Educational Psychology: A Cognitive View |
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learning and retention on both cognitive and motivational grounds. ... After sixty
years or more of research on motivation, perhaps the most striking conclusion
that emerges from consideration of the staggering mass of research data and
theory ...
learning and retention on both cognitive and motivational grounds. ... After sixty
years or more of research on motivation, perhaps the most striking conclusion
that emerges from consideration of the staggering mass of research data and
theory ...
˹éÒ 415
Hence in addition to encouraging intrinsic motivation for learning, it is also
necessary, from the standpoint of personality maturation, to foster ego-
enhancement and career advancement motivations for academic achievement.
Furthermore, few ...
Hence in addition to encouraging intrinsic motivation for learning, it is also
necessary, from the standpoint of personality maturation, to foster ego-
enhancement and career advancement motivations for academic achievement.
Furthermore, few ...
˹éÒ 437
Effects on Achievement Motivation From the standpoint of school learning, the
wider significance of satellization versus nonsatellization in early personality
development is that each of these outcomes is associated both with a distinctive ...
Effects on Achievement Motivation From the standpoint of school learning, the
wider significance of satellization versus nonsatellization in early personality
development is that each of these outcomes is associated both with a distinctive ...
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The Role and Scope of Educational Psychology | 3 |
Chapter 2 Meaning and Meaningful Learning | 38 |
Meaningful Reception Learning and Retention | 115 |
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ability abstract academic achievement acquired acquisition activities actual anxiety approach aspects assimilation attributes Ausubel become behavior changes child classroom cognitive structure complete concepts course creativity culture dependent differentiation discipline discovery educational effects evidence example existing experience facilitate fact factors findings function given greater Hence ideas important increasing individual influence instances instruction intellectual intelligence involved Journal kinds knowledge language later learner learning task less logical material matter meaningful learning meanings measure method motivation nature objectives occurs operations organizers particular performance personality positive possible potentially practice presented principles problem solving propositions Psychology pupils reason reflects relationship relatively relevant response retention rote scores situations social specific stage status subject matter success task teachers teaching tend theory tion transfer understanding variables verbal