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Samenvatting leer en motivationele ontwikkeling
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  • P0W69A
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  • Katholieke Universiteit Leuven (KU Leuven)

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  • January 6, 2023
  • 291
  • 2022/2023
  • Class notes
  • Spilt jantine (coördinator) | schaeken walter |
  • All classes

Subjects

  • keuzevak
  • samenvatting
  • met literatuur erin verwerkt
  • leer en motivationele ontwikkeling

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  • Katholieke Universiteit Leuven (KU Leuven)
  • 1ste Masterjaar Pedagogische Wetenschappen
  • P0W69A
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LEER- EN MOTIVATIONELE ONTWIKKELING

Inhoudstafel

Leer- en motivationele ontwikkeling ...................................................................................................................... 1
Introductie van het onderwerp ........................................................................................................................... 9
College 1: leermotivatie .................................................................................................................................... 14
1.1 definities .......................................................................................................................................... 14
Motivatie ................................................................................................................................................... 14
Leermotivatie (achievement motivation): definitie .................................................................................. 14
1.2 leermotivatie theorieën .......................................................................................................................... 15
1.Expectancy x Value Theory (EVT: waarde-verwachtingstheorie) (Eccles e.a.) ....................................... 15
Expectancy (E): “Kan ik dit?” ................................................................................................................. 16
Value (V): “Wil ik dit?” ........................................................................................................................... 17
2.Attribution theory (AT) (Weiner) ........................................................................................................... 17
3.Implicit Theories of Intelligence (ITI) (Dweck) ........................................................................................ 20
4.Social-Cognitive Theory (SCT) (Bandura e.a.): Self-efficacy/zelfeffectiviteit .......................................... 22
5.Goal Orientation Theory (GOT) of Achievement Goal Theory (Ames, Elliot, e.a.): Prestatiedoeltheorie
(PDT) .......................................................................................................................................................... 23
6.Self-worth Theory of Achievement (Covington) .................................................................................... 25
7.Self-Determination Theory (SDT) (Deci, Ryan) ....................................................................................... 25
Integratie van de theorieën .......................................................................................................................... 27
Zelfstudiedoelen ........................................................................................................................................... 29
Bouwstenen academische competentie ....................................................................................................... 29
Literatuur ...................................................................................................................................................... 30
les over executieve functies .............................................................................................................................. 30
Deel 1: Executieve functies: omschrijving, modellen & ontwikkeling........................................................... 30
Executieve functies: omschrijving ............................................................................................................. 30
Voorbeelden .......................................................................................................................................... 30
Definities ............................................................................................................................................... 31
Kernaspecten ........................................................................................................................................ 31
Link met karakter .................................................................................................................................. 33
link met intelligentie ............................................................................................................................. 33
neurologische basis ............................................................................................................................... 33
'cool EF' vs. 'hot EF' ............................................................................................................................... 34
Ze zijn heel belangrijk (Diamond, 2013) ................................................................................................ 35
Executieve functies: modellen .................................................................................................................. 35
Anderson: executieve controle ............................................................................................................. 36


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, Ander populair, meer dynamisch model (Diamond, 2013) ................................................................... 38
Baddeley & Hitch’s werkgeheugenmodel ............................................................................................. 38
Ontwikkeling deelfuncties: executieve functies ........................................................................................ 47
Conceptueel kader - Anderson .............................................................................................................. 47
STUDIE BIJ LAGERESCHOOLKINDEREN .................................................................................................. 47
STUDIE BIJ KLEUTERS ............................................................................................................................. 50
Ontwikkeling van WM ............................................................................................................................... 56
ONTWIKKELING VAN HET WERKGEHEUGEN ......................................................................................... 56
College 3: werkgeheugen in de klas .................................................................................................................. 64
1)Cijfers over leren, presteren op school en WM ......................................................................................... 64
1)Methode ................................................................................................................................................ 64
2)Methode ................................................................................................................................................ 65
3)methode................................................................................................................................................. 66
4)Methode ................................................................................................................................................ 68
2)Working memory in the classroom: werkgeheugen in de klas .................................................................. 69
2.1 Observing WM in classroom/observaties werkgeheugen in de klas .......................................... 69
2.1.1Profielen ........................................................................................................................................ 70
2.1.2. Observaties van geheugen falen ................................................................................................. 72
2.1.3. Andere observaties ..................................................................................................................... 76
2.2. Leren is gebaseerd op succes ............................................................................................................. 77
2.3. Implicaties voor de praktijk in de klas ................................................................................................ 78
2.4. Kans op WM-falen verminderen ........................................................................................................ 79
2.4.1. Herinneren van taak/instructies verzekeren ............................................................................... 80
2.4.2. Gebruik van externe hulpmiddelen ............................................................................................. 80
2.4.3. Beperk verwerkingsbelasting ...................................................................................................... 80
College 4: werkgeheugen bij… .......................................................................................................................... 84
Down Syndroom............................................................................................................................................ 84
Kunnen we deze problemen omzeilen? .................................................................................................... 85
Expliciet plaatsen binnen model Baddeley ............................................................................................... 85
Doven en slechthorenden ............................................................................................................................. 86
The Organization of Working Memory Networks is Shaped by Early Sensory Experience (Cardin et al.,
2018) ......................................................................................................................................................... 86
Misschien niet zo veel ............................................................................................................................... 87
Misschien toch veel ................................................................................................................................... 88
Specific Language Impairment (SLI) .............................................................................................................. 88
Joel ............................................................................................................................................................ 89
Algemeen .................................................................................................................................................. 89


