|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|352549||618598||2015||9 صفحه PDF||سفارش دهید||دانلود رایگان|
• We investigate the relationship between learner motivation, attention allocation, cognitive engagement, and conceptual change.
• Task values were predictive of cognitive engagement, which in turn was predictive of conceptual change.
• Utility values showed a stronger direct influence on conceptual change than attainment values.
The primary purpose of this study was to evaluate a proposed model between learner motivation, attention allocation, cognitive engagement, and conceptual change. We hypothesized that task-value orientation (i.e., utility and attainment values) would positively influence learners' attention allocation and level of cognitive engagement which, in turn, would influence opportunities for conceptual change. A total of 291 undergraduates participated in this study. Results indicated task values were strongly associated with engagement and engagement with conceptual change. Results of structural equation modeling showed attention allocation having a direct effect on cognitive engagement, which in turn was predictive of conceptual change. Implications of our findings are further discussed along with directions for future research.
Journal: Contemporary Educational Psychology - Volume 42, July 2015, Pages 62–70