TALK - A training program to encourage lifelong learning in school

Journal of Psychology

Volumn 215, Issue 3, 2007, Pages 183-193

  Schober, Barbara ^a   Finsterwald, Monika ^a   Wagner, Petra ^b   Lüftenegger, Marko ^a   Aysner, Michael ^a   Spiel, Christiane ^a  

^a UNIVERSITY OF VIENNA   (Austria)

^b UNIVERSITY OF APPLIED SCIENCES UPPER AUSTRIA   (Austria)

Author keywords

Lifelong learning; Self regulated learning; Self regulation; Teacher training

Indexed keywords

EID: 38849188609     PISSN: 00443409     EISSN: None     Source Type: Journal    
DOI: 10.1027/0044-3409.215.3.183     Document Type: Article

References (62)

1. Achtenhagen, F., & Lempert, W. (2000). Lebenslanges Lernen im Beruf- seine Grundlegung im Kindes- und Jugendalter (Band I-V) [Lifelong learning in occupations - Its fundamentals in childhood and adolescence]. Opladen: Leske & Budrich.
2. American Psychological Association Presidential Task Force on Evidence-Based Practice (2005). APA report on evidencedbased practice. Retrieved on August 31, 2007 from http://www.apa.org/practice/ebpreport.pdf.
3. Ames, C. (1990). Motivation: What teachers need to know. Teacher College Records, 91, 409-421.
4. Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D.H. Schunk, & J.L. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
5. Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
6. Ames, C., & Ames, R. (1984). Goal structures and motivation. The Elementary School Journal, 85, 39-52.
7. Artelt, C., Baumert, J., Julius-McElvany, N., & Peschar, J. (2003). Learners for life: Student approaches to learning. Results from PISA 2000. Paris: OECD.
8. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 11-186.
9. Bransford, J.D., Sherwood, R.D., Hasselbring, T.S., Kinzer, Ch. K., & Williams, S.M. (1990). Anchored instructions: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology (pp. 163 - 205). Hillsdale, NJ: Erlbaum.
10. Chan, D.W. (2002). Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22, 557-569.
11. Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction (pp. 453-194). Hillsdale, NJ: Erlbaum
12. Commission of the European Communities (2000). Memorandum on lifelong learning. Brussels: Commission of the European Communities.
13. de Fraine, B., van Damme, J., & Onghena, P. (2007). A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach. Contemporary Educational Psychology, 32, 132-150.
14. de Jong, T., & Ferguson-Hessler, M.G.M. (1996). Types and qualities of knowledge. Educational Psychologist, 31, 105-113.
15. Dresel, M. (2001). A longitudinal analysis of Dweck's motivational-process model in the classroom. Psychologische Beiträ ge, 43, 129-152.
16. Dweck, C. (2002). The development of ability conceptions. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 57-88). San Diego: Academic Press.
17. Dweck, C., & Molden, D.C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A.J. Elliot, & C. Dweck (Eds.), Handbook of competence and motivation (pp. 122-139). New York: Guilford.
18. Epstein, J. (1989). Family structures and student motivation: A developmental perspective. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol 3: Goals and Cognitions (pp. 259-295). New York: Academic Press.
19. European Commission (2001). Making a European area of lifelong learning a reality. Brussels: Commission of the European Communities.
20. European Commission (2002, July). Fifteen quality indicators of lifelong learning performance in Europe. IP/02/971. Retrieved August 31, 2007, from http://europa.eu/rapid/pressReleasesAction.do?reference=IP/02/ 971&format=HTML&aged=0& language=DE&guiLanguage=en.
21. European Commission (2007, August). Education: Communication on the quality of teacher education /FAQ. MEMO/07/320. Retrieved August 31, 2007, from http://europa.eu/rapid/pressReleasesAction.do?reference=MEMO/07/ 320&format=HT ML&aged=0&language=EN&guiLanguage=fr.
22. Gagné, R.M. (1985). The conditions of learning and theory of instruction. New York: Holt, Rinehart & Winston.
23. Gollwitzer, P.M. (1990). Action phases and mind-sets. In E.T. Higgins, & R.M. Sorrentino (Eds.), Handbook of motivation and cognition, Vol. 2: Foundations of social behavior (pp. 53-92). New York: Guilford.
24. Gottfried, A., Fleming, J., & Gottfried, A. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13.
25. Hager, W., & Hasselhorn, M. (2000). Psychologische Interventionsmaßnahmen: Was sollen sie bewirken können? [Psychological intervention measures: What should be their effects?]. In W. Hager, J.-L. Patry, & H. Brezing, Evaluation psychologischer Interventionsmaßnahmen. Standards und Kriterien: Ein Handbuch. [Evaluation of psychological intervention measures. Standards and criteria - A handbook] (pp. 41-85). Bern: Huber.
26. Halpern, D.F. (2003). Thought and knowledge: An introduction to critical thinking (4th ed.). Mahwah, NJ: Erlbaum.
27. Heckhausen, H. (1991). Motivation and action. Berlin: SpringerVerlag.
28. Jacobs, J.E., Lanza, S., Osgood, D.W., Eccles, J., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
29. Johnson, D.W., & Johnson, R.T. (2003). Student motivation in co-operative groups: Social interdependence theory. In R.M. Gillies, & A.F. Ashman (Eds.), Co-operative learning: The social and intellectual outcomes of learning in groups (pp. 136-176). New York: Routledge.
