Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning

By Daniel M. Belenky, Timothy J. Nokes-Malach. 2012

187 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/725bcb6834cb6b042158367783dcf042b3ef8d08

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “…approaches to transfer from cognitive science have underemphasized the importance of motivation for achieving transfer, and incorporating motivation into cognitive accounts will allow these accounts to better explain successful and unsuccessful cases of transfer (Belenky & Nokes-Malach, 2012).”
The role of students' motivation and participation in predicting performance in a MOOC (2016, background): “However, across a variety of learning environments, masteryapproach goals consistently have been associated with positive learning outcomes (e.g., Belenky & Nokes-Malach, 2012; McGregor & Elliot, 2002), and therefore is the achievement goal construct that has been incorporated into the intrinsic…”
Learning Through Case Comparisons: A Meta-Analytic Review (2013, background): “For example, classrooms may be more likely to involve mastery goals (learning the content) rather than performance goals (get the credit/money), which may influence the effectiveness of learning-oriented tasks (Belenky & Nokes-Malach, 2012).”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “Finally, besides the cognitive benefits, problem solving prior to instruction may also have affective benefits of greater learner agency, as well as engagement and motivation to learn the targeted concept (Belenky & Nokes-Malach, 2012; Clifford, 1984; Hiebert & Grouws, 2007).”
Transfer of Learning Transformed. (2013, background): “Despite these developments, Belenky and Nokes-Malach (2012) have recently asserted that the study of knowledge transfer still rarely draws upon motivational constructs in empirical work, and Perkins and Salomon (2012) have called for the reconciliation of the cognitive bases for transfer with…”
Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning (2014, background): “…content is relevant) or mastery (i.e., being able to understand or to do something) help learners to start a task and to persist on the task, expending great effort in meeting the requirements (Assor, Kaplan, & Roth, 2002; Belenky & Nokes-Malach, 2012; Wigfield, Eccles, Roeser, & Schiefele, 2008).”
Comparing Learning From Productive Failure and Vicarious Failure (2014, background): “Furthermore, recent research suggests that engaging students in invention activities—activities that tend to place a high cognitive load—may also have positive motivational effects, which may interact with the benefit students derive from such invention activities (Belenky & Nokes-Malach, 2012).”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “In some implementations (e.g., Belenky and Nokes-Malach 2012; Glogger-Frey et al. 2015; Roll et al. 2009; Schwartz and Martin 2004), students are given the canonical solution without referring back to student solutions.”
The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice (2012, background): “Specifically, the reliance on transfer as a performance measure allows researchers from a mainstream cognitive perspective to investigate the relationship between transfer and other factors such as motivation, achievement goals, metacognition, and learning disabilities ( Belenky & Nokes-Malach, 2012”