An Academic Self-Schema Approach to Promote Successful Learning Outcomes: Examining Profiles and Contexts (Poster 35)

• In Event: AERA Poster Session Eight
  In Poster Session: Cognitive and Motivational Processes: Poster Session Two

Abstract

What motivates students to persist or disengage in learning when faced with challenging work? Drawing on the concept of academic self-schema, this study provides an overview of key findings from a recent large-scale study that examined Secondary students’ learning and achievement. Self-schema represents students’ cognitive frames of themselves as learners, are guided by past learning experiences, and can be oriented positively or negatively. Against this background, attention is on the profiles of learners linked to contrasting math self-schemas, and their varying causes and consequences. Subsequently, the study examined different models of instructional quality to identify supportive or inhibiting classroom practices that influence students’ self-schema in the classroom.

Author

• Melvin Chan, National Institute of Education - Nanyang Technological University
  Presenting Author