A tanulási motiváció fejlesztésének lehetőségei a célorientációs elmélet alapján
Appreciation of knowledge and rapid change of relevant knowledge are general characteristics of developed societies. These processes require continuous learning from the individual person and new missions from school. One of the most important new objectives in school is developing attitude toward l...
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| Main Author: | |
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| Format: | Book part |
| Published: |
JATEPress
Szeged
2010
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| Series: | Bölcsészműhely
Bölcsészműhely, 2009 |
| Kulcsszavak: | Tanulás - motivációs tényezők, Pedagógiai kutatás - statisztika, Pedagógiai szociológia - Magyarország - 21. sz. |
| Subjects: | |
| Online Access: | http://acta.bibl.u-szeged.hu/75748 |
| Summary: | Appreciation of knowledge and rapid change of relevant knowledge are general characteristics of developed societies. These processes require continuous learning from the individual person and new missions from school. One of the most important new objectives in school is developing attitude toward learning, enhancing learning motivation. Learning motivation is not yet only an essential instrument for effective teaching, but enhancing learning motivation is a main goal of education. Keeping in view this approach the present study reports accomplishments and possibilities of educational sciences by using concepts of goal orientation theory. The construct that currently receives the most research attention in the international literature on learning motivation is the achievement goal construct. Although the theory seems suitable for pedagogical intervention, it is not discussed in detail in the Hungarian literature. In this study I provide a short overview of the meaning of learning motivation and its significance. After the clarification of conceptual framework of goal theory, I review the role of goals in learning process and introduced some possibilities and problems in connection with the manipulation of goals. At the end of the piece, some research questions are offered regarding ways to put the theory in the classroom practice. |
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| Physical Description: | 43-53 |
| ISSN: | 1789-0810 |