Intentional Learning in an Intentional World: Audience Analysis and Instructional System Design for Successful Learning and Performance
http://doi.acm.org/10.1145/330409.330411
  access restricted (by the publisher) to members/subscribers/customers only
  peer-reviewed

Martinez, Margaret
Journal of Computer Documentation
2000

Abstract:

How do we support successful, lifelong learners and performers and help them competently respond to rapidly changing opportunities in the 21st century. The answer to this question lies in how well we understand audiences differentiated by key learning differences and consider how these differentiations influence winning learning and performance. Historically, cognitive-rich explanations have tended to underplay the dominant impact of affective and conative factors on thinking and learning. Recently, these dimensions have gained considerable importance as contemporary multidisciplinary research has begun to demonstrate how intentions and emotions can influence, guide, and, at times, override our thinking and other cognitive processes. More importantly, research suggests that intentions and emotions are a dominant, powerful influence on learner success.