TEACHERS ACCEPTANCE OF STRATEGIES FOR INCREASING STUDENTS ACHIEVEMENT-MOTIVATION

被引：9

作者：

KURITA, JA ^{[1
]}

ZARBATANY, L ^{[1
]}

机构：

[1] UNIV WESTERN ONTARIO,CTR SOCIAL SCI,DEPT PSYCHOL,LONDON N6A 5C2,ONTARIO,CANADA

来源：

CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 1991年 / 16卷 / 03期

关键词：

D O I：

10.1016/0361-476X(91)90023-E

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Teachers' acceptance of strategies for increasing students' achievement motivation was examined. A total of 44 preservice, 36 primary (Grades 1 to 4), and 28 intermediate (Grades 5 to 8) teachers rated the viability of 6 strategies (goal setting, cooperative learning, mastery learning, mastery goal orientation, task-related comments, task choices) on several dimensions. All but one strategy (mastery learning) were acceptable. Acceptability was related to time involved and familiarity with the strategies, as well as teaching experience and students' achievement levels. The findings provide evidence for the social validity of the strategies and a basis for optimism about teachers' likely willingness to use the strategies. © 1991.

引用

页码：241 / 253

页数：13

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