ERIC Number: ED177712
Record Type: RIE
Publication Date: 1978-May
Efficacy and Achievement: Self-Management and Self-Regard.
Thomas, John W.
The paper provides a review of research on the interrelationship of classroom management practices, motivational factors associated with the disposition to learn, and basic skills achievement. The underlying intent of this paper is to examine evidence relating to a potential conflict between a traditional-practices approach to basic skills instruction and "permissiveness" as defined by self-regulated learning and the promotion of a sense of personal effectiveness. Research and theory presented include reference to such topics as self-control, self-management practices, attribution theory, achievement-motivation training, and continuing motivation. (Author)
Descriptors: Academic Achievement, Basic Skills, Behavior Change, Classroom Techniques, Comparative Analysis, Conventional Instruction, Educational Experiments, Educational Research, Elementary Secondary Education, Individual Power, Research Reviews (Publications), Self Control, Self Directed Classrooms, Student Motivation, Teaching Methods
Research for Better Schools, Inc., 444 North Third Street, Philadelphia, PA 19123 ($3.50)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.