Understanding learning and motivation in context: A Multi-dimensional and Multi-level Cognitive-Situative perspective

By Simone E. Volet. 2001

110 citations recorded by the source corpus.

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Citations in the corpus

Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “71 mainstream motivational research to cross-cultural psychology, investigations focusing on learning and motivation increasingly focus on the interaction between students’ motivational beliefs and the learning environment, a so-called person-incontext perspective on learning and motivation (Volet, ”
Aspects and Prospects of Measuring Studying and Learning in Higher Education (2004, background): “In her study, Volet (2001a) explored the interplay of broad sociocultural and specific contextual aspects in reference to the construction of different forms of motivation.”
Cultural Transitions in Higher Education: Individual Adaptation, Transformation and Engagement (2012, background): “Clarke & Grieve, 2006; Kimmel & Volet, 2012; Marlina, 2009) and even attempted to disentangle the respective explanatory power of large and small culture (local context) influences (Volet, 2001).”
Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation (2003, unknown): “It is also consistent with influential efforts to understand contextual motivation in the classroom (e.g., Turner, 1995; Turner & Meyer, 2000; Turner, Meyer, Cox, Logan, & DeCinto, 1998) and cross-cultural contexts (Volet, 1999, 2001).”
Focusing on the Complexity of Emotion Issues in Academic Learning: A Dynamical Component Systems Approach (2006, background): “In line with socio-constructivist views on learning, knowledge and beliefs are social in nature and embedded in the specific, and more broad, socio-historical context(s) (e.g., Cobb & Bowers, 1999; Greeno et al., 1996; Volet, 2001).”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “The specifics of the content of tasks, moreover, were often neglected in educational research (Volet 2001), a practice that can reduce the ecological validity and practical relevance of studies.”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “…levels of specificity, for example, overall inclinations such as achievement motivation, tendencies such as motivational beliefs regarding a particular form of instruction, and situation-specific appraisals, such as motivation for an immediate learning activity (Boekaerts, 1999; Volet, 2001).”