The potential of biophysiology for understanding motivation, engagement and learning experiences.
Saved in:
| Title: | The potential of biophysiology for understanding motivation, engagement and learning experiences. |
|---|---|
| Authors: | Martin, Andrew J., Malmberg, Lars‐Erik, Pakarinen, Eija, Mason, Lucia, Mainhard, Tim |
| Source: | British Journal of Educational Psychology. Apr2023 Supplement 1, Vol. 93, p1-9. 9p. |
| Subjects: | Psychology of students, Educational psychology, Student interests, Student engagement, Academic motivation |
| Abstract: | Background and Aims: Integrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho‐educational and psycho‐social factors in motivation, engagement and learning, but do not often consider the biophysiological factors. Results: This Editorial and Special Issue advances current understanding on the role of biophysiological factors and processes in students' and teachers' motivation, engagement, and learning experiences, by showcasing recent educational research that included biophysiological measures and methods. Conclusions: As we discuss, conducting integrative biophysiological and psycho‐educational research has potential to derive vital substantive, methodological, and applied insights that provide a rigorous basis for more effective educational theory, research, and practice. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background and Aims: Integrative models applied to human learning and performance emphasize the joint operation of biological, psychological, social, and educational processes to fully understand human functioning. Educational psychology researchers have typically emphasized psycho‐educational and psycho‐social factors in motivation, engagement and learning, but do not often consider the biophysiological factors. Results: This Editorial and Special Issue advances current understanding on the role of biophysiological factors and processes in students' and teachers' motivation, engagement, and learning experiences, by showcasing recent educational research that included biophysiological measures and methods. Conclusions: As we discuss, conducting integrative biophysiological and psycho‐educational research has potential to derive vital substantive, methodological, and applied insights that provide a rigorous basis for more effective educational theory, research, and practice. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00070998 |
| DOI: | 10.1111/bjep.12584 |
