The will to learn a guide for motivating young people
This book introduces the basic principles of motivation as they apply to classroom learning and management in a readable, non-technical form. Covington argues against the popular notion that the problems existing in schools today stem primarily from a lack of student motivation. Instead, he asserts...
| Autor principal: | |
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Cambridge, U.K. ; New York :
Cambridge University Press
1998.
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| Colección: | CUP ebooks.
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| Acceso en línea: | Conectar con la versión electrónica |
| Ver en Universidad de Navarra: | https://innopac.unav.es/record=b39746203*spi |
Tabla de Contenidos:
- Cover; Half-title; Title; Copyright; Contents; 1 The Future and Its Discontents page ; INTRODUCTION; BUILDING THE FUTURE; The Class of 2010; Who Is Responsible?; What Answers Do We Seek?; THE FAILURE TO LEARN:A MOTIVATIONAL ANALYSIS; Motives as Drives; Motives as Goals; Motivational Equity; Thinking about One's Future; A MORAL TALE; SUMMING UP; ACTIVITIES; Activity 1: Theorizing about Theories; Activity 2: Asking the Right Questions; Activity 3: Prioritizing the Future; 2 Motives as Emotions ; THE BEGINNING.
- Levels of AspirationSelf-Confidence; Expectancy; Realistic Challenges; Absolute and Merit-Based Standards; Hoppe's Legacy; NEED ACHIEVEMENT; Approaching Success versus Avoiding Failure; Risk-Taking Preferences; Future Time Perspectives; EDUCATIONAL IMPLICATIONS; Child Rearing and Achievement; Motivation Training; CONCLUSION; SUMMING UP; ACTIVITIES; Activity 1: Repeating Hoppe; Activity 2: Reinventing Hoppe; Activity 3: Personalizing Hoppe; Activity 4; 3 Motives as Thoughts ; COGNITIONS VERSUS EMOTIONS; Attribution Theory; Sex Differences; Ethnic Differences.
- EDUCATIONAL IMPLICATIONSThe Meaning of Failure; The Role of Effort; Learned Helplessness; Attribution Retraining; CONCLUSION; SUMMING UP; ACTIVITIES; Activity 1: Posing Puzzles; Activity 2: Altering the Meaning of Failure; Activity 3; 4 Self-Worth and the Fear of Failure ; SELF-WORTH THEORY; Dynamics of Failure; Changes over Time; AN ARSENAL OF EXCUSES; Getting Along, Going Along; Self-Handicapping Strategies; Guaranteeing Success; Minority Dynamics; Failure-Accepting Students; CONCLUSION; SUMMING UP; ACTIVITIES; Activity 1: Posing More Puzzles.
- Activity 2: Encouraging Multiple AbilitiesActivity 3: Identifying Tests of Self-Worth; 5 The Competitive Learning Game ; THE STRUCTURE OF LEARNING; Student versus Student; Student versus Teacher; SCARCITY OF REWARDS; School as an Ability Game; Learning to Lose; Rewards as Motivator; COMPETITION AND MINORITIES; CONCLUSION; SUMMING UP; ACTIVITIES; Activity 1: Revisiting Hoppe; Activity 2: Anxiety and Individualized Testing; 6 Motivational Equity and the Will to Learn ; THE PROBLEM; SOLUTIONS.
- 1. Provide Engaging Assignments2. Reward Positive Reasons for Learning; 3. Put Students in Control; 4. Promote Positive Beliefs about Ability; 5. Improve Teacher-Student Relations; GLOBAL GAMBIT; Postmortem; Postscript; CONCLUSION; SUMMING UP; ACTIVITIES; Activity 1: Grading and Motivational Equity; Activity 2: Testing and Motivational Equity; 7 Strategic Thinking and the Will to Learn ; WHAT IS THINKING?; Content Knowledge; Procedural Knowledge; Metacognitive Knowledge; Prospects for Change; LEARNING HOW TO THINK; Enhancing Procedural Knowledge.
