Psychology in Teaching, Learning, and Growth |
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Page 276
... goals after successes , and to lower them after failures . By raising our aspirations upon meeting with success , we go after goals that are just a little higher , which promises growth in an upward direction . By lowering our aspira ...
... goals after successes , and to lower them after failures . By raising our aspirations upon meeting with success , we go after goals that are just a little higher , which promises growth in an upward direction . By lowering our aspira ...
Page 277
... goals for which their chances of success are about even . They tend to avoid either very high- or very low - risk experiences or behaviors . Middle - range goals provide them with sufficient challenge to satisfy their need for ...
... goals for which their chances of success are about even . They tend to avoid either very high- or very low - risk experiences or behaviors . Middle - range goals provide them with sufficient challenge to satisfy their need for ...
Page 290
... goals that only a few can attain . 3. Cooperative - students work together to reach shared goals . Figure 8.3 will give you an idea of the interaction differences among group mem- bers in each of these types of goal structures . Notice ...
... goals that only a few can attain . 3. Cooperative - students work together to reach shared goals . Figure 8.3 will give you an idea of the interaction differences among group mem- bers in each of these types of goal structures . Notice ...
Contents
TOWARD DEVELOPING A PSYCHOLOGICAL FRAMEWORK | 1 |
Psychological Models for Understanding and Interpreting Behavior | 37 |
TOWARD UNDERSTANDING GROWTH DYNAMICS INVOLVED | 73 |
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ability academic achievement adolescence adults approach associated B. F. Skinner basic behave behavioristic better boys brain chapter characteristics child classroom concept criterion-referenced testing critical developmental differences discovery learning Educational Psychology Educational Research effective teachers elementary emotional encourage enhance environment evaluation exam example expectations experience extrinsic failure feedback feel girls goals grade growth Hamachek high school human behavior humanistic humanistic psychology idea important individual influence intellectual intelligence interaction intrinsic motivation involved Jean Piaget Journal Kohlberg less long-term memory look Mastery Learning material means measure ment moral development negative norm-referenced testing objectives one's overview particular peer percent performance person Piaget's possible praise problems Psychology questions reading reason relationships response Review rewards scores self-actualization self-concept self-esteem self-fulfilling prophecy sense short-term memory skills social specific stage strategies success suggest task teaching tend theory things tion understand York