The Role of Affective Variables in Autonomous Learning

Abstract The propensity of learners for autonomous learning is a function of the development of cognitive and metacognitive abilities for (a) processing, planning, and regulating learning activities; and (b) controlling and regulating affect and motivation. The development of these latter capabilities depends on the development of self-system structures and self-system processes. If learners are to apply processes necessary for autonomous learning, they must generate positive affect and motivation toward the learning task and toward applying the mental effort required. In turn, for positive affect and motivation to be generated, students must believe that their effort will lead to learning success and will contribute to meaningful personal goals. They must also be able to positively evaluate their personal competency and ability to take personal control over the demands of the learning task. A causal model based on these relationships is described, and instructional implications and future research directions are discussed.