Motivation in learning.

“…More significantly, the relations constituting the ensemble can vary over time because, as David G. Ryans noted in the Forty-first Yearbook: "Interests are themselves learned." 17 Four decades later, in the Eighty-second Yearbook, Good and Stipek further elaborated Ryans's point, describing a multifaceted construct of ability and its relation to achievement:…”

Section: Achievementmentioning

confidence: 99%

Chapter IV: Individual Differences and Diversity in Twentieth-century Classrooms

Perry

Winne

2001

Teachers College Record: The Voice of Scholarship in Education

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“…The more motives or reasons one has for learning verbal material or a skill, the more dynamic the process will be and the more enthusiasm and zest one will bring to the task, particularly when the daily efforts become more difficult to initiate (10).…”

Section: Aids To Learning and Memorymentioning

confidence: 99%

Concentration, learning, and thinking.

McKinney¹

Psychology of Personal Adjustment: Students' Introduction to Mental Hygiene (2nd Ed.).

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This is a continuation of the discussion of adjustment to work, and the development of traits and behavior patterns which enable us to meet our responsibilities on a mature, efficient, and creative level. INCREASING CONCENTRATION Nature of concentration."My trouble is that I have no power of concentration. If I could concentrate like some of the girls living in our dormitory, I'd get good grades. Why, some of them spend an hour to my five hours of study!" This undergraduate believed that concentration involves a power or faculty which one uses as a wrench or hammer in time of need. To her, one either possesses a goodly quantity of this faculty, or one lacks it. Such a view is not substantiated by current scientific knowledge. Concentration is not a power with which some are born and which others never gain. It is a way of behaving which increases the clearness of the situation toward which we are reacting and enables, us to respond in a dynamic fashion. We always concentrate on something-we do not merely concentrate. Concentration is not extraneous to, or superimposed upon, normal mental functioning. It is, rather, a more efficient, more dynamic, more highly conscious form of normal activity brought about by greater interest, purposiveness, and a more active attitude toward the situation at hand. Concentration is the result of strong motivation and proper study habits, which we shall review (1).Concentration is specific. Many inefficient students can con-65

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Motivation in learning.

Cited by 5 publications

References 15 publications

Chapter II: Changing Conceptions of Learning: A Century of Progress in the Scientific Study of Education

Chapter II: Changing Conceptions of Learning: A Century of Progress in the Scientific Study of Education

Chapter IV: Individual Differences and Diversity in Twentieth-century Classrooms

Concentration, learning, and thinking.

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