Literaturnachweis - Detailanzeige
| Autor/inn/en | Barger, Michael M.; Linnenbrink-Garcia, Lisa |
|---|---|
| Titel | Developmental Systems of Students' Personal Theories about Education |
| Quelle | In: Educational Psychologist, 52 (2017) 2, S.63-83 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Barger, Michael M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0046-1520 |
| DOI | 10.1080/00461520.2016.1252264 |
| Schlagwörter | Theories; Students; Children; Models; Learning Processes; Epistemology; Motivation; Self Management; Achievement; Child Development; Intervention |
| Abstract | Children hold many personal theories about education: theories about themselves, knowledge, and the learning process. Personal theories help children predict what their actions will cause, and therefore relate to motivation, self-regulation, and achievement. Researchers typically examine how specific types of personal theories develop independently, but the similarities among personal theories suggest more systematic developmental processes. Accordingly, this article outlines a developmental systems model to organize existing personal theories research. We first identify and define personal theories related to education and then consider the nature of their development as a coherent, hierarchical structure that is shaped through educational experiences. This model provides parsimony while advancing a number of fields by providing clarity of concepts, insight across fields, and a better understanding of development and educational outcomes. We conclude by proposing new directions to understand how holistic sets of personal theories change over time and considering implications for educational interventions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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