Session Submission Summary

Investigating Cognition and Motivation at the Classroom Level

Tue, April 12, 12:25 to 1:55pm, Convention Center, Floor: Level One, Room 144 C

Session Type: Symposium

Abstract

Progress has been made in understanding how student cognition and motivation affect learning and achievement outcomes (e.g., Blackwell, Trzesniewski, Dweck, 2007; Dunlosky, Rawson, Marsh, Nathan, Willingham, 2013). However, the majority of this work has focused on the cognitive and motivational factors that occur at the level of the individual student, which misses the on-going social processes in classrooms that may play a large role in driving student-level outcomes (McCaslin, 2009). In this symposium, we report on a set of studies investigating cognition and motivation at the classroom-level. We assessed talk patterns within middle schools math classrooms of the same mathematical instructional quality in order to identify motivational, cognitive, and metacognitive supports and their associations with changes in adolescent achievement outcomes.

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