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Peer reviewed Peer reviewed
ERIC Number: EJ427434
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0271-0633
EISSN: N/A
Available Date: N/A
What Theories of Motivation Say about Why Learners Learn.
McMillan, James H.; Forsyth, Donelson R.
New Directions for Teaching and Learning, n45 p39-52 Spr 1991
Students are motivated to the extent that they initiate and sustain meaningful involvement in learning. Theories of motivation suggest that appropriate attention to college students' needs and expectations for success will enhance their involvement and learning. (Author/MSE)
Descriptors: College Instruction, Expectation, Higher Education, Learning Motivation, Learning Theories, Student Motivation, Student Needs, Teacher Role, Theory Practice Relationship
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
Note: Theme issue: "College Teaching: From Theory to Practice."