As an educator, one must be cognizant of the strategies that are most effective for the learner to maintain an acceptable level of academic achievement. To this end, teachers tend to embrace a philosophy of learning that can be applied by addressing the intellectual functioning of individuals and their preferences and capabilities to obtain knowledge. The writer has chosen to address her personal educational philosophy by coining the Theory of Moserecon (Motivation and Self-Regulation/ Constructivism). In line with most historical theories that have been developed, the writer has created a theory that represents components from both the Theory of Motivation and Self-Regulation and the Theory of Constructivism.
Further along in the discussion of the Theory of Moserecon, the writer will display the components of the learning theory, as well as the expectations for learning. The role of the learner will be identified in conjunction with the role of instruction utilizing the Theory of Moserecon.
Another component that will be presented will include the complete process of learning, specifically on the part of the learner.
Conceptual FrameworkThe concept of the Moserecon Theory is based upon the premise that learning should be individualized and that methods and strategies should be in place to ensure that appropriate and relevant instruction occurs. Motivation is a profound part of the learning process because it fuels the passion for learning that occurs on an individual basis. Schunk (1990) defines motivation as the process whereby goal-directed behavior is instigated and sustained. More specifically, the theory of Moserecon addresses motivation as it relates to self-regulation.
The original Theory of Motivation and Self-Regulation dates back to the research conducted by noted theorists such as Bandura, Keller, Pintrich, Schunk, and Zimmerman.
Because learning relies heavily on the control that the learner has on motivating himself to learn, the Theory of...