Course Schedule
Meta-cognition, Motivation, and Affect
Spring 2011
Professor Ryan S.J.d. Baker

Thursday, January 13

Wednesday, January 19

• Hacker, D.J. (1999) Definitions and Empirical Foundations. In Hacker, D.J., Dunlosky, J., Graesser, A.C. Metacognition in Educational Theory and Practice, 1-24.

Monday, January 24

• Wagoner, S.A. (1983) Comprehension Monitoring: What It Is and What We Know About It.Reading Research Quarterly, 18 (3), 328-346.
• Koriat, A. (1993) How Do We Know That We Know? The Accessibility Model of the Feeling of Knowing.Psychological Review, 100 (4), 609-639.
• Kimball, D.R., Metcalfe, J. (2003) Delaying judgments of learning affects memory, not metamemory. Memory & Cognition , 31 (6), 918-929.

Tuesday, January 25

• Chi, M.T.H., De Leeuw, N., Chiu, M-H., Lavancher, C. (1994) Eliciting Self-Explanations Improves Understanding. Cognitive Science , 18, 439-477.
• Conati, C., VanLehn, K. (2000) Toward Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Explanation. International Journal of Artificial Intelligence and Education, 11, 398-415.
• Hausmann, R.G.M., Nokes, T.J., VanLehn, K., Gershman, S. (2009) The Design of Self-Explanation Prompts: The Fit Hypothesis. Proceedings of the Cognitive Science Society Conference

Wednesday, January 26

• Aleven, V., Stahl, E., Schworm, S., Fischer, F., Wallace, R. (2003) Help Seeking and Help Design in Interactive Learning Environments. Review of Educational Research, 73 (3), 277-320.
• Karabenick, S.A. (2004) Perceived Achievement Goal Structure and College Student Help Seeking. Journal of Educational Psychology, 96 (3), 569-581.
• Aleven, V., McLaren, B., Roll, I., Koedinger, K.R. (2006) Toward Meta-Cognitive Tutoring: A Model of Help-Seeking with a Cognitive Tutor. International Journal of Artificial Intelligence in Education, 16, 101-130.

Monday, January 31

Tuesday, February 1

Wednesday, February 2

Monday, February 7

• Winne, P., Hadwin, P. (1998) Studying as Self-Regulated Learning. In Hacker, D.J., Dunlosky, J., Graesser, A.C. Metacognition in Educational Theory and Practice, 277-304.
• Azevedo, R., Guthrie, J.T., Siebert, D. (2004) The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia. Journal of Educational Computing Research, 30 (1&2), 87-111.

Tuesday, February 8

• Azevedo, R., Cromley, J.G., Winters, F.I., Moos, D.C., Greene, J.A. (2005) Adaptive Human Scaffolding Facilitates Adolescents' Self-Regulated Learning with Hypermedia. Instructional Science, 33, 381-412.
• Perry, N.E., Winne, P.H. (2006) Learning from Learning Kits: gStudy Traces of Students' Self-Regulated Engagements with Computerized Content. Educational Psychology Review, 18, 211-228.
• Koedinger, K., Aleven, V., Roll, I., Baker, R. (2009) In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. Graesser, A., Hacker, D. (Eds.), Handbook of Metacognition in Education, 383-412

Wednesday, February 9

• Veenman, M.V.J., Van Hout-Wolters, B.H.A.M., Afflerbach, P. (2006) Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
• Butler, D.L., Winne, P. (1995) Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Resarch, 65, 3, 245-281.

Monday, February 14

• Elliot, A.J., Church, M.A. (1997) A Hierarchical Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 72 (1), 218-232.
• Harackiewicz, J.M., Barron, K.E., Tauer, J.M., Elliot, A.J. (2002) Predicting Success in College: A Longitudinal Study of Achievement Goals and Ability Measures as Predictors of Interest and Performance From Freshman Year Through Graduation. Journal of Educational Psychology, 94 (3), 562-575.

Tuesday, February 15

• Wigfield, A., Eccles, J.S. (2000) Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25, 65-81.
• Schunk, D.L., Pintrich, P.R., Meece, J.L. (2009) Motivation in Education: Theory, Research, and Applications. Ch.2, Expectancy-Value Theories of Motivation, pp. 43-78.

Wednesday, February 16

• Ryan, R.M., Deci, E.L. (2000) Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54-67.
• Lepper, M.R., Henderlong, J. (2000) Turning "Play" into "Work" and "Work" into "Play": 25 Years of Research on Intrinsic Versus Extrinsic Motivation. In Sansone, J., Harackiewicz, J.M. (Eds.) Intrinsic and Extrinsic Motivation: The Search For Optimal Motivation and Performance, Ch. 10, 257-310.
• Vansteenkiste, M., Lens, W., Deci, E.L. (2006) Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation. Educational Psychologist, 41 (1), 19-31.

