Professor Mimi Bong, Keynote Speaker at The Asian Conference on Psychology & the Behavioral Sciences 2015 (ACP2015), argued for the importance of context-specific motivational beliefs in the self-regulation and academic performance of adolescent learners.
Whereas the importance of context-specific motivation in academic learning and performance is well established in the literature, the ways with which these diverse motivational beliefs complement or interact with each other to facilitate or hinder self-regulation and achievement remain less clear. She briefly described how “context” is typically defined in educational and psychological research and then introduced representative constructs such as interest, self-efficacy, and achievement goals, whose context-specificity has been clearly demonstrated. Results from several empirical studies will then follow, which show that these constructs do interact with each other within specific contexts to produce different learning outcomes as well as mediate the effects of stable personality dispositions and contextual variations on students’ learning processes and outcomes.
Mimi Bong is Professor of Educational Psychology and the Associate Director of the Brain and Motivation Research Institute (bMRI) of Korea University. Professor Bong has been studying the motivation of adolescents in school settings and published over 60 articles and book chapters on related topics over the past 18 years. Her work appears in journals such as Journal of Educational Psychology, Educational Psychologist, Educational Psychology Review, and Contemporary Educational Psychology, among others.
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