in one or more of the motivation or learning strategies areas assessed by the MSLQ. Some tips are supported by research; others are based…

How can we use practice time in the best possible way? Do we, as performers, have a keen enough awareness of the workings of our mind and body to be sure we are learning in the optimum way for secure performance? If not, how can we readily convey to others good habits for learning and memorisation? By demonstrating aspects of how experienced solo…

Examines the relationships between organic chemistry achievement and a number of cognitive and noncognitive variables, and explores whether gender differences existed for any of these relationships. Concludes that general chemistry grade, ACT-math score, and motivation are significant predictors of organic chemistry achievement. Indicates gender…