EDUC8731 - Motivation, Cognition, & Metacognition in Learning Guide

This study guide delves into the interconnectedness of motivation, cognition, and metacognition within the learning process. It covers topics such as cognitive psychology, self-beliefs, and beliefs about intelligence, and includes quizzes to reinforce understanding. Furthermore, it explores short-term and long-term memory, encoding, retrieval processes, problem-solving techniques, critical thinking skills, and the development of expertise. The guide also addresses the influence of classroom contexts on learning and provides extended readings for further exploration. Key concepts like Bandura's model of reciprocal determinism, self-efficacy, self-regulated learning, and attributional theory are examined to provide a comprehensive understanding of the factors influencing learning outcomes.

MOTIVATION, COGNITION AND
METACOGNITION IN LEARNING
STUDY GUIDE/WORKBOOK

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CONTENTS
TOPIC 1: INTRODUCTION TO COGNITIVE PSYCHOLOGY.........................................4
TOPIC 2: SELF-BELIEFS.................................................................................................5
TOPIC 3: BELIEFS ABOUT INTELLIGENCE..................................................................9
QUIZ 1.............................................................................................................................13
TOPIC 4: SHORT-TERM AND WORKING MEMORY...................................................15
TOPIC 5: LONG-TERM MEMORY.................................................................................19
QUIZ 2.............................................................................................................................22
TOPIC 6: ENCODING.....................................................................................................24
TOPIC 7: RETRIEVAL....................................................................................................27
QUIZ 3.............................................................................................................................30
TOPIC 8: PROBLEM SOLVING AND CRITICAL THINKING........................................32
TOPIC 9: EXPERTISE....................................................................................................36
QUIZ 4.............................................................................................................................38
TOPIC 10: CLASSROOM CONTEXTS..........................................................................40
EXTENDED READINGS.................................................................................................43
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TOPIC 1: INTRODUCTION TO COGNITIVE PSYCHOLOGY
 Text Reading: Bruning et al. (2010) Chapter 1: Introduction
Read Chapter 1 of your text Bruning et al. (2010). Consider the overview of cognitive psychology and
whether you agree with the themes listed in this chapter
1. Write a paragraph about one part of your learning that might be affected by your participation in
EDUC8731.
2. What questions about your learning or your students’ learning would you like to see answered?
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The learning is completely based on interactions that a person makes with another individual. From
the participation, it has been discovered that learning is not just a skill in which a person acquires the
knowledge, but, it is simply as task in which an individual search out for meaning on the basis of
previous learnings. Thus, it is recreated n the basis of various past information. As a result, there can be a
large impact on motivation level. The learnings can be highly affected as a result of cognitive
psychology as the person will be able to develop self goals and will be highly motivated for more
development.
As per the present learning, I will prefer to have the answer of how cognitive process is helpful in
solving various problems? By getting the answer of this particular question, it will help in making an
evaluation of entire cognitive process. Further, it will also aid in getting information about the practical
application of cognitive process and learning in context of real life situations.

TOPIC 2: SELF-BELIEFS
 Text Reading: Bruning et al. (2010); Chapter 6: Beliefs about self
1. Draw a diagram showing your own interpretation of Bandura’s model of Reciprocal determinisim.
2. Explain your model in words.
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The model is having three models. One is the behaviour, second is the environmental factors, and the
third one is the person or an individual. The behaviour of the person is dependent on the influence of the
social world as well as the characteristics on personal terms. In the environment component, all the
external factors like; laws, rules and regulations, physical surroundings which are present around the
person, that will influence the change is the behaviour of the person. The individual or a person will
include the personal beliefs and their characteristics.

3. What is an example of an instance where you have vicariously learned to do something?
a. Describe the learning process that you went through in this instance.
4. What do you have high self-efficacy for?
a. What evidence do you have for this assessment of your self-efficacy?
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I was sitting in a conference hall because of the seminar. All the members were present. After half an
hour a girl enters into the room, and when she saw everybody was present, she became nervous. She was
embarrassed so to avoid that thing to happen, I just stood and invited her to sit. This was the instance
where environment component and behaviour of personal component played a role. There I have learnt
that these personal component will help me in learning to do something for other person.
Learning can be a very complex process, which can be influenced by a wide range of factors. One thing
is the observation, it is very vital in learning something. The one learning process is social learning
theory. This theory explained that observation, modelling and imitation has the main role in this process.
Social theory combines the other elements from behavioural theory. This shows that all the behaviours
can be understand by cognitive and conditioning theory, and the psychological influence can also be
taken into account like memory and attention.
Self efficacy is the ability of a person to organize execute the actions which are required to manage the
situation. I have the high self efficacy from recovering from setbacks, and also very deep interest in the
activities in which I took part. It helps me in approaching various goals, job and situation.

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Once, I was in the ground playing football with my friends. One of my friend shows some nice skills
which I was not aware of. Then due to my high self efficacy towards the game, I was taking more
interest in learning those skill. The challenge was to do that skill and learn that in very short duration of
time. I am having very high self efficacy towards facing challenges and have very strong snense of
commitment in taking activities.

