The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change
Abstract
Conceptual change models of student learning are useful for explicating the role of prior knowledge in students’ learning and are very popular in the research on learning in the subject areas. This article presents an analysis of a conceptual change model for describing student learning by applying research on student motivation to the process of conceptual change. Four general motivational constructs (goals, values, self-efficacy, and control beliefs) are suggested as potential mediators of the process of conceptual change. In addition, there is a discussion of the role of classroom contextual factors as moderators of the relations between student motivation and conceptual change. The article highlights the theoretical difficulties of a cold, or overly rational, model of conceptual change that focuses only on student cognition without considering the ways in which students’ motivational beliefs about themselves as learners and the roles of individuals in a classroom learning community can facilitate or hinder conceptual change.
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Citations
Cites
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Cited by
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
The Role of Goal Orientation in Self-Regulated Learning
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Self-citationHofer, B. K., & Pintrich, P. R. (1997) · Review of Educational Research · doi:10.3102/00346543067001088 · Cited by 3,181
Self-citationFeedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915
“…| Volume 8 | Article 422 framework (e.g., Pintrich and de Groot, 1990), he conducted crucial empirical work on the relationship of SRL and motivation (Pintrich et al., 1993a), and his questionnaire -MSLQ- (Pintrich et al., 1993b) continues to be widely used (Schunk, 2005; Moos and Ringdal, 2012).”
BackgroundMethodInfluential
Metadata
- Authors
- Pintrich, P. R., Marx, R. W., & Boyle, R. A.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1993
- Volume
- 63
- Issue
- 2
- Pages
- 167
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2105019520
- Cited by
- 2,213
- References
- 14
- FWCI
- 38.38
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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