Self-Determined Learning to Motivate Struggling Learners in Reading and Writing

Autor/inn/en	Wehmeyer, Michael L.; Shogren, Karrie A.; Toste, Jessica R.; Mahal, Stephanie
Titel	Self-Determined Learning to Motivate Struggling Learners in Reading and Writing
Quelle	In: Intervention in School and Clinic, 52 (2017) 5, S.295-303 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451216676800
Schlagwörter	Learning Motivation; Motivation Techniques; Learning Strategies; Learner Controlled Instruction; Active Learning; Elementary School Students; Student Motivation; Literature Reviews; Self Management; Personal Autonomy; Classroom Techniques; Teaching Methods; Reading Improvement; Writing Improvement; Learning Disabilities; Self Determination + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Motivationsförderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aktives Lernen; Schulische Motivation; Selbstmanagement; Individuelle Autonomie; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning handicap; Lernbehinderung; Selbstbestimmung
Abstract	Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several student-directed learning strategies such as self-monitoring, self-evaluation, antecedent cue regulation, and self-instruction. Such interventions have established efficacy in promoting a wide array of academic outcomes. Students' motivation is consistently related to academic achievement, but it has been found to change over time, with intrinsic motivation's having marked decreases into the later elementary years and into middle school. This article reviews the literature on the impact of promoting self-determination and self-determined learning strategies that can be used to promote more positive reading and writing outcomes to enable students to become autonomous learners. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01