Pub Date : 2022-07-03DOI: 10.1080/00461520.2022.2089147
Florence Martin, J. Borup
Abstract Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice.
{"title":"Online learner engagement: Conceptual definitions, research themes, and supportive practices","authors":"Florence Martin, J. Borup","doi":"10.1080/00461520.2022.2089147","DOIUrl":"https://doi.org/10.1080/00461520.2022.2089147","url":null,"abstract":"Abstract Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"8 1","pages":"162 - 177"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74342871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/00461520.2022.2090364
Christine Greenhow, Charles R. Graham, Matthew J. Koehler
Abstract Online learning—learning that involves interactions that are mediated through using digital, typically internet-based, technology—is pervasive, multi-faceted, and evolving, creating opportunities and challenges for educational research in the wake of the COVID-19 pandemic. In this special issue, we advance an interdisciplinary agenda for online learning research at the intersection of educational technology, educational psychology, and the learning sciences. In this first article in the issue, we define online learning including its variants, review historical and current contexts, explore its multidimensionality, and assert key issues shaping contemporary online learning. We propose five important lenses: community, engagement, pedagogy, equity, and design-based research, through which scholarly communities are creating knowledge that influences research and practice in online learning contexts. These lenses highlight points of conceptual overlap between the online and psychological learning literatures. The special issue is organized around these lenses and includes an article representing each one, complemented by commentaries that offer critical appraisal and synthesis.
{"title":"Foundations of online learning: Challenges and opportunities","authors":"Christine Greenhow, Charles R. Graham, Matthew J. Koehler","doi":"10.1080/00461520.2022.2090364","DOIUrl":"https://doi.org/10.1080/00461520.2022.2090364","url":null,"abstract":"Abstract Online learning—learning that involves interactions that are mediated through using digital, typically internet-based, technology—is pervasive, multi-faceted, and evolving, creating opportunities and challenges for educational research in the wake of the COVID-19 pandemic. In this special issue, we advance an interdisciplinary agenda for online learning research at the intersection of educational technology, educational psychology, and the learning sciences. In this first article in the issue, we define online learning including its variants, review historical and current contexts, explore its multidimensionality, and assert key issues shaping contemporary online learning. We propose five important lenses: community, engagement, pedagogy, equity, and design-based research, through which scholarly communities are creating knowledge that influences research and practice in online learning contexts. These lenses highlight points of conceptual overlap between the online and psychological learning literatures. The special issue is organized around these lenses and includes an article representing each one, complemented by commentaries that offer critical appraisal and synthesis.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"27 1","pages":"131 - 147"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81223210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/00461520.2022.2089989
P. Shea, Jennifer C. Richardson, Karen Swan
Abstract The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build a joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, in this article, we summarize the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework. We describe the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlight opportunities for improvement of the model by incorporating the educational psychology and learning sciences research base to inform: (1) conceptualizations of the social dimensions of collaborative learning and (2) understanding of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. We propose that a new, more comprehensive conceptualization of the regulation of collaborative online learning be integrated into the existing CoI framework and that a new “presence” be referenced going forward—“Learning Presence.” Through this work, we strive to develop a more nuanced, generative, and informed vision of the future of online learning informed by relevant contemporary conceptualizations in educational psychology.
{"title":"Building bridges to advance the Community of Inquiry framework for online learning","authors":"P. Shea, Jennifer C. Richardson, Karen Swan","doi":"10.1080/00461520.2022.2089989","DOIUrl":"https://doi.org/10.1080/00461520.2022.2089989","url":null,"abstract":"Abstract The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build a joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, in this article, we summarize the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework. We describe the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlight opportunities for improvement of the model by incorporating the educational psychology and learning sciences research base to inform: (1) conceptualizations of the social dimensions of collaborative learning and (2) understanding of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. We propose that a new, more comprehensive conceptualization of the regulation of collaborative online learning be integrated into the existing CoI framework and that a new “presence” be referenced going forward—“Learning Presence.” Through this work, we strive to develop a more nuanced, generative, and informed vision of the future of online learning informed by relevant contemporary conceptualizations in educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"5 1","pages":"148 - 161"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72797891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1080/00461520.2022.2079128
C. Hoadley, Fabio Campos
Abstract The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can independently produce empirically derived knowledge, and we examine some of the configurations that allow us to simultaneously invent and study designed online learning environments. We revisit design-based research (DBR) methods and their epistemology, and discuss how they contribute various types of usable knowledge. Rather than compromising objectivity, we argue for how design researchers can acknowledge their intent and, in so doing, promote ways in which research and design can not only produce better interventions but also transform people and systems.
