EFFECTIVE LEARNING AND LEARNING SATISFACTION, IN AN ACADEMIC CONTEXT-DISCUSSION CONCERNING AN INTEGRATING MODEL
Abstract
The present paper intends to open a discussion on effective learning, in an academic context, by introducing a concept that has not often enough been highlighted as a potent factor in explaining academic performance and the probability of its iteration. Effective learning means, on one hand, getting the highest performance at the lowest costs (in terms of resource- time, effort, money- consume) possible. On the other hand, learning becomes truly effective when it generates positive feelings and favorable attitudes towards it. That is because the positive allure surrounding the process of learning creates the right premises for a (repeat) performance, ensuring individual’s involvement and proactive behavior in the learning situation. This paper also presents a model of academic learning, trying to encompass the relevant factors involved in the process and their complex relationships, in a circuit with a double-loop regulatory action: from learning outcomes to student’s psychological variables and from learning outcomes to instructional strategies and teaching behavior
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