Increasing Student Learning through Volitional Control

By Erin J. Mccann, Jeannine E. Turner. Teachers College Record, 2004

96 citations recorded by the source corpus.

Students’ engagement and persistence on academic learning tasks often require their use of volitional strategies to protect against distractions and facilitate task completion. In this article we discusses factors that both positively and negatively influence students’ ability to regulate their learning activities and the supporting role that volitional strategies play in helping students to develop positive work habits for tackling academic assignments. Using the Academic Volitional Strategy Inventory (AVSI), we present teachers with approaches for helping students who need to support their learning efforts. Included are ways to use the AVSI (1) as a diagnostic tool, (2) to incorporate instruction in and modeling of volitional strategies in regular curriculum assignments, and (3) to promote student reflection and peer group interaction in facilitating self-regulatory action.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/26cfcec3424cd4948b5d9ab9d454f4c795c23fee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Maria B. Benzon
2. C. Wolters
3. H. Lawson
4. Michael A. Lawson
5. M. Hussain
6. David B. Miele
7. Abigail A. Scholer
8. Hanna Järvenoja

In Experimental and Cognitive Psychology

1. Maria B. Benzon
2. C. Wolters
3. H. Lawson
4. Michael A. Lawson
5. J. Reeve
6. Shu-Shen Shih
7. M. Bong
8. M. Hussain

Citations in the corpus

• New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “And, enhancements in student capacity for self-regulation (Perry, Phillips, & Dowler, 2004; Wolters & Taylor, 2012), volitional control (McCann & Turner, 2004), habits of mind (C. Adelman, 2006), and meta-cognition (Corno, 1993) may be classified as cognitive benefits of engagement.”
• Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation (2013, methodology): “More recent studies by others (McCann & Turner, 2004) have also found that students report using these types of strategies.”