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
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
收藏
页码:241 / 253
页数:13
相关论文
共 19 条
[1]   ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES [J].
AMES, C ;
ARCHER, J .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1988, 80 (03) :260-267
[2]   CULTIVATING COMPETENCE, SELF-EFFICACY, AND INTRINSIC INTEREST THROUGH PROXIMAL SELF-MOTIVATION [J].
BANDURA, A ;
SCHUNK, DH .
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY, 1981, 41 (03) :586-598
[3]   EFFECTS OF NO FEEDBACK, TASK-RELATED COMMENTS, AND GRADES ON INTRINSIC MOTIVATION AND PERFORMANCE [J].
BUTLER, R ;
NISAN, M .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1986, 78 (03) :210-216
[4]   THE SELF-WORTH THEORY OF ACHIEVEMENT-MOTIVATION - FINDINGS AND IMPLICATIONS [J].
COVINGTON, MV .
ELEMENTARY SCHOOL JOURNAL, 1984, 85 (01) :5-20
[5]  
COVINGTON MV, 1979, J EDUC PSYCHOL, V71, P169
[6]  
Cronbach LJ, 1951, PSYCHOMETRIKA, V16, P297
[7]  
Deci E., 1985, INTRINSIC MOTIVATION
[8]  
DWECK C. S., 1983, HDB CHILD PSYCHOL, V1V, P643