Creating Contexts for Motivation and Self-Regulated Learning in the College Classroom
Abstract
College students are faced with a diverse range of demands and academic tasks, from multiple-choice examinations to research papers. Research into motivation and self-regulated learning strategies has demonstrated their importance for academic success. However, many students lack the motivation and/or cognitive strategies necessary for academic learning and performance. Consequently, we are often left wondering what we can do as faculty to help our students. The authors suggest how three types of university-level learning contexts -- learning-centered classroom contexts, learning-focused instructional practices, and learning communities -- may enable instructors to foster the use of deep-level cognitive strategies and motivation in students that will help them become more self-regulated learners.
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