ABSTRACT

To be academically successful, students need to delay gratification, sustain motivation, keep a high level of self-efficacy, and maintain an appropriate balance within their hot/cool cognitive-affective system. The cognitive-affective personality system includes 5 cognitive-affective mediating components (i.e., individuals’ way of encoding themselves and situations; expectancy for success and beliefs; affective responses, emotions, and feelings; goals and values; and competencies and self-regulatory plans), and it is the theoretical framework that guides this article. Consistent with the theme of this special issue and by focusing on college students, I present applications of motivational theory to educational practices for each of the 5 cognitive-affective mediating components with particular attention to a hot-cool system analysis of delaying gratification. The article describes specific motivational practices that could advance existing knowledge and enhance teaching, learning, and performance among college students. The article provides practical applications about how teachers could promote motivation when assigning long-term projects.

摘要

为了在学业上取得成功，学生需要延迟满足，保持动力，保持高水平的自我效能，并在他们的热/冷认知-情感系统内保持适当的平衡。认知-情感人格系统包括 5 个认知-情感中介成分（即个体对自己和情境进行编码的方式；对成功和信念的期望；情感反应、情绪和感觉；目标和价值观；以及能力和自我调节计划）)，它是指导本文的理论框架。与本期特刊的主题相一致，并以大学生为重点，我将动机理论应用于 5 个认知-情感中介组件中的每一个的教育实践，并特别关注延迟满足的冷热系统分析。这篇文章描述了具体的激励实践，这些实践可以提升现有知识并提高大学生的教学、学习和表现。本文提供了有关教师在分配长期项目时如何促进动机的实际应用。