Abstract
Effective learning in schools today requires children to coordinate numerous skills in a variety of content domains. In an attempt to maximize educational output, skilled learners are presumed to balance their cognitive skills, metacognitive skills, and motivational styles. This delicate balance can be seen in skilled learners’ sensitivity to the tetrahedral nature of learning (Jenkins, 1979). According to Jenkins’ tetrahedral model, skilled learners remain constantly aware of four critical factors: (a) the characteristics of the learner, (b) the demands of the task, (c) the nature of the materials, and (d) the learning activities possessed by the student and those required by the task. Skilled learners are aware of their cognitive strengths and weaknesses in a particular content domain and are usually motivated to utilize their strategic skills to master any academic challenge.
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Short, E.J., Weissberg-Benchell, J.A. (1989). The Triple Alliance for Learning: Cognition, Metacognition, and Motivation. In: McCormick, C.B., Miller, G.E., Pressley, M. (eds) Cognitive Strategy Research. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8838-8_2
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