Describes a research-based analytical framework for motivation, activity, learning, and attribution to exam classroom management issues in student-centered instruction. Reviews research in classroom management for university and college-level classrooms. Describes the research base for the framework. (Contains 88 citations.) (Author/KHR)

Children's sense of relatedness is vital to their academic motivation from 3rd to 6th grade. Children's reports of relatedness predicted change in classroom engagement over the school year and contributed over and above the effects of perceived control. Analyses revealed that relatedness to parents, teachers, and peers each uniquely related to…

Describes potential role of flow experiences in motivating students to learn. Discusses the characteristics of flow: goals are clear, feedback is immediate, skills match challenges, concentration is deep, problems are forgotten, control is possible, self-consciousness disappears, sense of time is altered, and experience becomes autotelic. Then…

A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and engagement…

A study of 66 British participants at the beginning of and 2 years into labor education revealed that 80% had left school at age 16 and had negative schooling experiences. However, continual engagement in union activities and education, opportunities to see connections between work and learning activities, and the mutual reinforcement of these…

A teacher at Chicago Vocational High School describes how he interested a group of urban high school students in American poetry. Emphasizes anticipating the reasons for student resistance and drawing on students' likes and interests. (FMW)

Proposes a theoretical psychological model for strategy instruction. Describes the complexity of the profile of a competent strategy user. Comments on important strategy instruction. (DE)

Argues for learner motivation emphasis in teaching practice, application of school organization and classroom climate findings to prisoner education program development, and a cooperative administrative approach. Urges implementation of a social interaction learning model to achieve state educational aims for all students. (LAM)

The article describes a data-based method by which teachers can differentiate motivational problems from learning problems and increase the academic performance of learners with mildly handicapping conditions. The method involves graphing work attempted and percentage correct, reinforcing work attempted, and analyzing performance data for…

Adult learning is problem centered, and adults are motivated by personal growth. Curriculum design should promote information integration, account for learning style differences, and include transfer strategies. Facilitators should offer a safe, comfortable environment, and exercises should have fidelity. (SK)

Research on older adults at the United Kingdom's Open University over 25 years showed that the proportion of undergraduates over 50 is 14%, over 60 is 5%; that their course choices, motivation, and study preferences differ from those of younger students; and that their achievement compares favorably with that of younger students. (SK)

Five strategies that may be useful for adults uncomfortable with schooling were identified by Project Lifelong Learning: (1) meet learner needs; (2) develop support for lifelong learning; (3) accommodate learner differences; (4) develop higher order skills; and (5) enable learners to use all language processes in daily life. (SK)

Motivation theories may be applied in educational contexts to improve student attitudes and learning achievement. Keller's ARCS Model of Motivational Design stresses attention, relevance, satisfaction, and confidence. Attention and relevance make instruction stimulating, whereas satisfaction and confidence create positive expectations. Through…

A study of 652 physicians enrolled in the Maintenance of Competence program found that, for those with less than 10 years of experience, learning was often stimulated by audits of practice. Physicians with more than 30 years of experience most often initiated learning in response to patient interaction. (Author/JOW)

Discusses a two-part study in which first-year college students in a developmental-psychology course filled out two questionnaires (some also were interviewed) to investigate the theory of achievement goals. States the data showed students were motivated to achieve when lectures and assignments encouraged mastery orientation. (CMK)