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What factors motivate learning?

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 How do your preferred study techniques relate to the psychological theories presented here? Can you find some more literature to help you to evaluate your study habits?  Which topics do you find challenging in psychology? Identify at least one threshold concept that may be troublesome for you, and write a few notes about your strategy to deal with it.

Further Reading

Bates, B. (2016). Learning Theories Simplified. London, Sage. A useful overview of a wide range of psychological and educational theories of learning.

Dunlosky, J. (2013). Strengthening the student toolbox: Study strategies to boost learning. American Educator . Available to download from: https://www.aft.org/sites/default/files/periodicals/dunlosky.pdf. Psychologically-informed tips to improve your learning.

Jones, B. (2009). Motivating students to engage in learning: The MUSIC model of academic motivation. International Journal of Teaching and Learning in Higher Education , 21, 2, 272-285. An accessible review of motivation theory, looking at how learning can be made engaging.

Shuell, T.J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 4, 411-436. A review of how cognitive psychological theories of learning have developed over time.

References Bandura, A., Ross, D. and Ross, S. A. (1961). Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology, 63 , 3, 575-582. doi : 10.1037/h0045925 . Bandura, A., Ross, D. and Ross, S. A. (1963). Imitation of film-mediated aggressive models. Journal of Abnormal and Social Psychology , 66, 1, 3–11. doi:10.1037/h0048687 . Banyard, P. (2013). Summary of the survey of A-level Psychology students commissioned for this report. In: BPS (2013). The Future of A-Level Psychology. Retrieved 04/01/2016 from: http://www.bps.org.uk/system/files/Public%20files/inf209_a_level_web_final.pdf. Barbe, W.B., Swassing, R.H. and Milone, M.N. (1979 ). Teaching through modality strengths: concepts and practices. Columbus, Ohio: Saner-Bloser. Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research and Development, 18, 1, 57-75. doi: http://dx.doi.org/10.1080/0729436990180105.

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