The DOI matches its Crossref record; 136 of the 136 references it cites were found in a registry or an index.
An Education in Awareness: Self, Motivation, and Self-Regulated Learning in Contemplative Perspective
Open accessAbstract
Consistent with the aims of this special issue, we present a systems perspective on self/identity, predicated on William James's classic distinction between I and Me, and use this perspective to explore conceptual relations between self/identity, motivation to learn, and self-regulated learning. We define the I self functionally in terms of the capacity for the conscious shifting and sustaining of awareness. The I is conceived of as that aspect of the self-system that affords the potential for the conscious and willful, rather than the non-conscious and automatic, motivation and regulation of behavior. We introduce contemplative education as a set of pedagogical practices designed to cultivate conscious awareness in an ethical-relational context in which the values of personal growth, learning, moral living, and caring for others are nurtured. We discuss the implications of contemplative education for the cultivation of conscious and willful forms of learning and living among students and educators alike.
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Cites
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Advances In Experimental Social Psychology
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Mindfulness-based interventions in context: Past, present, and future
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy.bpg016 · Cited by 8,615 · cited 6×
“These forms of awareness are sometimes called mindfulness (Brown, Ryan, & Creswell, 2007; Kabat-Zinn, 2003).”
BackgroundInfluentialMindfulness-based interventions in context: Past, present, and future.
Kabat-Zinn, J. (2003) · Clinical Psychology: Science and Practice · doi:10.1093/clipsy/bpg016 · Cited by 8,612
Cited by
Vago, D. R., & Silbersweig, D. A. (2012) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2012.00296 · Cited by 1,310
Schonert-Reichl, K. A., & Lawlor, M. S. (2010) · Mindfulness · doi:10.1007/s12671-010-0011-8 · Cited by 758
Nurturing Mindfulness in Children and Youth: Current State of Research
Greenberg, M. T., & Harris, A. R. (2012) · Child Development Perspectives · doi:10.1111/j.1750-8606.2011.00215.x · Cited by 480
Theories of Motivation in Education: an Integrative Framework
Urhahne, D., & Wijnia, L. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09767-9 · Cited by 292
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015) · Educational Psychology Review · doi:10.1007/s10648-014-9258-2 · Cited by 255
Metadata
- Authors
- ROESER, R. W., & PECK, S. C.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2009-05-13
- Volume
- 44
- Issue
- 2
- Pages
- 119-136
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2063079085
- Cited by
- 254
- References
- 136
- FWCI
- 17.30
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
