Boosting students' capacity to promote their own learning: a goal theory perspective

Monique Boekaerts

Learning and Instruction Vol. 8, No. 1 pp. 13–22

Language: English

Engagement as an inherent aspect of the learning process

Monique Boekaerts

Learning and Instruction Vol. 43, No. 1 (June 2016) pp. 76–83

This commentary describes the contribution of each individual paper to our understanding of engagement, as well as evaluating whether together these papers achieve the editor's goal of developing an emerging consensus on the meaning and measurement...

Language: English

Self-regulated learning: where we are today

Monique Boekaerts

International Journal of Educational Research Vol. 31, No. 6 pp. 445–457

Self-regulated learning has emerged as an important new construct in education. Our understanding of self-regulated learning has been informed by three schools of thought: (1) research on learning styles, (2) research on metacognition and regulation ...

Language: English

Cognitive load and self-regulation: Attempts to build a bridge

Monique Boekaerts

Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 90–97

The editors of the Special Issue called for a more integrative approach to the study of cognitive load and self-regulation. The goal formulated for the Special Issue is ambitious. In my role as a constructive critic, I first summarized the findings...

Language: English

Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students

Monique Boekaerts

Learning and Instruction Vol. 7, No. 2 pp. 161–186

In the past decade self-regulated learning (SRL) has been studied extensively. It has been defined as a complex interactive process involving not only cognitive self-regulation but also motivational self-regulation. An increasing body of knowledge...

Language: English

Self-regulation with respect to informal learning

Monique Boekaerts; Alexander Minnaert

International Journal of Educational Research Vol. 31, No. 6 pp. 533–544

This chapter draws attention to the self-regulatory skills that students use in informal learning settings. Formal and informal learning settings are defined as complementary learning environments and it is pointed out that students differ with...

Language: English

Using multiple calibration indices in order to capture the complex picture of what affects students' accuracy of feeling of confidence

Monique Boekaerts; Jeroen S. Rozendaal

Learning and Instruction Vol. 20, No. 5 (October 2010) pp. 372–382

The present study used multiple calibration indices to capture the complex picture of fifth graders' calibration of feeling of confidence in mathematics. Specifically, the effects of gender, type of mathematical problem, instruction method, and time ...

Language: English

Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom

Daphne Hijzen; Monique Boekaerts; Paul Vedder

Learning and Instruction Vol. 17, No. 6 (December 2007) pp. 673–687

Previous research suggested that social support, belongingness and mastery goals were related to the quality of cooperative learning (CL). In this in-depth study we explored how to differentiate between four effective CL teams and four ineffective...

Language: English

The Impact of the Teacher's Role and Pupils' Ethnicity and Prior Knowledge on Pupils' Performance and Motivation to Cooperate

Michiel Oortwijn; Monique Boekaerts; Paul Vedder

Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 3 (May 2008) pp. 251–268

How can the teacher bring about effective cooperative learning (CL) in multiethnic elementary classrooms? To answer this question we hypothesized that when the teacher stimulates pupils' helping behaviour (experimental group), this increases pupils' ...

Online Measurement of Appraisals of Students Faced with Curricular Tasks

Marjo J. Crombach; Monique Boekaerts; Marinus J. M. Voeten

Educational and Psychological Measurement Vol. 63, No. 1 (2003) pp. 96–111

Studied the factor structure of the On-Line Motivation Questionnaire (M. Boekaerts, 2002) in a sample of 780 Dutch seventh graders. Confirmatory factor analysis revealed that seven of eight presupposed factors could be distinguished empirically. The ...

Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils' prior knowledge and ethnic background

Michiel B. Oortwijn; Monique Boekaerts; Paul Vedder; Jan-Willem Strijbos

Learning and Instruction Vol. 18, No. 2 (April 2008) pp. 146–159

Is helping behaviour (i.e., solicited help and peer tutoring) during cooperative learning (CL) related to subsequent learning gains? And can teachers influence pupils' helping behaviour? One hundred and one 5th grade pupils from multiethnic schools, ...

Language: English

The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning

Karin Smit; Cornelis. J. de Brabander; Monique Boekaerts; Rob. L. Martens

International Journal of Educational Research Vol. 82, No. 1 (2017) pp. 124–134

In this research we studied studentś use of motivational strategies as mediator between motivational beliefs and motivational engagement. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a self-report...

Language: English