Learning is maximized through a trusting relationship where the student believes he/she has the competence to master the material (i.e., self-efficacy) and that effort, rather than innate ability, is necessary for success (Bandura, 1997; Dewey, 1968; Dweck, 2007; Noddings, 2003). The purpose of this proposal is to build upon our recent findings (Benight, Clinton, & Taylor, under review) that demonstrated the importance of the student/teacher relationship in transformative learning. Based on the learning theory by Illeris (2009) that describes learning as an external interaction between student and teacher within a cultural, social, and material context combined with an internal psychological process this study demonstrated a connection between the strength of trust in the relationship with self-efficacy perceptions, motivation, and depth of learning. Evidence in our sample of senior undergraduates who were enrolled in a senior seminar in trauma psychology showed how self-efficacy perceptions, motivation, and trust fluctuated in tandem across the semester. The same pattern was observed for transformative learning as determined by two independent raters. A key component to fostering these three vital components (efficacy, motivation, and trust) is the opportunity for the faculty member to promote these through communication exchanges with the student. Personal reflection prompted by the faculty may enhance these effects. The purpose of this project will be to evaluate the importance of self-reflection in promoting transformative learning through the learning triad (self-efficacy, motivation, and trust). As with the previous study, I will utilize qualitative methodology to generate rich learning process information and summative interview data to answer the following research questions:
{"title":"Transformative learning","authors":"M. Tennant","doi":"10.4324/9780429023255-9","DOIUrl":"https://doi.org/10.4324/9780429023255-9","url":null,"abstract":"Learning is maximized through a trusting relationship where the student believes he/she has the competence to master the material (i.e., self-efficacy) and that effort, rather than innate ability, is necessary for success (Bandura, 1997; Dewey, 1968; Dweck, 2007; Noddings, 2003). The purpose of this proposal is to build upon our recent findings (Benight, Clinton, & Taylor, under review) that demonstrated the importance of the student/teacher relationship in transformative learning. Based on the learning theory by Illeris (2009) that describes learning as an external interaction between student and teacher within a cultural, social, and material context combined with an internal psychological process this study demonstrated a connection between the strength of trust in the relationship with self-efficacy perceptions, motivation, and depth of learning. Evidence in our sample of senior undergraduates who were enrolled in a senior seminar in trauma psychology showed how self-efficacy perceptions, motivation, and trust fluctuated in tandem across the semester. The same pattern was observed for transformative learning as determined by two independent raters. A key component to fostering these three vital components (efficacy, motivation, and trust) is the opportunity for the faculty member to promote these through communication exchanges with the student. Personal reflection prompted by the faculty may enhance these effects. The purpose of this project will be to evaluate the importance of self-reflection in promoting transformative learning through the learning triad (self-efficacy, motivation, and trust). As with the previous study, I will utilize qualitative methodology to generate rich learning process information and summative interview data to answer the following research questions:","PeriodicalId":134948,"journal":{"name":"Psychology and Adult Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124394689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-29DOI: 10.4324/9780429023255-10
M. Tennant
{"title":"Towards a critical understanding of practice","authors":"M. Tennant","doi":"10.4324/9780429023255-10","DOIUrl":"https://doi.org/10.4324/9780429023255-10","url":null,"abstract":"","PeriodicalId":134948,"journal":{"name":"Psychology and Adult Learning","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122732581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of study drawing primarily from cognitive science, psychology, neuroscience, and linguistics. There are two broad directions that can be taken in this concentration one is behavioral/experimental and the other is computational/modeling. In both, the goal is to understand the nature of cognition from a neural perspective. The standard concentration for the Sc.B. degree requires courses on the foundations, systems level, and integrative aspects of cognitive neuroscience as well as laboratory and elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ modeling. Concentrators must also complete a senior seminar course or an independent research course. Students may also participate in the work of the Brown Institute for Brain Science, an interdisciplinary program that unites ninety faculty from eleven departments.
{"title":"Cognitive neuroscience","authors":"M. Tennant","doi":"10.4324/9780429023255-5","DOIUrl":"https://doi.org/10.4324/9780429023255-5","url":null,"abstract":"Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of study drawing primarily from cognitive science, psychology, neuroscience, and linguistics. There are two broad directions that can be taken in this concentration one is behavioral/experimental and the other is computational/modeling. In both, the goal is to understand the nature of cognition from a neural perspective. The standard concentration for the Sc.B. degree requires courses on the foundations, systems level, and integrative aspects of cognitive neuroscience as well as laboratory and elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ modeling. Concentrators must also complete a senior seminar course or an independent research course. Students may also participate in the work of the Brown Institute for Brain Science, an interdisciplinary program that unites ninety faculty from eleven departments.","PeriodicalId":134948,"journal":{"name":"Psychology and Adult Learning","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128602334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-27DOI: 10.4324/9781315147277-12
M. Tennant
{"title":"The life history of the self","authors":"M. Tennant","doi":"10.4324/9781315147277-12","DOIUrl":"https://doi.org/10.4324/9781315147277-12","url":null,"abstract":"","PeriodicalId":134948,"journal":{"name":"Psychology and Adult Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132702438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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