Motivation and Lifelong Learning

McCombs, Barbara L.

doi:10.1207/s15326985ep2602_4

Cited by 160 publications

(87 citation statements)

References 4 publications

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“…They do not facilitate cultivating the students to learn the learning skill in their future lives. Therefore, McCombs (1991) suggested that the formal education environment should also promote the lifelong learning, as well as the formal education purposes.…”

Section: Lifelong Learningmentioning

confidence: 99%

An Investigation of the Relationship between Autonomous Learning and Lifelong Learning

Yurdakul¹

2017

International Journal of Educational Research Review

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The present study aims to investigate the relationship between autonomous learning and lifelong learning. The study group consists of 657 secondary school students enrolled in three public schools, aged 11 -16 from Sakarya, Turkey. In this study, relationships between the variables of autonomous learning and lifelong learning and the sub-dimensions of autonomous learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were utilized in order to investigate these relationships. Autonomous Learning Scale (12 items) which was developed by Macaskill and Taylor (2010), was adapted to Turkish by Arslan and Yurdakul (2015) was conducted to measure autonomous learning. Lifelong Learning Scale (14 items) which was developed by Kirby, Knapper, Lamon and Egnatoff (2010), was adapted to Turkish by Arslan and Akcaalan (2015) was carried out to assess lifelong learning level. In the light of the research findings, it can be purported that autonomous learning and lifelong learning scores were correlating significantly. According to the existing results, it can be argued that autonomous learning which can be defined as the capacity to take charge of one's own learning, has a positive interaction with lifelong learning which can be found voice in one's ongoing, voluntary, and self-motivated learning.

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Section: Lifelong Learningmentioning

confidence: 99%

An Investigation of the Relationship between Autonomous Learning and Lifelong Learning

Yurdakul¹

2017

International Journal of Educational Research Review

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“…The following classification is an attempt to categorize the various affective learning activities found in research literature into a limited number of qualitatively different categories (e.g. see McCombs, 1991;Scardamalia & Bereiter, 1994;Boekaerts, 1995;Snow, Corno & Jackson, 1996).…”

Section: Affective Learning Activitiesmentioning

confidence: 99%

Congruence and friction between learning and teaching

Vermunt

Verloop

1999

Learning and Instruction

644

517

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Theories of learning and theories of teaching often originate and operate independently from one another. This article attempts to contribute to the integration of the two types of theories. First, the cognitive, affective and regulative activities students use to learn are analyzed. Next, different ways in which teachers can regulate the learning and thinking activities of students are discussed, as well as the teaching strategies they can use for that aim. The third part focuses on different ways in which student-regulation and teacher-regulation of learning act upon one another. Congruence and friction between these modes of control are discussed. From this interplay implications are derived for process-oriented teaching, aimed at promoting congruence and constructive friction, avoiding destructive friction and reducing the gap between learning and teaching.

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“…1990;Wilson, 1988). They also need to be flexible and reflective lifelong learners in order to keep up with the rapidly expanding, knowledge base in their complex and ever changing work environments (McCombs, 1991;Vermunt, 1996). …”

Section: To Be Effective Learnersmentioning

confidence: 99%