{"title":"Design-based research: What it is and why it matters to studying online learning","authors":"C. Hoadley, Fabio Campos","doi":"10.1080/00461520.2022.2079128","DOIUrl":"https://doi.org/10.1080/00461520.2022.2079128","url":null,"abstract":"Abstract The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can independently produce empirically derived knowledge, and we examine some of the configurations that allow us to simultaneously invent and study designed online learning environments. We revisit design-based research (DBR) methods and their epistemology, and discuss how they contribute various types of usable knowledge. Rather than compromising objectivity, we argue for how design researchers can acknowledge their intent and, in so doing, promote ways in which research and design can not only produce better interventions but also transform people and systems.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"9 1","pages":"207 - 220"},"PeriodicalIF":8.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87108377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-10DOI: 10.1080/00461520.2022.2062597
Tamara P. Tate, M. Warschauer
Abstract Online learning outcomes have indicated both a gap between online and face-to-face learning and the amplification of this gap for low-income and minority learners. Evidence from studies across K–16 reveals equity issues regarding access to online courses; student attendance and achievement; and, most recently, the impact of the pandemic. This article uses Warschauer’s conceptual framework of resources that shape digital inclusion—physical, human, and social—to conceptualize the equity concerns that arose during the pandemic-induced shift to emergency distance learning. This framework reveals equity issues across all three areas from abruptly moving millions into online learning environments without: requisite access to up-to-date computers and broadband internet access, the skills needed to succeed in less structured online classes, or teachers trained to effectively conduct classes online. Finally, we leverage Warschauer’s framework to discuss ways to address these concerns and increase equity in online learning, as well as directions for research.
{"title":"Equity in online learning","authors":"Tamara P. Tate, M. Warschauer","doi":"10.1080/00461520.2022.2062597","DOIUrl":"https://doi.org/10.1080/00461520.2022.2062597","url":null,"abstract":"Abstract Online learning outcomes have indicated both a gap between online and face-to-face learning and the amplification of this gap for low-income and minority learners. Evidence from studies across K–16 reveals equity issues regarding access to online courses; student attendance and achievement; and, most recently, the impact of the pandemic. This article uses Warschauer’s conceptual framework of resources that shape digital inclusion—physical, human, and social—to conceptualize the equity concerns that arose during the pandemic-induced shift to emergency distance learning. This framework reveals equity issues across all three areas from abruptly moving millions into online learning environments without: requisite access to up-to-date computers and broadband internet access, the skills needed to succeed in less structured online classes, or teachers trained to effectively conduct classes online. Finally, we leverage Warschauer’s framework to discuss ways to address these concerns and increase equity in online learning, as well as directions for research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"73 1","pages":"192 - 206"},"PeriodicalIF":8.8,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77807977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-10DOI: 10.1080/00461520.2022.2051513
Leanna M. Archambault, Heather M. Leary, K. Rice
Abstract The growing shift toward online learning has brought new expectations for teachers, including skills needed to combine content knowledge with engaging pedagogical strategies that leverage the affordances of technology. As a result, online pedagogy has become increasingly relevant in modern-day schools. The challenge is understanding the nature of online pedagogy, the skills needed for teachers to succeed in online settings, and the theoretical underpinnings surrounding why these skills are essential. This article unpacks the foundational components of online pedagogy, comprised of five pillars grounded in the principles of learner-centeredness, constructivism, and situated learning. These pillars include the ability to (a) Build Relationships and Community, (b) Incorporate Active Learning, (c) Leverage Learner Agency, (d) Embrace Mastery Learning, and (e) Personalize the Learning Process. We describe their theoretical underpinnings, discuss related literature, and consider implications for teacher education with subsequent implications for scholarship across educational technology, educational psychology, and the learning sciences.
{"title":"Pillars of online pedagogy: A framework for teaching in online learning environments","authors":"Leanna M. Archambault, Heather M. Leary, K. Rice","doi":"10.1080/00461520.2022.2051513","DOIUrl":"https://doi.org/10.1080/00461520.2022.2051513","url":null,"abstract":"Abstract The growing shift toward online learning has brought new expectations for teachers, including skills needed to combine content knowledge with engaging pedagogical strategies that leverage the affordances of technology. As a result, online pedagogy has become increasingly relevant in modern-day schools. The challenge is understanding the nature of online pedagogy, the skills needed for teachers to succeed in online settings, and the theoretical underpinnings surrounding why these skills are essential. This article unpacks the foundational components of online pedagogy, comprised of five pillars grounded in the principles of learner-centeredness, constructivism, and situated learning. These pillars include the ability to (a) Build Relationships and Community, (b) Incorporate Active Learning, (c) Leverage Learner Agency, (d) Embrace Mastery Learning, and (e) Personalize the Learning Process. We describe their theoretical underpinnings, discuss related literature, and consider implications for teacher education with subsequent implications for scholarship across educational technology, educational psychology, and the learning sciences.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"8 1","pages":"178 - 191"},"PeriodicalIF":8.8,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81105159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/00461520.2022.2052293
F. López
Abstract As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field’s lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology’s future with a vision toward an anti-racist social purpose of schooling, recommendations and implications for educational psychology are provided.
