An alternative approach to current epistemological views related to the psychology of second-language (L2) learning is presented. Attitude is described as a basic component of motivation for L2 learning, and theoretical considerations and research data are discussed in which L2 or diglossic/bilingual situations are involved. (15 references) (LB)

A survey of teachers' and students' perceptions of the difficulty of learning American Sign Language (ASL) suggested that teachers generally rated the learning difficulty levels higher than students, and both groups cited such sociolinguistic and affective problems as cultural inhibitions, interacting with the deaf, and attitudes and motivations…

Describes a process-oriented model of experiential learning involving critical relationships between learner and self, teacher, and learning environment. Outlines important elements: mixing content, process, and guided reflection; minimal teacher judgment; engagement in purposeful endeavors; the "big picture" perspective; multiple…

Describes a study that determined the effect of two types of instructional media--interactive video and print--and learner gender on attitudes toward instruction. The use of role models with unemployed adults in an employment skills program is discussed; and the use of the Instructional Materials Motivation Scale is described. (32 references) (LRW)

Reviews research conducted on adult populations dealing with correlates or predictors of proficiency in a second language. Four classes of individual difference variables are considered, including (1) attitudes and motivation; (2) language aptitude and intelligence; (3) language learning strategies; and (4) personality variables. (83 references)…

Conceptualizations of self-directed learning have emphasized the social characteristics of learner isolation or social autonomy, neglecting the importance of pedagogical and psychological factors. However, psychological self-directedness or psychological control is the necessary and sufficient cause for self-directed learning and best…

Examines the role of cognitive, metacognitive, and motivational skills in problem solving. Cognitive skills include instructional objectives, components in a learning hierarchy, and information-processing components. Metacognitive skills include strategies for reading comprehension, writing, and mathematics. Motivational skills include motivation…

States that faculty often attribute developmental students' academic difficulties to poor motivation. Investigates motivational differences between 60 developmental students and 74 regular-admission students enrolled in either a community college or a residential university. Results of t-test on motivational levels measured by the self-report…

Reviews the research on nontraditional (adult) college students. Discusses the recent growth of this student population, adult student characteristics and life situations, learning motivation and achievement of adult students, adult students' preferences in the classroom, and principles of andragogy. Contains 61 references. (SV)

Cooperative learning improves students' learning motivation in a diverse college student population by creating a favorable disposition toward the learning experience through personal relevance and choice; creating an understanding that learners are effective in learning something they value; and creating challenging, thoughtful learning…

Reviews and synthesizes a number of motivational models, issues, and strategies, showing their interrelationship, relevance to higher education, and strongly similar conceptual themes and terminology. The models' consistency suggests that inclusion in a coherent community raises awareness and enhances positive attitudes; what emerges is a…

Identifies guidelines from the literature relating to screen design and design of interactive instructional materials. Describes two types of guidelines--those aimed at enhancing motivation and those aimed at preventing loss of motivation--for typography, graphics, color, and animation and audio. Proposes a framework for considering motivation in…

Examines the relationships among goal orientations, the use of cognitive strategies, and academic achievement for 234 undergraduate students at the United Arab Emirates University. Finds that performance-goal orientation had a negative effect on grade-point average (GPA), whereas learning-goal orientation had a positive effect mediated by…

Focus groups of six instructors and 21 physical-therapy students examined separately clinical and classroom experience. Results revealed (1) a mismatch between student and faculty expectations; (2) student preference for passive learning; (3) concern about teacher/student relationships; (4) student anxiety about career expectations; and (5)…

Investigates the attitudes of Brazilian English-as-a-foreign-language learners toward the target language. The focus is on their perception of the importance of English as a language for international communication, the role of English within Brazil, and the learners' expectations of time and energy to be consumed in the learning of the language.…