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Cognitive and Affective Variables in Academic Learning: The Significance of Direction and Effort in Students' Goals.
Peer reviewed Peer reviewed
Volet, S. E. – Learning and Instruction, 1997
The study of relationships between action control, motivation control, perceptions of course directions, and students' goals for 92 Australian undergraduates revealed different patterns for direction and effort and changing patterns from task on-set to off-set. Overall higher levels of effort and performance appear to require positive appraisals…
Descriptors: Academic Achievement, Affective Behavior, Cognitive Processes, Foreign Countries
Teaching Students to Use Process-Based Learning and Problem Solving Strategies in Mainstream Classes.
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Ashman, Adrian F.; Conway, Robert N. – Learning and Instruction, 1993
A cognitive education program applicable across many classroom settings was evaluated with 147 Australian students in grades 4 through 7 who were or were not exposed to the Process-Based Instruction (PBI) approach. Results indicate the positive effects of PBI on student achievement and student and teacher attitudes. (SLD)
Descriptors: Academic Achievement, Cognitive Processes, Educational Change, Elementary Education
Creative Thinking Instruction for Aboriginal Children.
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Ritchie, Stephen M.; Edwards, John – Learning and Instruction, 1996
A study involving 22 Australian Aboriginal students, age about 11 years, and 12 controls found that a thinking skills program, the Cognitive Research Trust Program, can enhance their creative thinking in mainstream classrooms, but did not improve scholastic aptitude, academic achievement, thinking approaches, self-concept as a thinker, or locus of…
Descriptors: Academic Achievement, Academic Aptitude, Creative Thinking, Indigenous Populations
Failure-Avoidance: Parenting, the Achievement Environment of the Home and Strategies for Reduction
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Thompson, Ted – Learning and Instruction, 2004
This paper draws together the as yet nascent literature on the development of failure-avoidant patterns of behaviour. These are behaviours intended to minimise risk to self-worth in the event of failure, thereby avoiding the negative impact of poor performance in terms of damage to self-worth. Self-worth protection, self-handicapping, impostor…
Descriptors: Personality Traits, Child Rearing, Parenting Styles, Failure