Motivating school teachers to learn: Can ICT add value?

European Journal of Education

Volumn 41, Issue 3-4, 2006, Pages 415-435

  Carneiro, Roberto ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748331348     PISSN: 01418211     EISSN: 14653435     Source Type: Journal    
DOI: 10.1111/j.1465-3435.2006.00274.x     Document Type: Review

References (51)

1. BANDURA, A. (1982a) Self-efficacy mechanism in human agency, American Psychologist, 37, pp.122-147.
2. BANDURA, A. (1982b) The self and mechanisms of agency, in: J. SULS (Ed) Psychological Perspectives on the Self (Hillsdale, NJ, Erlbaum) Vol. 1, pp. 3-39.
3. BANDURA, A. (1986) Social Foundations of Thought and Action: A Social Cognitive Theory (Englewood Cliffs, NJ, Prentice-Hall).
4. BANDURA, A. (1997) Self-Efficacy: The Exercise of Control (New York, Freeman).
5. BANDURA, A. & CERVONE, D. (1983) Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45, pp. 1017-1028.
6. BANDURA, A. & CERVONE, D. (1986) Differential engagement of self-reactive influences in cognitive motivation. Organizational Behaviors and Human Decision Processes, 38, pp. 92-113.
7. BANDURA, A., GRUSEC, J. E. & MENLOVE, F. L. (1967) Some social determinants of self-monitoring reinforcement systems, Journal of Personality and Social Psychology, 5, pp. 449-455.
8. BANDURA, A. & KUPERS, C. J. (1964) The transmission of patterns of self-reinforcement through modelling, Journal of Abnormal and Social Psychology, 69, pp. 1-9.
9. BANDURA, A. & SCHUNK, D. H. (1981) Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation, Journal of Personality and Social Psychology, 41, pp. 586-598.
10. BEMBENUTTY, H. & KARABENICK, S. A. (2004) Inherent association between academic delay of gratification, future time perspective, and self-regulated learning. Educational Psychology Review, 16, pp. 35-57.
11. BOEKAERTS, M. (1993) Being concerned with well-being and with learning. Educational Psychologist, 28, pp. 148-167.
12. BONG, M. & SKAALVIK, E. M. (2003) Academic self-concept and self-efficacy: how different are they really? Educational Psychology Review, 15, pp. 1-40.
13. CARNEIRO, R. (2003) On knowledge and learning for the new millennium, in: P. CONCEIÇÇÃO, M. HEITOR & B. LUNDVALL (Eds) Innovation, Competence Building and Social Cohesion in Europe (London, Edward Elgar) pp. 186-205.
14. COLLIS, B., KNEZEK, G., LAI, K., MIYASHITA, K., PELGRUM, W., PLOMP, T. & SAKAMOTO, T. (1996) Children and Computers in School (Mahwah, NJ, Erlbaum).
15. CORNO, L. (1993) The best-laid plans: modern conceptions of volition and educational research, Educational Research, 22, pp. 14-22.
16. CORNO, L. (1994) Student volition and education: outcomes, influences, and practices, in: B. J. ZIMMERMAN & D. H. SCHUNK (Eds) Self-regulation of Learning and Performance (Hillsdale, NJ, Erlbaum) pp. 229-254.
17. DELFINO, M., MANCA, S., PERSICO, D. & SARTI, L. (2004) Online learning: attitudes, expectations and prejudices of adult novices. Proceedings of the LASTED International Conference on Web-Based Education (Innsbruck, Austria, WBE-2004) pp. 31-36.
18. GARCIA, T. & PINTRICH, P. R. (1994) Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies, in: B. J. ZIMMERMAN & D. H. SCHUNK (Eds) Self-regulation of Learning and Performance (Hillsdale, NJ, Erlbaum) pp. 127-153.
19. GARCIA, T., MCCANN, E., TURNER, J. & ROSKA, L. (1998) Modelling the mediating role of volition in the learning process, Contemporary Educational Psychology, 23, pp. 392-418.
20. KNEZEK, G., & CHRISTENSEN, R. (2000) Refining best teaching practices for technology integration: KIDS project findings for 1999-2000 (Denton,TX, University of North Texas).
21. KNEZEK, G., CHRISTENSEN, R., HANCOCK, R. & SHOLO, A. (2000) Toward a structural model of technology integration, in: Proceedings of the Annual Hawaii Educational Research Association, Honolulu, February.
22. KUHL, J. (1984) Volitional aspects of achievement motivation and learned helplessness: toward a comprehensive theory of action control, in: B. MAHER & W. MAHER (Eds) Progress in Experimental Personality Research, 13 (New York, Academic Press) pp. 99-171.
23. MARZANO, R. J. (1998) Cognitive, metacognitive, and conative considerations in classroom assessment, in: N. M. LAMBERT & B. L. MCCOMBS (Eds) How Students Learn (Washington, DC, APA) pp. 241-266.
24. MILLER, R. B. & BRICKMAN, S. J. (2004) A model of future-oriented motivation and self-regulation, Educational Psychology Review, 16, pp. 9-33.
25. MISCHEL, W. (1981) Metacognition and the rules of delay, in: J. H. FAVELL & L. ROSS (Eds) Social Cognitive Development: Frontiers and Possible Futures (Cambridge, Cambridge University Press) pp. 240-271.
26. MISCHEL, W. & BANDURA, A. (1965) The influence of models in modifying delay of gretification patterns, Journal of Personality and Social Psychology, 2, pp. 698-705.
