Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie

Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie

Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie

Student Motivation, Cognition, and Learning: Essays in Honor of Wilbert J. McKeachie

Synopsis

Designed to present some of the current research on student motivation, cognition, and learning, this book serves as a festschrift for Wilbert J. McKeachie who has been a leading figure in college teaching and learning. The contributions to this volume were written by former students, colleagues and friends.

A common focus on a general or social cognitive view of learning is shared throughout the volume, but there are significant differences in the perspectives the researchers bring to bear on the issues. They provide an excellent cross-section of current thinking and research on general cognitive topics such as students' knowledge structures, cognitive and self-regulated learning strategies, as well as reasoning, problem solving, and critical thinking. Social cognitive and motivational topics are also well represented, including self-worth theory and expectancy-value models. More importantly, an explicit attempt is made to link cognitive and motivational constructs theoretically and empirically. This area of research is one of the most important and promising areas of future research in educational psychology. Finally, most of the chapters address instructional implications, but several explicitly discuss instructional issues related to the improvement of college students' motivation and cognition.

Excerpt

On an unusually warm and sunny Spring day in 1992 a group of more than one hundred current and former students, colleagues, friends, and family members gathered in Rackham Auditorium on The University of Michigan's Ann Arbor campus to celebrate Wilbert J. McKeachie's lifetime of contributions to psychology and higher education. The symposium speakers discussed how their own research on cognition, motivation, and instruction had been influenced by Bill's research and writing. That evening, more than 300 guests attended a special dinner in Bill's honor. The dinner guests heard from Bill's friends and his Psychology Department colleagues about Bill's contributions to the department during his term as chair as well as his many contributions to academic life at Michigan in general. The following year, at the 1993 Annual Meeting of the American Educational Research Association, an unprecedented invitational session was presented in honor of Bill's contributions to research on college teaching and learning.

The chapters in this volume were written by participants at these meetings and others who have worked closely with Bill over the years. These, and the many other honors Bill has received, are simply reflections of the tremendous esteem in which he is held as a scholar and as a person. Bill's leadership and contributions, particularly at . . .

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