Motivation, cognition, and self-regulated learning
Antonio Valle Arias, Ramón González Cabanach, Alfonso Barca Lozano y José Carlos Núñez Pérez
In this paper we have attempted to offer an analysis of the school learning from a cognitive and motivational perspective. The constructivists approaches of the learning consider necessary to integrate both aspects to arrive at an adequate understanding of the learning process. The investigations on the self-regulated learning attempt to know the relationships among cognition, motivation and metacognition, considering that students aren't passive recipients of information, but that they construct their own knowledge and their own cognitive and motivational tools.
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