Motivation for Overcoming Learning and Behavior Problems.
The article presents information on the role that motivation plays in the maintenance and correction of learning and behavior problems. Whether a program should be designed initially to focus on developing basic skills, including learning strategies, or on affecting motivation to learn at school dep...
| Publicado en: | Education Digest Vol. 49; no. 6; pp. 54 - 58 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Prakken Publications
Feb1984
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18672323&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18672323 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0013127X EDD jtl: Education Digest issn: 0013127X maglogo: N pubinfo: dt: Feb1984 vid: 49 iid: 6 pid: 327 pub: Prakken Publications artinfo: ui: 18672323 ppf: 54 ppct: 4 formats: tig: atl: Motivation for Overcoming Learning and Behavior Problems. aug: au: Adelman, Howard S. Taylor, Linda affil: Associate Professor, Fernald School, Department of Psychology, University of California, Los Angeles. Director, Fernald School, Department of Psychology, University of California, Los Angeles. Assistant Director, Fernald School, Department of Psychology, University of California, Los Angeles. su: Motivation (Psychology) Learning strategies Behavior disorders in children Learning Education Cognition sug: subj: Motivation (Psychology) Learning strategies Behavior disorders in children Learning Education Cognition ab: The article presents information on the role that motivation plays in the maintenance and correction of learning and behavior problems. Whether a program should be designed initially to focus on developing basic skills, including learning strategies, or on affecting motivation to learn at school depends on the severity of the motivation problem. Students with milder learning problems are seen as more likely than those with severe problems to have initial motivation for participating in learning activities related to required skills and course content. However, even students with severe learning problems are seen as having initial motivation for participating in some learning activity. In both instances, daily involvements with learning activities which are matched to the student's developmental and motivational levels can produce shifts in cognition and affect leading to enhanced motivation and learning. It is frequently suggested that major shifts in negative attitudes and avoidance tendencies can be produced simply by inducing students to perform mandated school tasks for rewards or under conditions designed to ensure success. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1984 holdings: @attributes: islocal: N |
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