The Cognitive-Affective-Motivation Model of Learning (CAMML) is a proposed framework for integrating contemporary motivation, affective (Big 5 personality) and cognitive (CHC theory) constructs in the practice of school psychologists (SPs). The central tenet of this article is that SPs need to integrate motivation alongside affective and cognitive constructs vis-à-vis an updated trilogy-of-the-mind (cognitive, conative, affective) model of intellectual functioning. CAMML builds on Richard Snow’s seminal research on academic aptitudes—which are not synonymous with cognitive abilities. Learning aptitude complexes are academic domain-specific cognitive abilities and personal investment mechanisms (motivation and self-regulation) that collectively produce a student’s readiness to learn in a specific domain. CAMML incorporates the “crossing the Rubicon” commitment pathway model of motivated self-regulated learning. It is recommended SPs take a fresh look at motivation theory, constructs, and research, embedded in the CAMML aptitude framework, by going back-to-the-future guided by the wisdom of giants from the field of cognition, intelligence, and educational psychology.

学习的认知-情感-动机模型(CAMML) 是一个提议的框架，用于在学校心理学家 (SP) 的实践中整合当代动机、情感（Big 5 人格）和认知（CHC 理论）结构。本文的中心原则是，针对更新后的智力功能三部曲（认知、意念、情感）模型，SP 需要将动机与情感和认知结构相结合。CAMML 建立在理查德·斯诺 (Richard Snow) 对学术能力的开创性研究之上——学术能力并非认知能力的同义词。学习倾向复合体是特定于学术领域的认知能力和个人投资机制（动机和自我调节），它们共同产生学生在特定领域学习的准备。CAMML 结合了主动自我调节学习的“跨越卢比孔”承诺途径模型。建议 SP 重新审视嵌入 CAMML 能力框架的动机理论、结构和研究，在认知、智力和教育心理学领域的巨头智慧的指导下回到未来.