27. MISCHEL, W. & LIEBERT, R. M. (1966) Effects of discrepancies between observed and imposed reward criteria on their acquisition and transmission, Journal of Personality and Social Psychology, 3, pp. 45-55.
28. MUSE JR., H. E. (2003) The web-based community college student: an examination of factors that lead to success and risk, The Internet and Higher Education, 6 (3), pp. 241-261.
29. NEVILLE, V. & BENNETT, S. (2004) Using self regulated learning to manage the discomfort of becoming fluent with information technology, in: R. ATKINSON, C. MCBEATH, D. JONAS-DWYER & R. PHILLIPS (Eds) Beyond the Comfort Zone: Proceedings of the 21st ASCILITE Conference, Perth, pp. 697-700. http://www.ascilite.org.au/conferences/perth04/procs/neville.html.
30. PARIS, S. G. & WINOGRAD, P. (2001) The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. http://www.ciera.org/library/archive/2001-04/0104parwin.htm.
31. PERKINS, D. N. (1992) Technology meets constructivism: Do they make a marriage?, in: T. M. DUFFY & D. H. JONASSEN (Eds) Constructivism and the Technology of Instruction: A Conversation (Hillsdale, NJ, Erlbaum) pp. 45-55.
32. PERSICO, D. & DELFINO, M. (2004) How technology can support initial teacher training: A case study, in: L. CANTONI & C. Me LOUGHLIN, Proceedings of the ED-MEDIA World Conference on Educational Multimedia, Hypermedia & Telecommunications (Lugano, Switzerland, Association for the Advancement of Computing in Education) pp. 4001-4008.
33. PINTRICH, P. R. (2000) The role of goal orientation in self-regulated learning, in: M. BOEKAERTS, P. R. PINTRICH, & M. ZEIDNER (Eds) Handbook of Self-Regulation (San Diego, CA, Academic Press) pp. 451-502.
34. PINTRICH, P. R. (2004) A conceptual framework for assessing motivation and self-regulated learning in college students, Educational Psychology Review, 16, pp.385-407.
35. SALOVAARA, H. & JARVELA, S. (2003) Students' strategic actions in computer supported collaborative learning, Learning Environments Research, 6, pp. 267-285.
36. SCHUNK, D. H. (1984) The self-efficacy perspective on achievement behaviour, Educational Psychologist, 19, pp. 199-218.
37. SCHUNK, D. H. (1985) Participation in goal setting: effects on self-efficacy and skills of learning of disabled children, Journal of Special Education, 19, pp. 347-369.
38. SCHUNK, D. H. (1986) Verbalisation and children's self-regulated learning, Contemporary Educational Psychology, 11, pp. 347-369.
39. SCHUNK D. H. & RICE, J. M. (1984) Strategy self-verbalization during remedial listening comprehension instruction, Journal of Experimental Education, 53, pp.49-54.
40. SIMONS, J., VANSTEENKISTE, M., LENS, W. & LACANTE, M. (2004) Placing motivation and future time perspective theory in a temporal perspective, Educational Psychology Review, 16, pp. 121-139.
41. TOLLEFSON, N. (2000) Classroom applications of cognitive theories of motivation, Educational Psychology Review, 12, pp. 63-83.
42. VALLE, A. et al. (2003) Cognitive, motivational, and volitional dimensions of learning: An empirical test of a hypothetical model, Research in Higher Education, 44, pp.557-580.
43. WEINER, B. (2000) Intrapersonal and interpersonal theories of motivation from an attributional perspective, Educational Psychology Review, 12, pp. 1-14.
44. WINNE, P. & HADWIN, A. (1998) Studying as self-regulated learning, in: D. HACKER, J. DUNLOSKY & A. GRAESSER (Eds) Metacognition in Educational Theory and Practice (Hillsdale, NJ, Erlbaum) pp. 279-306.
45. ZIMMERMAN, B. J. (1989) A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, 81, pp. 329-339.
46. ZIMMERMAN, B. J. (1998) Academic studying and the development of personal skill: A self-regulatory perspective, Journal of Educational Psychology, 33, pp. 73-86.
47. ZIMMERMAN, B. J. (2000) Attaining self-regulation: A social cognitive perspective, in: M. BOEKAERTS, P. R. PINTRICH & M. ZEIDNER (Eds) Handbook of Self-Regulation: Theory, Research, and Applications (San Diego, CA., Academic Press) pp. 13-39.
48. ZIMMERMAN, B. J. & KITSANTAS, A. (1997) Developmental phases in self-regulation: shifting from process goals to outcome goals, Journal of Educational Psychology, 89, pp. 29-36.
49. ZIMMERMAN, B. J. & MARTINEZ-PONS, M. (1988) Construct validation of a strategy model of student self-regulated learning, Journal of Educational Psychology, 80, pp. 284-290.
50. ZIMMERMAN, B. J. & MARTINEZ-PONS, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use, Journal of Educational Psychology, 82, pp. 51-59.
51. ZIMMERMAN, B. J. & RINGLE, J. (1981) Effects of model persistence and statements of confience on children's efficacy and problem solving. Journal of Educational Psychology, 73, pp. 485-493.