The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants

• Author(s) / Creator(s)

  • McGrew, Kevin S.

• The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs should integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow’s seminal research on academic aptitudes—which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that in concert produce a student’s readiness to learn in a specific domain. CAMML incorporates the “crossing the Rubicon” commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology.

• Date created

  2022-01-01

• Subjects / Keywords

  • motivation
  • self-regulated learning
  • aptitudes
  • domain-specific
  • aptitude complexes
  • Crossing the Rubicon
  • taxonomies
  • individual differences
  • readiness
  • CHC theory
  • Big 5
  • Gf-Gc theory

• Type of Item

  Article (Published)

• DOI

  https://doi.org/10.7939/r3-gpef-py93

• License

  Attribution-NonCommercial 4.0 International