Motivation, cognition, and self-regulated learning
Abstract
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.
- Keywords:
- Cognition
Citación recomendada | Recommended citation
Arias, A. V.,
Cabanach, R. G.,
&
Lozano y José Carlos Núñez Pérez, A. B.
(1997)
.
Motivation, cognition, and self-regulated learning.
Revista Española de Pedagogía, 55(206).
https://www.revistadepedagogia.org/rep/vol55/iss206/13
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
Cognition