Monday, February 21

• Renninger, K.A. (2000) Individual Interest and Its Implications for Understanding Intrinsic Motivation. In Sansone, J., Harackiewicz, J.M. (Eds.) Intrinsic and Extrinsic Motivation: The Search For Optimal Motivation and Performance, Ch. 13, 373-404.
• Schraw, G., Lehman, S. (2001) Situational Interest: A Review of the Literature and Directions for Future Research.Educational Psychology Review, 13 (1), 23-52.
• Durik, A.M., Harackiewicz, J.M. (2007) Different Strokes for Different Folks: How Individual Interest Moderates the Effects of Situational Factors on Task Interest. Journal of Educational Psychology, 99 (3),597-610.

Tuesday, February 22

• Multon, K.D., Brown, S.D., Lent, R.W. (1991) Relation of Self-Efficacy Beliefs to Academic Outcomes: A Meta-Analytic Investigation.Journal of Counseling Psychology, 38 (1), 30-38.
• Pajares, F. (1996) Self-Efficacy Beliefs in Academic Settings.Review of Educational Research, 66 (4), 543-578.
• Zimmerman, B.J. (2000) Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25, 82-91.
• McQuiggan, S.W., Mott, B.W., Lester, J.C. (2008) Modeling Self-Efficacy in Intelligent Tutoring Systems: An Inductive Approach. User Modeling and User-Adapted Interaction, 18 (1-2), 81-123.

Wednesday, February 23

• Schunk, D.L., Pintrich, P.R., Meece, J.L. (2009) Motivation in Education: Theory, Research, and Applications. Ch.3, Attribution Theory, pp. 79-120.

Monday, February 28

Wednesday, March 2

Monday, March 7

Wednesday, March 9

Monday, March 14

• Dweck, C.S. (2000) Self-Theories, Ch. 1-7, pp. 1-50.
• Blackwell, L., Trzesniewski, K.H., Dweck, C.S. (2007) Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention.Child Development, 78 (1), 246-263.
• Steele, C.M., Aronson, J. (1995) Stereotype Threat and the Intellectual Test Performance of African Americans.Journal of Personality and Social Psychology, 5, 797-811.
• Good, C., Aronson, J., Inzlicht, M. (2003)Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat . Applied Developmental Psychology, 24, 645-662.

Tuesday, March 15

• Ekman, P. (1992) An Argument for Basic Emotions. Cognition and Emotion, 6 (3/4), 169-200.
• Clore, G.L., Ortony, A. (2000) Cognition in Emotion: Always, Sometimes, or Never? In Lane, R.D., Nadel, L. (Eds.) Cognitive Neuroscience of Emotion, ch.3, 24-61.
• Russell, J., 2003. Core affect and the psychological construction of emotion. Psychological Review 110, 145-172.
• Baker, R.S.J.d., D'Mello, S.K., Rodrigo, M.M.T., Graesser, A.C. (2010) Better to Be Frustrated than Bored: The Incidence, Persistence, and Impact of Learners' Cognitive-Affective States during Interactions with Three Different Computer-Based Learning Environments. International Journal of Human-Computer Studies, 68 (4), 223-241.

Wednesday, March 16

• Sayette, M.A., Cohn, J.F., Wertz, J.M., Perrott, M.A., Parrott, D.J. (2001) A psychometric evaluation of the facial action coding sytem for assessing spontaneous expression. Journal of Nonverbal Behavior, 25 (3), 167-185.
• Ekman, P., Friesen, W.V., Hager, J.C. (2002) Facial Action Coding System Investigator's Guide. [html]

Monday, March 21

• Csikszentmihalyi, M. (1990) Flow: The Psychology of Optimal Experience, Ch. 1-4, pp. 1-95.

Wednesday, March 23

Monday, March 28

• Hembree, R. (1988) Correlates, Causes, Effects, and Treatment of Test Anxiety. Review of Educational Research, 58 (1), 47-77.
• Berkowitz, L. (1989) Frustration-Aggression Hypothesis: Examination and Reformulation.Psychological Bulletin, 107 (1), 59-73.
• Harris, M.B. (2000) Correlates and Characteristics of Boredom Proneness and Boredom. Journal of Applied Social Psychology, 30 (3), 576-598.
• Pekrun, R., Goetz, T., Daniels, L., Stupinsky, R.H., Perry, R.P. (2010) Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549.

