Transition, self-regulation, independent learning and goal theory

Rogers, Colin (2012) Transition, self-regulation, independent learning and goal theory. Psychology of Education Review, 36 (2). pp. 26-31. ISSN 1463-9807

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Abstract

This paper reflects upon findings from a qualitative study exploring the difficulties some students had when attempting to engage with the requirements of ‘Independent Learning’ following the transition to university. The paper considers ways in which the students’ prior learning experiences while studying for A-level may have established certain learning goals that would be difficult to continue to follow whilst also meeting the new HE requirements. These observations are set within the theoretical framework provided by motivational goal theory suggesting some future developments for that theory. These proposed changes include the development of our understanding of the goal of ‘performativity’.

Item Type:
Journal Article
Journal or Publication Title:
Psychology of Education Review
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/aacsb/disciplinebasedresearch
Subjects:
ID Code:
62626
Deposited By:
Deposited On:
05 Mar 2013 16:01
Refereed?:
Yes
Published?:
Published
Last Modified:
15 Sep 2020 01:15