Explores school counselors' role in homework intervention, an important area in the academic development domain. Reviews research findings on homework, delineates a model of learner-centered adaptive homework that focuses on learners' homework motivation and learning preferences, and presents two counseling approaches to helping students with…

In this article it is argued that peers have the potential to provide contexts for learning that can have a profound impact on the development of students' academic enablers. Describes ways in which peer collaborative contexts can promote academic engagement as well as provide a supportive structure for the development of specific problem-solving…

Investigated undergraduate motivation to learn, attempting to incorporate the role of discipline-specific factors in motivation to learn. Found that student academic performance is better explained by within- than by across-discipline indexes of motivation, probably because some types of motivation lead to success in some disciplines but failure…

Discusses some of the major developments, issues, and problems in studying the relationship between attitudes and motivation and second-language acquisition and proficiency. (29 references) (GLR)

The Comprehensive Expectancy Motivation Model is based on valence-instrumentality-expectancy theory. It describes expectancy motivation as part of a larger process that includes past experience, motivation, effort, performance, reward, and need satisfaction. The model has significant implications for the design, marketing, and delivery of adult…

A profile of 452 older adults enrolled in Learning-in-Retirement institutes showed they had relatively high economic status and extensive educational background. They were motivated by self-actualization, perceived cognitive gaps, intellectual curiosity, and social contact. An intellectually stimulating curriculum is a pivotal factor in predicting…

Personal and organizational factors influencing training were identified by 105 managers in Australia. A significant relationship was found between organizational aspects and training outcomes, suggesting that organizations' provision of training resources, incentives, and opportunities matter more than personal attributes of trainees. (SK)

Scores on the Characteristics of Lifelong Learners in the Professions scale for 256 teachers and administrators identified self-motivation as the greatest predictor of participation in learning activities, followed by external motivation. Participants with lower levels of educational attainment spent more time on learning activities. (SK)

Reviews the important literature published since Astin's 1985 work on involvement theory, including his subsequent publications on student involvement in learning, to determine whether student involvement does make a difference to student development and learning. Examines some of the limitations inherent in assessing student development and…

Discusses the problems trainers encounter when dealing with resistant or reluctant learners. Recounts experiences and offers suggestions for dealing with students who do not want to be in the class. (JOW)

Sources of organizational learning were studied for 131 employees, 109 of whom were managers, who participated in projects with external consultants in a large public-transport company in Norway. A multiple regression analysis explained 69% of organizational learning as a function of attitude toward learning. Differences between managers and other…

Looks at the learning achievements of those who have suffered and survived including concentration camp survivors, migrants, prisoners, and others. Suggests that continued learning under adverse conditions may be necessary for emotional and physical survival. (JOW)

Describes a replication study that explored differences between intermediate experts and novices mastering recurrent demands using a computer-based simulation. Functionality of mental models, declarative knowledge, acceptance of the learning environment, and intrinsic motivation to learn are discussed, and results that show no advantage for…

Describes how, giving an exam that included working with uncontextualized poetry, a teacher inadvertently discovered that the least accomplished students were the biggest risk-takers; the so-called best students were ironically self-limited by their own drive to succeed; tracking only encouraged this lack of risk-taking; and the less good students…

Examines two aspects of continuity, stability of individual differences and means, in a study from the middle elementary through high school years. Two hypotheses were supported: academic intrinsic motivation is a stable construct through these years, and with advancement in age, academic intrinsic motivation becomes increasingly stable. (Contains…