Motivation, cognition, and self-regulated learning

Authors

Antonio Valle Arias
Ramón González Cabanach
Alfonso Barca Lozano y José Carlos Núñez Pérez

Abstract

In this paper we have attempted to offer an analysis of the school learning from a cognitive and motivational perspective. The constructivists approaches of the learning consider necessary to integrate both aspects to arrive at an adequate understanding of the learning process. The investigations on the self-regulated learning attempt to know the relationships among cognition, motivation and metacognition, considering that students aren't passive recipients of information, but that they construct their own knowledge and their own cognitive and motivational tools.

Keywords:
• Cognition

Citación recomendada | Recommended citation

Arias, A. V., Cabanach, R. G., & Lozano y José Carlos Núñez Pérez, A. B. (1997) . Motivation, cognition, and self-regulated learning. Revista Española de Pedagogía, 55(206). https://www.revistadepedagogia.org/rep/vol55/iss206/13

Licencia Creative Commons | Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License