The study is based on the assumption that certain noncognitive factors influence the learning process, and attempts to tentatively isolate what such variables might be. Subjects were 93 students enrolled in a General Psychology course. Each completed the Myers-Briggs Type Indicator, and was then assigned randomly to one of 4 treatment groups: (1)…

The aim of the Rural Improvement Project of Maine from Spring, 1969-Fall, 1970 was to improve the quality of rural education through an innovative attempt to utilize specialized, trained personnel (Cooperating Rural Resource Teachers; associate teachers; teacher aides; 3 undergraduate teachers; and an elementary guidance counselor) and to…

A visitor to Japanese secondary schools in the Tokyo area with a tour group sponsored by NASSP, this writer explains what he learned after observing schools and speaking with educators and officials. He found the Japanese student generally highly motivated and well-disciplined. (Editor)

Teacher expectations are the key factor in the design of a therapeutic learning environment which will increase student retention, improve levels of learning, and result in better student motivation. Five specific suggestions are made by which teachers can demonstrate positive expectations for students.

The author describes the successful use of a variety of interventions in providing motivation for cognitive development in a group of forty-two sixth graders. (MJB)

Freedom for children is a societal trend, not just an educational one, and it shows up in changing child-rearing practices as well as in changing educational practices in schools. Despite the "back-to-basics" movement, we are struggling now, says the author, for the courage to minimize our artificially imposed restrictions on our children--to open…

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091.

Discusses ways that the vocational teacher can provide a good environment for learning. Techniques include (1) knowing the students, (2) planning instruction, (3) preparing physical surroundings, (4) fostering good relationships with and among students, (5) varying strategies, (6) providing praise, and (7) sponsoring a vocational student…

This study investigated the reasons and motivations of older adults in pursuing adult education at universities. Data were collected on 78 learners aged 62-85. Both factor and cluster analysis were used on an inventory of reasons. The factor pattern differed from patterns found on younger adults. (JAZ)

Discusses the concept of automaticity in the learning process. The mastery of skills depends on the individual's ability to perform it unconsciously with speed and accuracy while consciously carrying on other brain functions. (MD)

Suggests how some of the recent theories about adult learning may be incorporated into a practical schema for adult and community education. Considers factors such as the learner's experience, adult life cycles, andragogical vs. pedagogical models, successful instructional strategies, lifelong learning, technogical change, and self-directed…

Fourth-grade students were administered the Estes Attitude Scale to measure attitudes towards core academic subjects. When results were compared with test results of actual school performance, it was found that both extreme overachievers and underachievers had poorer attitudes toward core subjects than had other more accurately predicted…

States that if educational equality is defined, not in terms of equal learning facilities and equally well qualified teachers, but in terms of equal outcomes, equality has not been achieved. True equality implies recognition of learning as life-long process, for the purpose of self-fulfillment. (Author/RW)

For millennia, emotional states have been viewed as avoidable impediments to rational thinking (Ellis & Newton, 2000). Several reasons have been pointed out. The lack of consensus of the definition on emotion that tend to conflict with each other was suggested as a main reason (Price, 1998). Also the difficulty of research methodology such as…

Self-regulation of learning is a process that occurs naturally in learning environments that allow learners to self-initiate and control the use of various learning strategies. Self-regulated learners are active agents of their own learning process metacognitively, motivationally, and behaviorally (Zimmerman, 1986). What are the self-regulated…