5. What do you have low self-efficacy for?
a. What evidence do you have for this assessment of your self-efficacy?
6. Describe how a modeling process has been involved in either a teaching or learning activity that
you have undertaken.
a. In what ways did this help you or someone else to learn?
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I am having low self efficacy in listening. And also have lack in focusing on my personal failings and
negative outcomes.
When I was working in an organization, there I was placed in a team. So that time, in a particular task, I
was unknown of the things which were going on. Because I am having low self efficacy in focusing on
my personal goals.
Modelling processes have some techniques like mastery experience, social modelling, social persuasion
and psychological responses. In teaching and learning activity, the social modelling process is very
important. Some times people learn from seeing other. Or seeing similar people having the same
qualities will put some significant impact on learning. And psychological responses like reaction to any
situation, and what to do will also helps in learning.
Social modelling will help in learning in a lot of ways. When people faces some situation or problem in
their life and by seeing them and their ways to overcome that problem will help others also. They will get
to know how to overcome the situation and how to fight the challenges. The responses they will make
and the capability to succeed will also helps in learning.

7. What are the main principles of self-regulated learning theory?
8. What are the main principles of an attributional theory of motivation?
9. In what ways can a topic such as EDUC8731 support student autonomy?
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The 6 main principles which are used in self regulated learning theory, they are
 Motive
 Method
 Time
 Physical environment
 Social environment
 Performance
Attribution theory will help in determining what other people thinks and what people want to do.
Attribution is having three main stages, they are;
1. Behaviour have to be observed and perceived.
2. Behaviour must be determined
3. Behaviour attributed to different internal and external sources.
Attributional theory is further classified into three dimensions;
 locus of control (either internal or external)
 Stability
 Controllability
The autonomy of a student can be supported in many ways. In context of students, this support can
be gained with the help of three ways which are:
 Organisational autonomy support
 Procedural autonomy support and
 Cognitive autonomy supporting
The organisational autonomy mainly gives its contribution in supporting the decision making role so
that various management issues of classroom can be handled in a proper way. Similarly, the procedural
autonomy support, helps in furnishing various media to the students through which, they can present
their ideas by choosing any one from the available choices. While, in addition to this, the cognitive
autonomy support gives an opportunity to the students so that they can make a self evaluation of work on
the basis of self standards. Thus, each autonomy supports in giving an encouragement towards different
aspects. The organisational autonomy is helpful in developing the sense of well being while the
procedural autonomy aids in increasing the initial engagement along with the learning activities. In
addition to this, cognitive autonomy supports in developing a deep thinking level of students.

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TOPIC 3: BELIEFS ABOUT INTELLIGENCE
 Text Reading: Bruning et al. (2010); Chapter 7: Beliefs about Intelligence and Knowledge
1. Do you think that you hold an ‘incremental’ or an ‘entity’ theory of your own intelligence?
a. What evidence do you have to support the above response about your theory of intelligence?
2. Which do you think are more important for successful learning—performance goals or mastery
goals? What evidence do you have for your view?
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Yes, I think I hold on to those 2 theories of my own intelligence. Entity theory stated that intelligence is
a personal quality, which can not be changed. It is fixed. But according to incremental theory,
Intelligence is not fixed, and by putting more efforts it can be improved. Entity theory tells that even if
people try to learn new things, there intelligence can not be changed. But incremental theory suggest that
by learning new techniques, we can improve our intelligence. And yes, I hold on to Incremental Theory
of my own intelligence.
As I told previously, I am very much having incremental theory of the intelligence. Once I was not able
to understand a technological term, which was very much difficult and was very different from the
normal terms. So I was putting a lot of efforts and keep on practising the term and finally I have learnt
the term and have explained very easily to my friends.
For successful learning, mastery goals are more important. The evidence for the goal is my aim to learn a
theoretical topic, which was having some technical terms. Performance goals are very short term goal
and one can get demotivated after the goal is complete. But if anyone can master the technique, than he
will never forget that term, and this will be very helpful in long term success.

3. What is an example of an academic goal that you have set for yourself?
a. Would you classify it as a performance goal or a mastery goal?
b. What self-efficacy do you have for achieving this goal?
c. Have you succeeded or failed at a similar goal in the past?
i. To what did you attribute your success or failure on this past occasion?
ii. How would you classify your attribution in section (i) according to attributional theory?
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The academic goal I have set for myself is long term goal. I have noted down some skills, which I have
to master, and for that I have to put a lot of efforts and achieve that goal. Once I leaned that skill, than it
will be very helpful and easy to learn all the other things.
I will classify as the mastery goal. Because it is on long term and I have mastered all the skills which is
related to that goal.
The self efficacy for achieving this goal is high self efficacy. The problem is very difficult and
challenging and there are skills which have to be mastered. So because of high self efficacy, I put lots of
effort in learning those terms.
Yes, I have failed once for learning the similar skills, but if one can put all his efforts in learning
something, then
I can attribute to the efforts and determination that helped in getting success over the past occasion.
According to attribution theory, the previously mentioned attribute can be classified and placed under
internal attribution, where, a person attriobutes the behaviour to their own personality and beliefs.