Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk's Enduring Influence

被引：1

作者：

Bembenutty, Hefer ^{[1
]}

Kitsantas, Anastasia ^{[2
]}

Dibenedetto, Maria K. ^{[3
]}

Wigfield, Allan ^{[4
,13
]}

Greene, Jeffrey A. ^{[5
]}

Usher, Ellen L. ^{[6
]}

Bong, Mimi ^{[7
,8
]}

Cleary, Timothy J. ^{[9
]}

Panadero, Ernesto ^{[10
,14
]}

Mullen, Carol A. ^{[11
]}

Chen, Peggy P. ^{[12
]}

机构：

[1] Queens Coll CUNY, Dept Secondary Educ & Youth Serv, Powdermaker Hall 150-P,65-30 Kissena Blvd, Flushing, NY 11367 USA

[2] George Mason Univ, Coll Educ & Human Dev, 4400 Univ Dr, Fairfax, VA 22030 USA

[3] Univ North Carolina Greensboro, Bryan Sch Business & Econ, 516 Stirling St,Room 401,Room 410 Spring Garden St, Greensboro, NC 27412 USA

[4] Univ Maryland, Dept Human Dev & Quantitat Methodol, Coll Educ, College Pk, MD 20742 USA

[5] Univ North Carolina Chapel Hill, Sch Educ, CB 3500 Chapel Hill, Chapel Hill, NC 27599 USA

[6] Mayo Clin, Coll Med & Sci, Off Appl Scholarship & Educ Sci, Siebens Bldg-5,200 First St SW, Rochester, MN 55905 USA

[7] Korea Univ, Dept Educ, 145 Anam Ro, Seoul 02841, South Korea

[8] Korea Univ, Brain & Motivat Res Inst, 145 Anam Ro, Seoul 02841, South Korea

[9] Grad Sch Appl & Profess Psychol, Dept Sch Psychol, 152 Frelinghuysen Rd, Piscataway, NJ 08854 USA

[10] Dublin City Univ, Inst Educ, St Patrick Campus,C112 Main Bldg, Dublin 9, Ireland

[11] Virginia Tech, Coll Liberal Arts & Human Sci, Sch Educ, Educ Leadership & Policy Studies Program,VTCRC, 1750 Kraft Dr 2067, Blacksburg, VA 24061 USA

[12] CUNY Hunter Coll, Dept Educ Fdn & Counseling Programs, Sch Educ, 695 Pk Ave, New York, NY 10065 USA

[13] Hanyang Univ, Seoul, South Korea

[14] Deusto Univ, Bilbao, Spain

来源：

EDUCATIONAL PSYCHOLOGY REVIEW | 2024年 / 36卷 / 04期

关键词：

Feedback; Motivation; Self-efficacy; Self-regulation; Social cognitive theory; Assessment; Mentoring; Mathematics education; Educational psychology; Culture; Calibration; EFFORT ATTRIBUTIONAL FEEDBACK; PEER-MODEL ATTRIBUTES; CHILDRENS ACHIEVEMENT; PROGRESS FEEDBACK; COMPREHENSION; STUDENTS; GOALS; SKILL;

D O I：

10.1007/s10648-024-09969-9

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This tribute celebrates the unwavering dedication and contributions of Dale H. Schunk to educational psychology. His research has fundamentally transformed how school-based practitioners support student learning. By pioneering effective teaching strategies and interventions, he has called educators to create dynamic learning environments that cultivate students' self-efficacy beliefs and self-regulated learning. Beyond his scholarly achievements, Schunk's commitment to mentoring students and faculty alike has impacted the academic community. His profound influence continues to reshape the landscape of educational psychology, igniting ongoing research and driving innovation to enhance teaching and learning practices among learners. This tribute is a testament to Schunk's enduring legacy and profound impact on educational psychology.

引用

页数：28

共 96 条

[1]

[Anonymous], 2017, Handbook of self-regulation of learning and performance, DOI DOI 10.4324/9781315697048-2

[2] CULTIVATING COMPETENCE, SELF-EFFICACY, AND INTRINSIC INTEREST THROUGH PROXIMAL SELF-MOTIVATION [J].