A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
dc.contributor.author | Pintrich, Paul R. | en_US |
dc.date.accessioned | 2006-09-11T14:49:13Z | |
dc.date.available | 2006-09-11T14:49:13Z | |
dc.date.issued | 2004-12 | en_US |
dc.identifier.citation | Pintrich, Paul R.; (2004). "A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students." Educational Psychology Review 16(4): 385-407. <http://hdl.handle.net/2027.42/44454> | en_US |
dc.identifier.issn | 1573-336X | en_US |
dc.identifier.issn | 1040-726X | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/44454 | |
dc.description.abstract | A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed, as are the implications of the SRL conceptual framework for developing instruments to assess college student motivation and learning. The conceptual framework may be useful in guiding future research on college student motivation and learning. | en_US |
dc.format.extent | 116571 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers-Plenum Publishers; Springer Science+Business Media, Inc. | en_US |
dc.subject.other | Pedagogic Psychology | en_US |
dc.subject.other | Learning Strategies | en_US |
dc.subject.other | Education (General) | en_US |
dc.subject.other | College Students | en_US |
dc.subject.other | Psychology | en_US |
dc.subject.other | Clinical Psychology | en_US |
dc.subject.other | Psychological Methods/Evaluation | en_US |
dc.subject.other | Self-regulation | en_US |
dc.subject.other | Motivation | en_US |
dc.title | A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Psychology | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Combined Program in Education and Psychology, The University of Michigan, Ann Arbor, Michigan | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/44454/1/10648_2004_Article_NY00000604.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1007/s10648-004-0006-x | en_US |
dc.identifier.source | Educational Psychology Review | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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