Current self-regulation views of learning and motivation viewed through a deweyan lens: The problems with dualism

American Educational Research Journal

Volumn 35, Issue 2, 1998, Pages 199-224

  Prawat, Richard S ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032366080     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312035002199     Document Type: Article

References (87)

1. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivational processes. Journal of Educational Psychology, 80(3), 260-267.
2. Barrett, W. (1976). The illusion of technique. A search for meaning in a technological civilization. Garden City, NY: Anchor Press.
3. Beilin, H. (1984). Functionalist and structuralist research programs in developmental psychology: Incommensurability or synthesis? In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 18, pp. 245-257). Orlando: Academic Press.
4. Bentley, A. F. (1954). The human skin: Philosophy's last line of defense. In S. Ratner (Ed.), Inquiry into inquiries. Essays in social theory by Arthur F. Bentley (pp. 195-211). Boston: Beacon Press. (Original work published 1941)
5. Berlyne, D. E. (1960). Conflict, arousal and curiosity. New York: McGraw-Hill.
6. Beyer, B. K. (1987). Practical strategies for the teaching of thinking. Boston: Allyn & Bacon.
7. Blumenfeld, P. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84(3), 272-281.
8. Boisvert, R. D. (1988). Dewey's metaphysics. New York: Fordham University Press.
9. Brown, A. L. (1975). The development of memory: Knowing, knowing about knowing, and knowing how to know. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 10). New York: Academic Press.
10. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-282.
11. Caputo, J. D. (1983). The thought of being and the conversation of mankind: The case of Heidegger and Rorty. Review of Metaphysics, 36, 661-685.
12. Cherryholmes, C. H. (1993). Reading research. Journal of Curriculum Studies, 25, 1-32.
13. Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-20.
14. Cobb, P. (1995). The relevance of practice: A response to Orton. Journal for Research in Mathematics Education, 26, 230-254.
15. Cole, M. (1995). Socio-cultural-historical psychology: some general remarks and a proposal for a new kind of cultural-genetic methodolology. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 1-36). London: Cambridge University Press.
16. Corno, L., & Rohrkemper, M. M. (1985). The intrinsic motivation to learn in classrooms. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 2. The classroom milieu (pp. 53-90). Academic Press.
17. Cremin, L. A. (1962). The transformation of the school. New York: Knopf.
18. Davydov, V. V., & Radzikhovskii, L. A. (1985). Vygotsky's theory and the activity-oriented approach in psychology. In James V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 35-65). New York: Cambridge University Press.
19. Dewey, J. (1964). Interest in relation to training of the will. In R. D. Archambault (Ed.), John Dewey on education (pp. 260-285). Chicago: University of Chicago Press. (Original work published 1896)
20. Dewey, J. (1969a). Introduction to philosophy: Syllabus of Course 5. In J. Dewey (Ed.), The early works, Vol. 3 (pp. 211-235). Carbondale, IL: Southern Illinois University Press. (Original work published 1892)
21. Dewey, J. (1969b). The logic of verification. In J. Dewey (Ed.), The early works, Vol. 3 (pp. 83-92). Carbondale, IL: Southern Illinois University Press. (Original work published 1890)
22. Dewey, J. (1969c). The present position of logical theory. In J. Dewey (Ed.), The early works, 1889-1892, Vol. 3 (pp. 125-141). Carbondale, IL: Southern Illinois University Press. (Original work published 1891)
23. Dewey, J. (1980). Introduction to essays in experimental logic. In J. A. Boydston (Ed.), John Dewey: The middle works, 1899-1924, Vol. 10 (pp. 320-365). Carbondale, IL: Southern University Press. (Original work published 1916).
24. Dewey, J. (1981a). Experience and nature. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 1. Carbondale, IL: Southern University Press. (Original work published 1925)
25. Dewey, J. (1981b). The experimental theory of knowledge. In J. J. McDermott (Ed.), The philosophy of John Dewey (pp. 175-193). Chicago: University of Chicago Press. (Original work published 1910)
26. Dewey, J. (1981c). Human nature and conduct. In J. A. Boydston (Ed.), John Dewey: The middle works, 1899-1924, Vol. 14. Carbondale, IL: Southern University Press. (Original work published 1922)
