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Models of Students’ Metacognition, Motivation, and Learning Strategies

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Adaptive Learning Environments

Part of the book series: NATO ASI Series ((NATO ASI F,volume 85))

Abstract

The two papers presented in this section use the psychological construct metacognition as the substantive foundation for tutor development. However, the motivation for selecting the construct and its implementation in the design process reflect some fundamental differences between the backgrounds and perspectives of the two authors. Sharon Derry is an educational psychologist with extensive experience in the development of computer-based tutors. Pierre Dillenbourg has formal training in both educational psychology and artificial intelligence.

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Author information

Authors and Affiliations

  1. Educational Testing Service, Princeton, NJ, USA

    Ellen Mandinach

  2. ARIES Laboratory, Department of Computational Science, University of Saskatchewan, Saskatoon, Canada

    Jim Greer

Authors
  1. Ellen Mandinach
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  2. Jim Greer
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Editor information

Editors and Affiliations

  1. Advanced Computing and Engineering, Alberta Research Council, 68158 St. N.E., T2E 7H7, Calgary, Alberta, Canada

    Marlene Jones

  2. Faculty of Education, Simon Fraser University, V5A 1S6, Burnaby, British Columbia, Canada

    Philip H. Winne

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© 1992 Springer-Verlag Berlin Heidelberg

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Mandinach, E., Greer, J. (1992). Models of Students’ Metacognition, Motivation, and Learning Strategies. In: Jones, M., Winne, P.H. (eds) Adaptive Learning Environments. NATO ASI Series, vol 85. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77512-3_14

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  • DOI: https://doi.org/10.1007/978-3-642-77512-3_14

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-77514-7

  • Online ISBN: 978-3-642-77512-3

  • eBook Packages: Springer Book Archive

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