Understanding learning and motivation in context: A Multi-dimensional and Multi-level Cognitive-Situative perspective
Volet, S. (2001) Understanding learning and motivation in context: A Multi-dimensional and Multi-level Cognitive-Situative perspective. In: Volet, S. and Järvelä, S., (eds.) Learning and motivation in context: Theoretical advances and methodological implications. Pergamon: An Imprint of Elsevier Science, Oxford, UK, pp. 57-82.
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Studying psychological phenomenon in social contexts, rather than with a sole focus on the individual agent represents one of the major shifts in educational psychology research in the last decade. This shift, accompanied by tensions between mainstream theorists, prepared to take into account contextual influences on individual endeavours, and those promoting the view that the situative perspective subsumes the individual, is noticeable across several fields of research. This chapter discusses the conceptual and practical usefulness of adopting a multi-dimensional and multi-level cognitive-situative perspective for understanding learning and motivation in context. After a brief review of the emergence of the person-in-context position, recent research on transfer of learning across contexts is presented to illustrate the usefulness of the framework for understanding international students' experiences in their familiar (host) setting. Empirical evidence of subjective interpretations and ambivalence in what constitutes appropriate learning across cultural-educational context supports the usefulness of the multi-dimensional perspective and the significance of understanding the experiential interface of learning and motivation in context.
|Publication Type:||Book Chapter|
|Murdoch Affiliation:||School of Education|
|Publisher:||Pergamon: An Imprint of Elsevier Science|
|Copyright:||2001 Elsevier Ltd.|
|Notes:||Advances in Learning and Instruction series|
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