Abstract
The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and discuss how they might influence the complex of student interpretive processes focal to classroom learning and motivation. Measurement issues and research strategies peculiar to the investigation of cognitive engagement are addressed.
Keywords
PsychologyStudent engagementGoal theoryCognitionPedagogyMathematics educationCognitive psychology
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Publication Info
- Year
- 1983
- Type
- article
- Volume
- 18
- Issue
- 2
- Pages
- 88-108
- Citations
- 843
- Access
- Closed
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Cite This
Lyn Corno,
Ellen B. Mandinach
(1983).
The role of cognitive engagement in classroom learning and motivation.
Educational Psychologist
, 18
(2)
, 88-108.
https://doi.org/10.1080/00461528309529266
Identifiers
- DOI
- 10.1080/00461528309529266