27. Dewey, J. (1983). Human nature and conduct. In J. A. Boydston (Ed.), John Dewey: The middle works, 1922, Vol. 14. Carbondale, IL: Southern University Press. (Original work published 1922).
28. Dewey, J. (1986a). How we think: A restatement of the relation of reflective thinking to the educative process. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 8 (pp. 105-352). Carbondale, IL: Southern University Press. (Original work published 1933)
29. Dewey, J. (1986b). Logic: The theory of inquiry. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 12. Carbondale, IL: Southern University Press. (Original work published 1938)
30. Dewey, J. (1988a). Appendix 1. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 14 (pp. 379-410). Carbondale, IL: Southern Illinois University Press. (Original work published 1940)
31. Dewey, J. (1988b). Experience and education. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 13 (pp. 1-62). Carbondale, IL: Southern Illinois University Press. (Original work published 1939)
32. Dewey, J. (1988c). The quest for certainty. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 4. Carbondale, IL: Southern Illinois University Press. (Original work published 1929)
33. Dewey, J. (1989a). Appendix 1. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 16 (pp. 423-442). Carbondale, IL: Southern University Press. (Original work published 1949)
34. Dewey, J. (1989b). Modern philosophy. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 16 (pp. 407-419). Carbondale, IL: Southern University Press. (Original work published 1952).
35. Dewey, J., & Bentley, A. F. (1989). Knowing and the known. In J. A. Boydston (Ed.), John Dewey: The later works, 1925-1953, Vol. 16 (pp. 1-279). Carbondale, IL: Southern University Press. (Original work published 1949)
36. Diggins, J. P. (1994). The promise of pragmatism. Chicago: University of Chicago Press.
37. Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
38. Dweck, C., & Bempechat, J. (1983). Children's theories of intelligence: Consequences for learning. In S. G. Paris, G. M. Olson, & H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 239-256). Hillsdale, NJ: Erlbaum.
39. Dweck, C., & Elliott, E. (1983). Achievement motivation. In P. Mussen (Ed.), Handbook of child psychology, Vol. IV: Socialization, personality, and social development (pp. 643-691). New York: Wiley.
40. Garner, R., Brown, R., Sanders, S., & Menke, D. (1992). "Seductive details" and learning from text. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 239-254). Hillsdale, NJ: Erlbaum.
41. Glasersfeld, E. , von (1995). Radical constructivism. A way of knowing and learning. London: Falmer Press.
42. Goodnow, J. (1990). The socialization of cognition: what's involved? In J. W. Stigler, R. A. Shweder, & G. H. Herdt (Eds.), Cultural psychology: essays on comparative human development (pp. 259-286). New York: Cambridge University Press.
43. Harre, R. (1986). The step to social constructionism. In M. Richards & P. Light (Eds.), Children of social worlds (pp. 287-296). Cambridge, MA: Harvard University Press.
44. Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.
45. Iran-Nejad, A. (1990). Active and dynamic self-regulation of learning processes. Review of Educational Research, 60, 549-572.
46. Iran-Nejad, A., & Cecil, C. (1992). Interest and learning: A biofunctional perspective. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 297-332). Hillsdale, NJ: Erlbaum.
47. James, W. (1975). Pragmatism. Cambridge, MA: Harvard Unversity Press.
48. Kliebard, H. M. (1987). The struggle for the American curriculum 1893-1958. New York: Routledge & Kegan Paul.
49. Kozulin, A. (1986). The concept of activity in Soviet psychology: Vygotsky, his disciples and critics. American Psychologist, 41, 264-274.
50. Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness. Activity theory and human-computer interaction (pp. 17-44). Cambridge, MA: MIT Press.
51. Leont'ev, A, N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). Armonk, NY: Sharpe.
52. Litowitz, B. (1993). Deconstruction in the zone of proximal development. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning. Sociocultural dynamics in children's development (pp. 184-196). New York: Oxford University Press.
53. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
54. Miller, A. (1985). A developmental study of the cognitive basis of performance impairment after failure. Journal of Personality and Social Psychology, 49, 529-538.