2

, Enkele kenmerken ..................................................................................................................................... 89
Contrast met ............................................................................................................................................. 90
Sommige nieuwe ideeën mbt diagnose .................................................................................................... 90
DLD en verbaal STM .................................................................................................................................. 91
DLD en visueel STM ................................................................................................................................... 92
DLD en CE/central executive ..................................................................................................................... 93
Dus ............................................................................................................................................................ 93
In de praktijk ............................................................................................................................................. 93
DLD en WM-training.................................................................................................................................. 94
Game-training “Brians-brain” Dovis, Van der Oord, Geurts, Ponsioen, Ten Brink, Prins (2012) .............. 94
Brain-training Brian ................................................................................................................................... 94
Werkgeheugen training............................................................................................................................. 95
Inhibitie training ........................................................................................................................................ 96
Set-shifting training ................................................................................................................................... 96
Resultaten Vugs et al (2017) ..................................................................................................................... 97
Discussie Vugs et al (2017) ........................................................................................................................ 97
SLI/DLD en EF ............................................................................................................................................ 98
dyscalculie ..................................................................................................................................................... 98
Dyscalculie of rekenstoornissen ................................................................................................................ 99
Dus ............................................................................................................................................................ 99
Oorzaak ..................................................................................................................................................... 99
Werkgeheugen en rekenen ..................................................................................................................... 100
Onderzoek Imbo (2009) .......................................................................................................................... 102
Resultaten ........................................................................................................................................... 103
Dus er zijn cultuurverschillen .............................................................................................................. 103
Wiskundeangst .................................................................................................................................... 103
Implicaties voor praktijk .......................................................................................................................... 104
Meer over angst ...................................................................................................................................... 105
Klein proefje ............................................................................................................................................ 106
Wanneer angststoornis? ......................................................................................................................... 106
Angst en laag WM ................................................................................................................................... 107
Implicaties voor de praktijk ..................................................................................................................... 107
College 5: zelfregulerend leren/zrl .................................................................................................................. 109
1. WAAROM IS ZRL VAN BELANG? .............................................................................................................. 109
RELEVANTIE ZRL ...................................................................................................................................... 109
RELEVANTIE ZRL IMPLEMENTATIE DOOR LERARENTEAMS ..................................................................... 111
RELEVANTIE PROFESSIONALISERING LERARENTEAMS IN ZRL................................................................. 111

3

, 2. WAT IS zelfregulerend leren/ZRL?........................................................................................................... 113
ZRL vanuit de fiets-metafoor ................................................................................................................... 113
ZRL: parallel met de fiets-metafoor ........................................................................................................ 113
ZRL: verschillende theoretische modellen/perspectieven ...................................................................... 113
1. Cognitieve component ........................................................................................................................ 115
PROFIELEN OP BASIS VAN COGNITIEVE LEERSTRATEGIEËN ................................................................ 116
2. Metacognitieve component ................................................................................................................ 118
METACOGNITIEVE COMPONENT ONDERSTEUNEN............................................................................. 118
3.MOTIVATIONELE COMPONENT ............................................................................................................ 119
PROFIELEN OP BASIS VAN LEERMOTIVATIE ............................................................................................ 119
AUTONOME MOTIVATIE BEVORDEREN .............................................................................................. 121
3. VANAF WNR ZRL? ................................................................................................................................ 122
4. HOE IN KAART BRENGEN? ................................................................................................................... 124
Vragenlijsten ....................................................................................................................................... 125
ONLINE MEASURES ............................................................................................................................. 126
THINK ALOUD PROTOCOL ................................................................................................................... 126
ALGEMENE BEVINDING ....................................................................................................................... 129
5. HOE KAN HET WORDEN BEVORDERD?................................................................................................ 129
EEN TRANSVERSALE LEERCOMPETENTIE ............................................................................................ 130
SAMEN STA JE STERK! ......................................................................................................................... 130
DIRECTE INSTRUCTIE VAN ZELFREGULATIESTRATEGIEËN ................................................................... 130
6. HOE IS HET GESTELD? .......................................................................................................................... 133
BEVORDERENDE FACTOREN ................................................................................................................ 135
College 6: Schools uitstelgedrag (academic procrastination) ......................................................................... 137
Deel 1: Inleiding .......................................................................................................................................... 137
Pro // crastinus ........................................................................................................................................ 137
Procrastination items/ uitstelgedrag voorbeelden ................................................................................. 137
Procrastination = ..................................................................................................................................... 138
Prevalentie (schattingen) ........................................................................................................................ 138
Negatieve coping ..................................................................................................................................... 139
Excuses en zelfrechtvaardiging ............................................................................................................... 140
Negatieve consequenties/negatieve gevolgen van uitstelgedrag .......................................................... 140
Deel 2: Waarom doen we het? Theoretische benaderingen ...................................................................... 141
Zelfstudie opdracht 1: Welke factoren hangen samen met uitstelgedrag? En welke niet of slechts
gering?..................................................................................................................................................... 141
Verschillende theoretische benaderingen .............................................................................................. 143
Falen van het zelfregulatieproces ........................................................................................................... 143


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