Teachers' Acceptance of Strtegies for Increasing Students' Achievement Motivation  

Oleh:

Zarbatany, Lynne ; Kurita, Janice A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 16 no. 03 (Jul. 1991), page 241-253.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Teachers' acceptance of strategies for increasing students' achievement motivation was examined. A total of 44 preservice, 36 primary (Grades I 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.

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