55. Miller, G. A. (1989). Scientists of the artificial. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert A. Simon (pp. 145-161). Hillsdale, NJ: Erlbaum.
56. Moll, L. C., & Whitmore, K. F. (1993). Vygotsky in classroom practice: Moving from individual transmission to social transaction. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning. Sociocultural dynamics in children's development (pp. 19-42). New York: Oxford University Press.
57. Neisser, U. (1976). Cognition and reality. San Francisco: Freeman.
58. Orton, R. E. (1995). Ockham's razor and Plato's beard. Journal for Research in Mathematics Education, 26, 200-229.
59. Overton, W. F. (1991). The structure of developmental theory. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 23, pp. 1-37). San Diego: Academic Press.
60. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
61. Palincsar, A. S., Stevens, D. D., & Gavelek, J. R. (1989). Colloborating with teachers in the interest of student collaboration. International Journal of Educational Research, 13(1), 41-52.
62. Paris, S. G. (1988). Models and metaphors of learning strategies. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment instruction, and evaluation (pp. 299-321). San Diego, CA: Academic Press.
63. Peirce, C. S. (1955). In J. Buchler (Ed.), Philosophical writings of Peirce. New York: Dover.
64. Pepper, S. C. (1942). World hypothesis. Berkeley: University of California Press.
65. Perkins, D. N. (1987). Thinking frames: An integrative perspective on teaching cognitive skills. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 41-85). New York: Freeman.
66. Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18(1), 16-25.
67. Piaget, J. (1979/1980). The psychogenesis of knowledge and its epistemological signficance. In M. Piattelli-Palmarini (Ed.), Language and learning (pp. 23-52). London: Routledge & Kegan Paul.
68. Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
69. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-200.
70. Prawat, R. S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59, 1-41.
71. Prawat, R. S. (1991). The value of ideas: The immersion approach to the development of thinking. Educational Researcher, 20(2), 3-10, 30.
72. Prawat, R. S. (1993). The value of ideas: Problems versus possibilities in learning. Educational Researcher, 20(2), 516.
73. Prawat, R. S. (1995). Misreading Dewey: Reform, projects, and the language game. Educational Researcher, 24(7), 13-22.
74. Prawat, R. S. (1996). Constructivisms, modern and postmodern. Educational Psychologist, 31 (3/4), 215-225.
75. Ratner, S. (1954). Introduction. In S. Ratner (Ed.), Inquiry into inquiries. Essays in social theory by Arthur F. Bentley (pp. ix-xvi). Boston: Beacon Press.
76. Renninger, K. A., Hidi, S., & Krapp, A. (Eds.). (1992). The role of interest in learning and development. Hillsdale, NJ: Erlbaum.
77. Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.
78. Sleeper, R. W. (1986). The necessity of pragmatism. John Dewey's conception of philosophy. New Haven: Yale University Press.
79. Snow, R. E., & Farr, M. J. (Eds.). (1987). Aptitude, learning, and instruction. Vol. 3: Connative and affective process analyses. Hillsdale, NJ: Erlbaum.
80. Tiles, J. E. (1988). Dewey. London: Routledge.
81. Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
82. Wertsch, J. V., del Rio, P., & Alvarez, A. (1995). Sociocultural studies: history, action, and mediation. In J. V. Wertsch, P. del Rio. & A. Alvarez, (Eds.), Sociocultural studies of mind (pp. 1-36). London: Cambridge University Press.
83. Wertsch, J. V., & Rupert, L. J. (1993). The authority of cultural tools in a sociocultural approach to mediated agency. Cognition and Instruction, 11 (3 & 4), 227-240.
84. Wertsch, J. V., Tulviste, P., & Hagstrom, F. (1993). A sociocultural approach to agency. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning. Sociocultural dynamics in children's development (pp. 336-356). New York: Oxford University Press.
85. White, R. W. (1959). Motivation reconsidered: The concept of competence. American Psychologist, 66, 297-333.
86. Winograd, T., & Flores, F. (1986). Understanding computers and cognition: A new foundation for design. Reading, MA: Addison-Wesley.
87. Zellermayer, M., Salomon, G., Globerson, T., & Givon, H. (1991). Enhancing writing-related megacognitives through a computerized writing partner. American Educational Research Journal, 28, 373-391.