I'm pleased to share my new pub with my blog readers.
The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants - Kevin S. McGrew, 2021
https://journals.sagepub.com/doi/abs/10.1177/08295735211054270
The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants
Kevin S. McGrew
First Published October 25, 2021 Research Article
https://doi.org/10.1177/08295735211054270
Abstract
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 need to 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 collectively 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.
Keywords
motivation, self-regulated learning, aptitudes, domain-specific, aptitude complexes, crossing the Rubicon, taxonomies, individual differences, readiness, CHC theory, Big 5, Gf-Gc theory
The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants - Kevin S. McGrew, 2021
https://journals.sagepub.com/doi/abs/10.1177/08295735211054270
The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants
Kevin S. McGrew
First Published October 25, 2021 Research Article
https://doi.org/10.1177/08295735211054270
| Article information |
Abstract
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 need to 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 collectively 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.
Keywords
motivation, self-regulated learning, aptitudes, domain-specific, aptitude complexes, crossing the Rubicon, taxonomies, individual differences, readiness, CHC theory, Big 5, Gf-Gc theory
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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