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Behavioral Sciences
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The Role of Motivation and Cognitive and Metacognitive Strategies in...
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The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 1733

Special Issue Editor

Dr. Fotini Polychroni

E-Mail Website
Guest Editor
Department of Psychology, National and Kapodistrian University of Athens, 15703 Athens, Greece
Interests: students with learning disabilities; motivation and emotion; assessment of cognitive and metacognitive strategies; psychosocial adjustment; school engagement; dyslexia in higher education; early identification of learning disabilities

Special Issue Information

Dear Colleagues,

According to the literature, learners are self-regulated when they are cognitively, metacognitively, motivationally, and strategically active participants in their own learning. Motivation in learning has received research attention as one of the protective factors that fosters academic resilience and psychosocial adjustment across all levels of education. Using cognitive and metacognitive strategies helps students in terms of deep processing and gaining a better understanding of the learning material. These variables are especially important and rather less effective for students with learning disabilities, for whom motivation is of primary importance for learning involvement and achievement. Moreover, there is evidence that both motivation and the use of learning strategies were negatively affected in children and young adults as a result of the COVID-19 restrictions, particularly for children with learning disabilities.

The aim of this Special Issue is to bring together papers that approach motivation and cognitive and metacognitive strategies in learning from multiple theoretical perspectives. We welcome original research articles using quantitative and qualitative methodology, systematic literature reviews, and evidence-based interventions with samples across all levels of education. We seek to attract submission of original research articles and systematic reviews on topics covering, but not limited to: (1) motivation for learning across the life span, (2) cognitive and metacognitive strategies, (3) academic resilience, (4) psychosocial adjustment, (5) anxiety and stress, (6) learning disabilities and dyslexia.

I look forward to receiving your contributions.

Dr. Fotini Polychroni
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • motivation for learning
  • cognitive and metacognitive strategies
  • academic resilience
  • psychosocial adjustment
  • anxiety and stress
  • learning disabilities and dyslexia
  • children and adolescents
  • higher education students
  • COVID-19

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Published Papers (1 paper)

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Research

22 pages, 2447 KiB  
Article
Knowledge of Learning Strategies and Motivation to Use Them: Similarities and Differences between School Levels
by Eve Kikas, Ita Puusepp, Mikk Granström and Kaja Mädamürk
Behav. Sci. 2024, 14(10), 889; https://doi.org/10.3390/bs14100889 - 1 Oct 2024
Viewed by 1012
Abstract
Students’ motivation to learn and the strategies they use during learning are two important factors that affect their learning outcomes. Some learning strategies are more effective, and some are less effective (deep and surface strategies). Both the knowledge of and motivation to use [...] Read more.
Students’ motivation to learn and the strategies they use during learning are two important factors that affect their learning outcomes. Some learning strategies are more effective, and some are less effective (deep and surface strategies). Both the knowledge of and motivation to use certain learning strategies depend on students’ individual characteristics (prior knowledge) and the context (classroom practices). The aims of the present study were (1) to examine differences between middle and high school students’ perceptions of the effectiveness of specific learning strategies and motivation to use effective strategies and (2) to explore relations between motivation, learning strategies, and grades in these two subgroups. The participants were 6287 middle school students (aged 13–16) and 5476 high school students (aged 17–20 years). The students completed an electronic questionnaire during school hours. Their perceptions of the effectiveness of specific learning strategies in certain learning scenarios and motivational beliefs (self-efficacy, utility, and cost) concerning the use of effective strategies were assessed with rating scales; additionally, students’ self-reported math and history grades were used. A network analysis was used to examine the relations between constructs. The results show small between-group differences in accordance with the theoretical expectations. The findings are discussed in relation to school level and educational context. Full article
(This article belongs to the Special Issue The Role of Motivation and Cognitive and Metacognitive Strategies in Learning across the Lifespan)
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