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The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants
Download2022-01-01
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...
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The Impact of COVID-19-triggered Changes to Instruction and Assessment on University Students’ Self-Reported Motivation, Engagement, and Perceptions
Download2022-01-22
Daniels, Lia M., Goegan, Lauren, D., Parker, Patti C.
In March 2020, university students had to adjust to remote learning in response to the COVID-19 pandemic. This abrupt change likely impacted students’ motivation, engagement, and perceptions of success and cheating. We used a single survey to collect retrospective self-report data from a...
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Why Don’t “Real Men” Learn Languages? Masculinity Threat and Gender Ideology Suppress Men’s Language Learning Motivation
Download2019-01-01
Chaffee, K. E., Lou, N. M., Noels, K. A., Katz, J. W.
Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gender gaps in female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional gender...