Article 2005

The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing

RJ
Rozendaal, Jeroen S.
 MA
Minnaert, Alexander E.M.G.
 BM
Boekaerts, Monique
Learning and Instruction
Journal · Vol. 15 · Issue 2 SPEC. ISS. · pp. 141-160
Abstract

This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS®): a large-scale innovation program in Dutch vocational schools. A total of 185 students were grouped post facto over contrasting groups, which differed in the adherence of teachers to vital, instructional principles based on self-regulated learning. Differences over time in student motivation and information-processing between these contrasting groups were explored. Mean differences as well as striking differences in relations between variables over time were found. Strong teacher adherence to the instructional principles of ILS was associated with a significant increase in deep-level processing and a positive relation between motivation and deep-level processing strategies over time. © 2005 Elsevier Ltd. All rights reserved.

Keywords

Author Keywords

motivation Anxiety educational innovation Self-regulated learning learning styles Information-processing

Index Keywords

Author Affiliations
Center for the Study of Education and Instruction, Universiteit Leiden, Leiden, Zuid-Holland, Netherlands, Center for the Study of Education and Instruction, Rijksuniversiteit Groningen, Groningen, Groningen, Netherlands
Center for the Study of Education and Instruction, Universiteit Leiden, Leiden, Zuid-Holland, Netherlands
Funding & Acknowledgements
No funding information
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