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  Successful Intentional Learning
Introduction
As individuals have different learning experiences and mature as learners, they gradually become more confident, sophisticated, and adept at understanding and managing an increasingly complex interplay of personally relevant social, conative, affective, and cognitive learning factors. Thus, the significant contrast in how a individual approaches learning, their learning orientation, lies in the unique personal way that they understand and manage their own intentional learning construct (Martinez, 1998, p. 28).
For example, in understanding the extent and depth of an individual's fundamental belief about why, when, and how to use learning and how it can accomplish personal goals or change events is fundamental to understanding how successfully the individual learns and experiences intentional learning. In contrast, how well instructors and course designers understand learning orientations, is, in turn, how well they can present instruction that motivates and encourages successful intentional learning.

The theoretical basis for the successful intentional learning theory and construct hypothesis initially derives from careful review of contributions of key researchers working in the area of psychological and developmental educational research, including discussions about intentionality, metacognition, learning efficacy, expertise building, intentional learning, metalearning, conation, cognition, achievement and intrinsic motivation, constructivism, and self-regulated learning (see references): Bereiter & Scardamalia, 1996; Pintrich, 1995; Schraw & Dennison, 1994; Cheng, 1993; Corno, 1993; Flavell, 1992, 1979; McCombs, 1991; Bandura & Wood, 1989; Bereiter & Scardamalia, 1989; Pask, 1989; Snow, 1989; Zimmerman, 1989; Ajzen, 1988; Schmeck, 1988; Weinstein, Goetz, & Alexander, 1988; Brown, 1987; Bandura, 1986; Corno, 1986; Davidson, 1986; Kuhl & Atkinson, 1986; Biggs, 1985; Deci & Ryan, 1985; Glaser, 1984; Kuhl & Blankenship, 1979; Dennett, 1978; Deci, 1975; Weiner, 1972; Tolman, 1932).

Additionally, this research relies on individual difference theory and foundations steming from the neurobiology of learning and memory research, including Zull, 2001; Ledoux, 2002, 1998 and many others. This research particularly emphasizes the fundamental impact of emotions on cognition, learning and living, particularly the human capacity for fear and pleasure and the need for individuals to feel empowered and in control. More info?


Related Links: 1. Intentional Learning Orientation Construct
2. Learning Orientations
3. Learning Orientation Questionnaire

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