Wednesday, March 30

Monday, April 4

Wednesday, April 6

• Kapoor, A., Burleson, W., Picard, R.W. (2007) Automatic Prediction of Frustration. International Journal of Human-Computer Studies, 65, 724-736.
• Arroyo, I., Cooper, D.G., Burleson, W., Woolf, B.P., Muldner, K., Christopherson, R. (2009) Emotion Sensors go to School. Proceedings of the 14th International Conference on Artificial Intelligence in Education, 17-24.
• Conati, C., Maclaren, H. (2009) Empirically Building and Evaluating a Probabalistic Model of User Affect. User Modeling and User-Adapted Interaction, 19 (3), 267-303.
• Calvo, R., D'Mello, S. (2010) Affect Detection: An Interdisciplinary Review of Models, Methods, and Their Applications. IEEE Transactions on Affective Computing, 18-37.

Monday, April 11

• Elliot, A.J., McGregor, H.A. (1998) Test Anxiety and the Hierarchical Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 76 (4), 628-644.
• Pekrun, R., Elliot, A.J., Maier, M.A. (2006) Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test. Journal of Educational Psychology, 98 (3), 583-597.

Tuesday, April 12

• Klein, J., Moon, Y., Picard, R.W. (2002) This computer responds to user frustration: Theory, design, and results. Interacting with Computers, 14, 119-140.
• Rebolledo-Mendez, G., du Boulay, B., Luckin, R. (2006) Motivating the Learner: An Empirical Evaluation. Proceedings of the International Conference on Intelligent Tutoring Systems, 545-554.
• Robison, J., McQuiggan, S., Lester, J. (2009) Evaluating the Consequences of Affective Feedback in Intelligent Tutoring Systems. Proceedings of the International Confereence on Affective Computing and Intelligent Interaction, 37-42.

Wednesday, April 13

• Baker, R.S., Corbett, A.T., Koedinger, K.R., Wagner, A.Z. (2004) Off-Task Behavior in the Cognitive Tutor Classroom: When Students "Game The System". Proceedings of ACM CHI 2004: Computer-Human Interaction, 383-390.
• Shih, B., Koedinger, K., Scheines, R.A. (2008) A Response Time Model For Bottom-Out Hints as Worked Examples. Proceedings of the 1st International Conference on Educational Data Mining, 117-126.
• Baker, R.S.J.d., de Carvalho, A.M.J.A., Raspat, J., Aleven, V., Corbett, A.T., Koedinger, K.R. (2009) Educational Software Features that Encourage and Discourage "Gaming the System". Proceedings of the 14th International Conference on Artificial Intelligence in Education, 475-482.
• Muldner, K., Burleson, W., Van de Sande, B., VanLehn, K. (in press) An analysis of students' gaming behaviors in an intelligent tutoring system: predictors and impacts. To appear in User Modeling and User-Adapted Interaction.

Monday, April 18

• Karweit, N., Slavin, R.E. (1982) Time-On-Task: Issues of Timing, Sampling, and Definition. Journal of Experimental Psychology, 74 (6), 844-851.
• Baker, R.S.J.d. (2007) Modeling and Understanding Students' Off-Task Behavior in Intelligent Tutoring Systems. Proceedings of ACM CHI 2007: Computer-Human Interaction, 1059-1068.
• Clements, M.A. (1982) Careless Errors Made by Sixth-Grade Children on Written Mathematical Tasks. Journal for Research in Mathematics Education, 13 (2), 136-144.

Tuesday, April 19

• Lepper, M. R., & Malone, T. W. (1987). Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction (Vol. 3, pp. 107-141). Hillsdale, NJ: Erlbaum.
• Sweetser, P., Wyeth, P. (2005) GameFlow: A Model For Evaluating Player Enjoyment in Games. ACM Computers in Entertainment, 3 (3), 1-24.
• Habgood, M.P.J & Ainsworth, S.E (in press). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. Journal of the Learning Sciences.

Wednesday, April 20

• Flett, G.L., Blankstein, K.R., Hewitt, P.L., Koleding, S. (1992) Components of Perfectionism and Procrastination in College Students. Social Behavior and Personality, 20 (2), 85-94.
• Steel, P. (2007) The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure. Psychological Bulletin, 133 (1), 65-94.

Monday, April 25

Tuesday, April 26

Wednesday, April 27

• Finn, J.D. (1989) Withdrawing From School. Review of Educational Research, 59 (2), 117-142.
• Tobin, T.J., Sugai, G.M. (1999) Using Sixth-Grade School Records to Predict School Violence, Chronic Discipline Problems, and High School Outcomes. Journal of Emotional and Behavioral Disorders, 7 (1), 40-53.
• Hardre, P.L., Reeve, J. (2003) A Motivational Model of Rural Students' Intentions to Persist in, Versus Drop Out of, High School.Journal of Educational Psychology, 95 (2), 347-356.

Monday, May 2