Describes a replication study that explored differences between intermediate experts and novices mastering recurrent demands using a computer-based simulation. Functionality of mental models, declarative knowledge, acceptance of the learning environment, and intrinsic motivation to learn are discussed, and results that show no advantage for…

Examines contextual differences in student motivation and self-regulated learning in seventh- and eighth-grade mathematics, social studies, and English. Results revealed differences by subject area and gender in motivation and cognitive strategy use variables, but not in regulatory strategy use or academic performance; relations among these…