Research Learning and Existing Theories in Learner Development Article Swipe
Noora Al‐Thani
,
Zubair Ahmad
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1007/978-3-031-87544-1_1
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1007/978-3-031-87544-1_1
This chapter, titled “Research Learning and Existing Theories in Learner Development,” delves into the comprehensive role of RL in shaping learner attitudes, skills, and knowledge. It outlines how research processes—ranging from identifying key investigation areas to disseminating findings—contribute to developing contextual, technical, and cognitive knowledge. The chapter underscores the importance of fostering a positive research attitude, which encompasses interest and aspirations, rooted in Bandura’s Social Learning Theory (SLT) and Social Cognitive Learning Theory (SCLT). The book presents two primary RL models: Learning through Independent Research and Learning through Integrated/Embedded Research. These models are examined in the context of their historical evolution, pedagogical practices, and their ability to cater to different educational tiers, from primary school to university levels. The discussion extends to various RL frameworks, notably the Research Skill Development (RSD) Framework and Course-based Undergraduate Research Experiences (CUREs), highlighting their effectiveness in enhancing research skills, self-efficacy, and career aspirations. Furthermore, the chapter introduces the proposed Research Cognitive Theory (RCT), an extension of SCT, emphasizing the dynamic research environment's role in intellectual and cognitive development. RCT postulates that intellectual learning occurs through reciprocal interactions within a research community, fostering intrinsic motivation, research self-efficacy, and various cognitive and research skills. The chapter outlines key RCT components, including self-efficacy, behavioral capability, expectations, self-control, observational learning, and reinforcements. This book aims to provide educators, researchers, and policymakers with a profound understanding of the transformative power of RL in developing 21st-century skills. By integrating empirical evidence and theoretical insights, it advocates for structured, dynamic research environments that challenge and motivate learners, thereby ensuring long-term intellectual and cognitive growth.
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Metadata
- Type
- book-chapter
- Language
- en
- Landing Page
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- https://link.springer.com/content/pdf/10.1007/978-3-031-87544-1_1.pdf
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- DOI
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https://doi.org/10.1007/978-3-031-87544-1_1Digital Object Identifier
- Title
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Research Learning and Existing Theories in Learner DevelopmentWork title
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book-chapterOpenAlex work type
- Language
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enPrimary language
- Publication year
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2025Year of publication
- Publication date
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2025-01-01Full publication date if available
- Authors
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Noora Al‐Thani, Zubair AhmadList of authors in order
- Landing page
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https://doi.org/10.1007/978-3-031-87544-1_1Publisher landing page
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https://link.springer.com/content/pdf/10.1007/978-3-031-87544-1_1.pdfDirect link to full text PDF
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YesWhether a free full text is available
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hybridOpen access status per OpenAlex
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https://link.springer.com/content/pdf/10.1007/978-3-031-87544-1_1.pdfDirect OA link when available
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Development (topology), Computer science, Cognitive science, Mathematics education, Psychology, Mathematics, Mathematical analysisTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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| abstract_inverted_index.21st-century | 236 |
| abstract_inverted_index.Course-based | 134 |
| abstract_inverted_index.Furthermore, | 150 |
| abstract_inverted_index.aspirations, | 61 |
| abstract_inverted_index.aspirations. | 149 |
| abstract_inverted_index.development. | 174 |
| abstract_inverted_index.environments | 251 |
| abstract_inverted_index.highlighting | 139 |
| abstract_inverted_index.intellectual | 171, 178, 260 |
| abstract_inverted_index.interactions | 183 |
| abstract_inverted_index.policymakers | 223 |
| abstract_inverted_index.researchers, | 221 |
| abstract_inverted_index.Undergraduate | 135 |
| abstract_inverted_index.comprehensive | 15 |
| abstract_inverted_index.disseminating | 37 |
| abstract_inverted_index.effectiveness | 141 |
| abstract_inverted_index.environment's | 168 |
| abstract_inverted_index.expectations, | 209 |
| abstract_inverted_index.investigation | 34 |
| abstract_inverted_index.observational | 211 |
| abstract_inverted_index.self-control, | 210 |
| abstract_inverted_index.understanding | 227 |
| abstract_inverted_index.self-efficacy, | 146, 192, 206 |
| abstract_inverted_index.transformative | 230 |
| abstract_inverted_index.Development,” | 11 |
| abstract_inverted_index.reinforcements. | 214 |
| abstract_inverted_index.Integrated/Embedded | 89 |
| abstract_inverted_index.processes—ranging | 30 |
| abstract_inverted_index.findings—contribute | 38 |
| cited_by_percentile_year | |
| countries_distinct_count | 0 |
| institutions_distinct_count | 2 |
| citation_normalized_percentile.value | 0.23132184 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |