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Goal theory is the label used in educational psychology to discuss research into motivation to learn. Goals of learning are thought to be a key factor influencing the level of a student's intrinsic motivation .
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
The psychology of learning refers to theories and research on how individuals learn. There are many theories of learning. Some take on a more behaviorist approach which focuses on inputs and reinforcements. [1] [2] [3] Other approaches, such as neuroscience and social cognition, focus more on how the brain's organization and structure influence ...
The traditional discipline studying motivation is psychology. It investigates how motivation arises, which factors influence it, and what effects it has. [8] Motivation science is a more recent field of inquiry focused on an integrative approach that tries to link insights from different subdisciplines. [9]
Research on motivation can treat the concept of motivation as an internal process that gives behavior energy, direction and persistence [2] (in other words, motivation gives behavior strength, purpose, and sustainability). [citation needed] Learning a new language takes time and dedication. Once achieved, fluency in a second language offers ...
Drive reduction theory, developed by Clark Hull in 1943, is a major theory of motivation in the behaviorist learning theory tradition. [1] "Drive" is defined as motivation that arises due to a psychological or physiological need. [2] It works as an internal stimulus that motivates an individual to sate the drive. [3]
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
Other informal learning theories look at the sources of motivation for learning. Intrinsic motivation may create a more self-regulated learner, [ 66 ] yet schools undermine intrinsic motivation. Critics argue that the average student learning in isolation performs significantly less well than those learning with collaboration and mediation. [ 67 ]