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Transition, self-regulation, independent learning and goal theory

Research output: Contribution to journalJournal articlepeer-review

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Transition, self-regulation, independent learning and goal theory. / Rogers, Colin.

In: Psychology of Education Review, Vol. 36, No. 2, 01.2012, p. 26-31.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Rogers, C 2012, 'Transition, self-regulation, independent learning and goal theory', Psychology of Education Review, vol. 36, no. 2, pp. 26-31.

APA

Rogers, C. (2012). Transition, self-regulation, independent learning and goal theory. Psychology of Education Review, 36(2), 26-31.

Vancouver

Rogers C. Transition, self-regulation, independent learning and goal theory. Psychology of Education Review. 2012 Jan;36(2):26-31.

Author

Rogers, Colin. / Transition, self-regulation, independent learning and goal theory. In: Psychology of Education Review. 2012 ; Vol. 36, No. 2. pp. 26-31.

Bibtex

@article{8691755ed2b5476db66c01b5302f3595,
title = "Transition, self-regulation, independent learning and goal theory",
abstract = "This paper reflects upon findings from a qualitative study exploring the difficulties some students had when attempting to engage with the requirements of {\textquoteleft}Independent Learning{\textquoteright} following the transition to university. The paper considers ways in which the students{\textquoteright} prior learning experiences while studying for A-level may have established certain learning goals that would be difficult to continue to follow whilst also meeting the new HE requirements. These observations are set within the theoretical framework provided by motivational goal theory suggesting some future developments for that theory. These proposed changes include the development of our understanding of the goal of {\textquoteleft}performativity{\textquoteright}.",
keywords = "Goal theory",
author = "Colin Rogers",
year = "2012",
month = jan,
language = "English",
volume = "36",
pages = "26--31",
journal = "Psychology of Education Review",
issn = "1463-9807",
number = "2",

}

RIS

TY - JOUR

T1 - Transition, self-regulation, independent learning and goal theory

AU - Rogers, Colin

PY - 2012/1

Y1 - 2012/1

N2 - This paper reflects upon findings from a qualitative study exploring the difficulties some students had when attempting to engage with the requirements of ‘Independent Learning’ following the transition to university. The paper considers ways in which the students’ prior learning experiences while studying for A-level may have established certain learning goals that would be difficult to continue to follow whilst also meeting the new HE requirements. These observations are set within the theoretical framework provided by motivational goal theory suggesting some future developments for that theory. These proposed changes include the development of our understanding of the goal of ‘performativity’.

AB - This paper reflects upon findings from a qualitative study exploring the difficulties some students had when attempting to engage with the requirements of ‘Independent Learning’ following the transition to university. The paper considers ways in which the students’ prior learning experiences while studying for A-level may have established certain learning goals that would be difficult to continue to follow whilst also meeting the new HE requirements. These observations are set within the theoretical framework provided by motivational goal theory suggesting some future developments for that theory. These proposed changes include the development of our understanding of the goal of ‘performativity’.

KW - Goal theory

M3 - Journal article

VL - 36

SP - 26

EP - 31

JO - Psychology of Education Review

JF - Psychology of Education Review

SN - 1463-9807

IS - 2

ER -