ABSTRACT
In recent years, our understanding of conceptual change has undergone an evolution, now including aspects of cognition such as motivation, metacognition, attitude, and reflectivity. Pintrich, Marx, & Boyle (1993) signaled the attention to these processes in discussing the idea that conceptual shifts did not occur in a vacuum merely as an unconscious response to outside influences such as text and instruction; rather, these shifts represent motivated responses to such influences. Dole and Sinatra (1998) extended our understanding of conceptual change by positing the Cognitive Reconstruction of Knowledge Model (CRKM), in which change is an outcome of an interaction between message and learner characteristics, including motivation, leading to engagement in persuasive messages.