30. Kirkpatrick, D.L. (1998). Evaluating trainings programs: The four levels. San Francisco, CA: Berret-Koehler.
31. Klauer, K.J. (1985). Framework for a theory of teaching. Teaching and Teacher Education, 1, 5-17.
32. Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12, 383-109.
33. Maehr, M.L., & Midgley, C (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399-427.
34. Maehr, M.L., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview Press.
35. Martin-Kniep, G.O., & Ashton, P. (2004). Developing learning communities through teacher expertise. Thousand Oaks, CA: Corwin Press.
36. Middleton, J.A., & Spanias, P.A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30, 65-88.
37. Norcross, J.C., Beutler, L.E., & Levant, R.F. (Eds.) (2005). Evidence-based practices in mental health: Debate and dialogue on the fundamental questions. Washington, DC: American Psychological Association.
38. Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Educational Research, 31, 459-470.
39. 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 (pp. 451 -502). San Diego, CA: Academic Press.
40. Pintrich, P., & Schunk, D.H. (2002). Motivation in education: Theory, research and application (2nd ed.). Englewood Cliffs, NJ: Merrill Prentice Hall.
41. Prenzel, M. (1994). Mit Interesse in das 3. Jahrtausend! Pädagogische Überlegungen [With interest into the 3rd millennium! Pedagogic deliberations]. In N. Seibert, & H.J. Serve (Eds.), Erziehung und Bildung an der Schwelle zum 3. Jahrtausend [Education and Bildung on the cusp to the 3rd millennium] (pp. 1314-1339). München: PimS-Verlag.
42. Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 651-685). San Francisco: Academic Press.
43. Reynolds, D. (2005). School effectiveness: Past, present, and future directions. In H.G. Holtappels, & K. Höhmann (Eds.), Schulentwicklung und Schulqualität [School development and school quality] (pp. 11-25). Weinheim: Juventa.
44. Rheinberg, F., Vollmeyer, R., & Rollett, W. (2000). Motivation and action in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 503-531). San Diego, CA: Academic Press.
45. Schmitz, B., & Wiese, B.S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology, 31, 64-96.
46. Schober, B. (2002). Entwicklung und Evaluation des Münchner Motivationstrainings (MMT) [Development and evaluation of the Münchner Motivationstraining (MMT). A motivation training method]. Regensburg: S. Roderer.
47. Schwarzer, R., Schmitz, G.S., & Tang, C (2000). Teacher burnout in Hong Kong and Germany: A cross-cultural validation of the Maslach Burnout Inventory. Anxiety, Stress, and Coping, 13, 309-326.
48. Slavin, R. E, Hurley, E.A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. In W Reynolds, & G.E. Miller (Eds.), Handbook ofpsychology: Educational psychology (Vol. 7, pp. 177-198). Hoboken, NJ: Wiley.
49. Spiel, C., & Reimann, R. (2005). Bildungspsychologie [BildungPsychology]. Psychologische Rundschau, 56, 291-294.
50. Spiel, C., Reimann, R., Wagner, P., & Schober, B. (submitted). Bildung-psychology: The substance and structure of a disciplinebeyond educational psychology. Applied Developmental Science.
51. Spiel, C., & Schober, B. (2003). Lebenslanges Lernen als Ziel: Zur systematischen Förderung von Bildungsmotivation [Lifelong learning as a goal: On a systematic approach to encourage bildung-motivation]. Erziehung und Unterricht, 9/10, 1282-1293.
52. Steiner, G. (2006). Lernen und Wissenserwerb [Learning and knowledge acquisition]. In A. Krapp, & B. Weidenmann (Eds.), Pädagogische Psychologie. Ein Lehrbuch [Educational psychology. A textbook] (5th ed., pp. 137-202). Weinheim: Beltz.
53. Travers, R.M.W. (1978). Children's interest. Kalamazoo, MI: Michigan University, College of Education.
54. Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349.
55. Weidner, M. (2003). Kooperatives Lernen im Unterricht [Cooperative learning in classroom instruction]. Seelze/Velber: Kallmeyer Verlag.
56. Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A.J. Elliot, & C. Dweck (Eds.), Handbook of competence and motivation (pp. 73-84). New York: Guilford.
57. Weinert, FE. (1996). Lerntheorien und Instruktionsmodelle [Learning theories and models of instruction]. In FE. Weinert (Ed.), Enzyklopädie der Psychologie, Band 2: Psychologie des Lernens und der Instruktion [Encyclopedia of psychology, Vol. 2: Psychology of learning and instruction] (pp. 1-48). Göttingen: Hogrefe.
58. Weinert, FE. (2001). Concept of competence: A conceptual clarification. In D.S. Rychen, & L.H. Salganik (Eds.), Defining and selecting key competencies (pp. 45-66). Seattle: Hogrefe & Huber.
59. Weinstein, C.E., & Hume, L.M. (1998). Study strategies for lifelong learning. Washington, DC: APA.
60. Ziegler, A. (1999). Motivation [Motivation]. In Ch. Perleth, & A. Ziegler (Eds.), Pädagogische Psychologie: Grundlagen und Anwendungsfelder [Educational psychology. Foundations and application fields] (pp. 103-113). Bern: Huber.
61. Zimmerman, B.J. (2000a). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). London, UK: Academic Press.
62. Zimmerman, B.J. (2000b). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.