skip to main content
Show Results with: Show Results with:

The action tendency for learning: Characteristics and antecedents in regular lessons

Palmer, David

International journal of educational research. Volume 82 (2017); pp 99-109 -- Elsevier

Online access

  • Title:
    The action tendency for learning: Characteristics and antecedents in regular lessons
  • Author: Palmer, David
  • Found In: International journal of educational research. Volume 82 (2017); pp 99-109
  • Journal Title: International journal of educational research
  • Subjects: Programmes d'études--Evaluation--Périodiques; Éducation--Recherche--Périodiques; Éducation--Évaluation--Périodiques; Education--Periodicals; Program Evaluation--Periodicals; Curriculum evaluation--Periodicals; Education--Evaluation--Periodicals; Curriculum evaluation; Education--Evaluation; Periodicals; Achievement emotions--Motivation--Action tendency; Dewey: 370.72
  • Rights: legaldeposit
  • Publication Details: Elsevier
  • Abstract: Highlights:

    The positive action tendency for learning is an episodic feeling of wanting-to-learn.

    The neutral and negative action tendencies for learning are no-feeling-about-learning and not-wanting-to-learn.

    During a regular lesson, nearly all the grade 10 students experienced an action tendency for learning.

    The main antecedents of the action tendency were achievement emotions.

    The action tendency is motivationally important because it provides the urge to activate learning behaviours.

    Abstract:

    An emotion is often accompanied by an action tendency, which is a feeling of wanting to take action. This study investigated whether students experience an action tendency for learning (a feeling of wanting-to-learn). Interviews were carried out with 52 Australian grade 10 students immediately following a regular lesson. Students were asked whether they had experienced a feeling of wanting-to-learn, and if so, to identify its causes and effects. Triangulation was used to establish validity. Students reported a valenced and dynamic action tendency for learning, which had occurred during the lesson. Antecedents included, but were not limited to, perceptions of control and value, and their associated achievement emotions. There was a consistently positive relationship between this action tendency and learning behaviours.


  • Identifier: System Number: LDEAvdc_100069853165.0x000001; Journal ISSN: 0883-0355; 10.1016/j.ijer.2017.01.010
  • Publication Date: 2017
  • Physical Description: Electronic
  • Shelfmark(s): ELD Digital store

Searching Remote Databases, Please Wait