This study was conducted to determine the effects of achievement motivation, and immediate vs. delayed feedback on retention. (PB)

Based upon author's Ph.D. Dissertation submitted to the Department of Psychology, University of California, Los Angeles.

This study involving ninth-grade algebra students investigated whether learning in environments identified in previous research as effective (i.e., exhibiting high levels of learner involvement) elicit significantly higher levels of relevant achievement than do ineffective learning environments. (Author)

Recognizes three kinds of motivation: Societally induced, native, and motivation acquired in early life. Implications for teaching are discussed, both in general and specifically in foreign language teaching. (Text is in German.) (IFS/WGA)

In the formal school setting, the control of learning has typically been placed with the wrong person--the teacher. By modifying the control mechanism in the educational process and elevating the student to a position of "determining individual destiny," a catalyst for motivated learning may evolve. (JOW)

Describes the learning experiences of three kindergarten students, providing an account of their teacher overcoming prejudice toward computers. (BJD)

Seven principles of learning are examined as they relate to student evaluation. In considering those principles, student evaluation can help the teacher discover weaknesses and strengths in the evaluation methods while diagnosing the weaknesses and strengths of the students' learning. (AG)

A successful second-language student adopts various aspects of behvior which characterize another linguistic-cultural group. His attitudes and orientation regulate his motivation to learn and his ultimate success. Appears in "The Florida FL Reporter anthology issue "Linguistic-Cultural Differences and American Education. (AMM)

Few would deny that we do have reading problems and that our schools' record in this regard leaves much to be desired; however, why children can't read and what's wrong with education are not parallel concepts. (NH)