ICM: September 2020
Conference Website: to be announced
The next International Conference on Motivation 2018 will be held at Aarhus University, Danish School of Education, Denmark. The chair will be Niels Bonderup Dohn
Summer school: 12th – 14th August 2018 (Sunday – Tuesday)
ICM: 15th – 17th August 2018 (Wednesday – Friday)
Preliminary Program HTML PDF
Conference Website: http://conferences.au.dk/icm-2018/
Registration Open: https://events.au.dk/icm-2018/registration
SIG 8 – Motivation & Emotion: http://motivation-emotion.eu
Submission Instructions can be found here
The European Association for Research on Learning and Instruction (EARLI) is an international networking organisation for junior and senior researchers in education. EARLI has 27 Special Interest Groups representing researchers who study one or more parts and/or aspects of the field of Learning and Instruction.
The theme of the JURE Conference 2018 is “Learning and instruction with an impact – scaling up the skill, will and thrill of learning”. The conference presentations, workshops and keynotes will showcase the newest findings about the cognitive, motivational and emotional aspects of learning and highlight the practical implications for practice and policy.
JURE Conference 2018 Dates:
Conference: 02 – 06 July 2018
Submission NEW Second Roound Deadline (Expanded): 15.04.2018
Registration Open: 01.02.2018
Early Bird Deadline: 03.05.2018
JURE Conference 2018 Contact:
Conference Contact: email@example.com
Twitter: https://twitter.com/2018JURE #2018
JURE Website: https://www.earli.org/jure
JURE 2018 Flyer can be found here
Call for Papers: Mobile Technology, Learning, and Achievement: A Critical Perspective on the Role of Mobile Technology in Education
The purpose of this special issue of Contemporary Educational Psychology (CEP) is to rigorously investigate the affordances and challenges of mobile and wearable technologies as platforms for both measuring and inducing processes that foster achievement and learning. Such tools hold great promise as a way to collect online, measures of learner functioning, from non-intrusive biometrics through direct-contact interaction data. They also can serve as educational tools, prompting learners as well as affecting the learning environment. At the same time, mobile technology presents new challenges and new hindrances to effective education, particularly when such technology is used without grounding in learning and learning theory.
– Matthew L. Bernacki, University of Nevada, Las Vegas
– Jeffrey A. Greene, University of North Carolina at Chapel Hill
– Helen Crompton, Old Dominion University
Deadline: May 15, 2018
Format: 1-2 page summary
Submit summaries to Matt Bernacki (firstname.lastname@example.org
Find more research papers here.
This chapter discusses transitions towards learning at university from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst first-year students at university by using mixed distribution models. Five subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative and anxious learning motivation. Findings about these patterns can be used to design didactic measures to support students’ learning processes.
Please find a preview of this chapter here.
Please cite this chapter as: Martens, T. & Metzger C. (in press). Different Transitions of Learning at University: Exploring the Heterogeneity of Motivational Processes. Erscheint in E. Kyndt, V. Donche, K. Trigwell & S. Lindblom-Ylänne (Eds.), Higher Education Transitions: Theory and Research. EARLI Book Series “New Perspecitves on Learning and Instruction”. London: Routledge.