The author categorizes the stages and skills of independent inquiry: the motivation to inquire; skills essential to setting up an inquiry; and modes of concluding an inquiry or verifying a hypothesis. He draws curriculum implications for developing independent learners. (SJL)

Low motivation to study abstract theoretical material and lack of background in mathematics are two problems encountered by students learning electronics. To combat these problems a systems approach to learning is suggested for the study of electrical circuits and devices. (Author/TG)

Notes that the new trend in business toward informal learning programs is meeting with success. Suggests alternatives to formalized training and means of implementing these learning techniques. (TA)

Motivation in language teaching and learning is discussed. The relationship between the individual and the school or institution and its effects on learning motivation are noted. Teacher motivation depends on pay, hours worked, environment; learners' motivation is affected by incentives, assessment of language learning procedures and experiences…

The more worldly-wise, or the "more literate" in its broader sense, student may present counsellors with new problems because of the very worldliness of his knowledge and experience. (Author)

Argues for teachers to exemplify enthusiastic learning so that students may be encouraged by example to seek to learn more and rise academically. Explores how teachers can become beacons for learning through an explanation of the nature of learning. Provides an example of teaching that inspires students to learn. (GR)

Briefly examines research on motivation. Discusses the importance of applying motivation principles to instructional design. Describes the following motivators that can be incorporated into the context of a learning activity: action; fun; choice; social interaction; error tolerance; measurement; feedback; challenge; and recognition. (AEF)

Argues that arts education plays an essential role in improving children's academic performance, motivating them to learn by improving their communication skills and reasoning abilities. Suggests that arts education can also be a source of hope for children in inner cities, the elderly, the physically challenged, and the incarcerated. (AJL)

States that recent research advanced a causal model explaining the teacher immediacy/student learning relationship by positing the mediational effects of students' state motivation to learn. Argues for an alternative model which posits that affective learning is the central causal mediator. Tests the model with 224 students evaluating their…

Suggests that questions of motivation and learning are central to the concept of human capital. Reviews motives for learning in education and work. Highlights the goals that motivate human endeavor. Concludes with two challenges for those who work with concepts of human capital and development. (CAJ)

Examines the relationships between organic chemistry achievement and a number of cognitive and noncognitive variables, and explores whether gender differences existed for any of these relationships. Concludes that general chemistry grade, ACT-math score, and motivation are significant predictors of organic chemistry achievement. Indicates gender…

Argues that it is worthwhile for motivational theorists to consider the implications of social perspective theories and to explore the motivational implications of nuances within these theories. Explores the motivational implications of sociocultural assumptions about knowing and learning, as they have been defined by situative cognitive…

Provides an overview of the theoretical arguments and problems encountered in the implementation of information technology in Chinese language teaching. States there is a belief that teaching and learning can be enhanced with the introduction of information technology, explaining that it may increase students' motivation to learn. (CMK)

Examined school district change agents' theories about teacher learning and change. Although respondents discussed similar professional development forms and structures, their theories of teacher learning and change differed. Respondents identified three perspectives (behaviorist, situated, and cognitive). The behaviorist perspective on teacher…

Reports on data gathered in an AATG-sponsored national survey of U.S. high school students enrolled in upper-level German courses, investigating why students select German, continue learning German, and plan to take German in college. The results are discussed and recommendations with regard to affective motivators are made. (AS)