ERIC Number: ED029845
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Motivation in Teaching and Learning; Number 34, What Research Says to the Teacher.
Hamachek, Don E.
The processes of motivation, teaching, and learning are interrelated. Misguided motivation and resultant disinterest in learning in underachieving students may be due to unhealthy self-concepts: if students believe that they can't learn, they usually don't learn. Since self-concept is a result of a student's experiences, a good self-concept can be taught by a learner-centered, nondirective teacher who displays a good grasp of the subject matter and the qualities of flexibility, openness, and warmth. A wide variety of teaching strategies (emphasizing individualized instruction) are necessary for dealing with student personality variability in such a way as to develop healthy self-concepts and enhance motivation and learning: the use of spaced learning and rest periods, frequent sessions for review of already known material, immediate feedback on student progress, recitation during learning, praise rather than blame, whole and part learning depending on type of student and material to be presented, divergent rather than convergent questions, and psychological relevance in curriculums. (A 59-item bibliography is included.) (SM)
National Education Association, 1201 16th St., N.W., Washington, D.C. 20036 (Single copy, $0.25; discounts on quantity orders).
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC. Association of Classroom Teachers.