{"title":"Can educational psychology be harnessed to make changes for the greater good?","authors":"F. López","doi":"10.1080/00461520.2022.2052293","DOIUrl":"https://doi.org/10.1080/00461520.2022.2052293","url":null,"abstract":"Abstract As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field’s lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology’s future with a vision toward an anti-racist social purpose of schooling, recommendations and implications for educational psychology are provided.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"33 1","pages":"114 - 130"},"PeriodicalIF":8.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88155836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/00461520.2022.2038603
E. Skinner, N. Rickert, Justin William Vollet, T. Kindermann
Abstract In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students’ academic development by focusing on richer and more precise conceptualizations of mesosystem effects. First, building on bioecological models, we argued for the importance of collective influences, defined as influences from multiple microsystems that act in concert to shape students’ academic functioning and development. We identified three ways collective effects can operate: (1) coactively, (2) contingently, and (3) sequentially. Second, we demonstrated the utility of this framework by using it to organize a narrative review of 32 studies of the effects of parents, teachers, and peers on students’ academic engagement. The framework was used to classify studies, integrate findings, identify trends, and suggest directions for future study. Third, we explored next steps in the conceptualization and study of complex social ecologies, by incorporating perspectives that are more developmental, cultural, sociohistorical, and inclusive.
{"title":"The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement","authors":"E. Skinner, N. Rickert, Justin William Vollet, T. Kindermann","doi":"10.1080/00461520.2022.2038603","DOIUrl":"https://doi.org/10.1080/00461520.2022.2038603","url":null,"abstract":"Abstract In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students’ academic development by focusing on richer and more precise conceptualizations of mesosystem effects. First, building on bioecological models, we argued for the importance of collective influences, defined as influences from multiple microsystems that act in concert to shape students’ academic functioning and development. We identified three ways collective effects can operate: (1) coactively, (2) contingently, and (3) sequentially. Second, we demonstrated the utility of this framework by using it to organize a narrative review of 32 studies of the effects of parents, teachers, and peers on students’ academic engagement. The framework was used to classify studies, integrate findings, identify trends, and suggest directions for future study. Third, we explored next steps in the conceptualization and study of complex social ecologies, by incorporating perspectives that are more developmental, cultural, sociohistorical, and inclusive.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"87 1","pages":"87 - 113"},"PeriodicalIF":8.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87495909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1080/00461520.2021.1984242
E. Rosenzweig, Allan Wigfield, J. Eccles
Abstract Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students’ academic motivation, performance, and choices. We therefore believe it is time to move beyond a sole focus on utility value by exploring interventions that are designed to impact the other central constructs in the theory. In this article we provide theoretical and research-based recommendations for the design of such interventions, focusing on the why, when, and how of their implementation. We discuss interventions to target students’ attainment value, intrinsic value, perceived cost, expectancies for success and/or ability beliefs, and different combinations of SEVT constructs. We conclude by discussing ideas for SEVT-based interventions that can address the situated, synergistic, and dynamic nature of motivation.
{"title":"Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research","authors":"E. Rosenzweig, Allan Wigfield, J. Eccles","doi":"10.1080/00461520.2021.1984242","DOIUrl":"https://doi.org/10.1080/00461520.2021.1984242","url":null,"abstract":"Abstract Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students’ academic motivation, performance, and choices. We therefore believe it is time to move beyond a sole focus on utility value by exploring interventions that are designed to impact the other central constructs in the theory. In this article we provide theoretical and research-based recommendations for the design of such interventions, focusing on the why, when, and how of their implementation. We discuss interventions to target students’ attainment value, intrinsic value, perceived cost, expectancies for success and/or ability beliefs, and different combinations of SEVT constructs. We conclude by discussing ideas for SEVT-based interventions that can address the situated, synergistic, and dynamic nature of motivation.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"45 1","pages":"11 - 30"},"PeriodicalIF":8.8,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85811273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1080/00461520.2021.1988603
D. Kuhn
Abstract The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue for metacognition playing many diverse roles yet having key features that connect these in a shared framework. Proposed as central to this framework is the exercise of inhibitory cognitive control as a necessary condition for metacognitive competence. Also argued for is greater recognition of metacognition as a disposition, not just competence. As a disposition its foundations are epistemological, and its value and importance lie in supporting individuals’ effective management of their own minds. This disposition puts them in maximum control of what they think and know and the processes they engage in to revise their beliefs, individually and in interaction with others.
{"title":"Metacognition matters in many ways","authors":"D. Kuhn","doi":"10.1080/00461520.2021.1988603","DOIUrl":"https://doi.org/10.1080/00461520.2021.1988603","url":null,"abstract":"Abstract The construct of metacognition appears in an ever increasing number and range of contexts in educational, developmental, and cognitive psychology. Can it retain its status as a useful construct in the face of such diverse application? Or is it merely an umbrella term for diverse mental phenomena that are loosely if at all connected? Here I argue for metacognition playing many diverse roles yet having key features that connect these in a shared framework. Proposed as central to this framework is the exercise of inhibitory cognitive control as a necessary condition for metacognitive competence. Also argued for is greater recognition of metacognition as a disposition, not just competence. As a disposition its foundations are epistemological, and its value and importance lie in supporting individuals’ effective management of their own minds. This disposition puts them in maximum control of what they think and know and the processes they engage in to revise their beliefs, individually and in interaction with others.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"34 1","pages":"73 - 86"},"PeriodicalIF":8.8,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79036638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：