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Dörnyei's theory of motivation is the idea that motivation is developed in a unique and dynamic way that is necessary to gain success in areas where prolonged learning is required. [3] The process-oriented model of motivation seeks to explain Dörnyei's theory through student motivation by focusing on (a) motivational maintenance and volition ...
She is the author along with Zoltán Dörnyei and Nóra Németh, of three seminal articles (reaching more than 1,000 citations in the field of second language learning) on motivation in second language learning. Apart from motivation in second language learning, she is also noted for her work on the inclusion of deaf learners into the foreign ...
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. [1] Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
Questionnaire- and interview-based scales, by contrast, ask for the respondent's typical behavior. [3] Symptom and attitude tests are more often called scales. A useful psychological test/scale must be both valid , i.e., show evidence that the test or scale measures what it is purported to measure, [ 1 ] [ 4 ] ) and reliable , i.e., show ...
The second is that the focus of their environment changes as they age. As students reach higher grades, the focus shifts from learning to achievement. In fact, a large body of research exists showing that shifts from learning to performance as an educational focus can be detrimental to student motivation. [18]
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