This section moves from the problems and challenges to understanding the motivational processes students bring to the classroom—a first step in helping students develop selfregulation. The first three chapters in this section explain the social-cognitive processes of causal attributions for success and failure and the consequences of these beliefs, the concepts of ability and evaluation of competence, and setting goals for accomplishment. They affect students' effort, persistence, and confidence in undertaking or avoiding tasks. As educators and parents, understanding these processes can open windows into understanding student motivation. These processes might be thought of as the building blocks of self-regulation. Chapter 5 presents additional components of self-regulation: possible selves, volitional control, learning and metacognitive strategies, and time and resource management.
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Publication information: Book title: Motivation for Achievement: Possibilities for Teaching and Learning. Edition: 2nd. Contributors: M. Kay Alderman - Author. Publisher: Lawrence Erlbaum Associates. Place of publication: Mahwah, NJ. Publication year: 2004. Page number: 25.
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