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More highly motivated students typically experience stronger BFLPE. Whether the student's motivation was extrinsic or intrinsic does not matter. The BFLPE is typically more pronounced for students who are more intelligent, who are more highly anxious, who have a cooperative orientation, or who use memorization as a learning strategy. [13]
Furthermore, students who are motivated to improve upon their previous or upcoming performance tend to perform better academically than peers with lower motivation. [17] In other words, students with higher need for achievement have greater academic performance. [citation needed]
The researchers began by looking at students who were highly motivated to achieve, and students who were not, though the levels of self-achievement were not clarified. They noticed that the highly motivated students thrived in the face of challenge while the other students quit or withdrew from their work, but critically, a student's raw ...
For example, statistics from 1993 indicate that in the U.S., Black students represented 16.2% of public school students, but only constituted 8.4% of students enrolled in gifted education programs. Similarly, while Hispanic students represented 9% of public school students, these students only represented 4.7% of those identified as gifted. [ 55 ]
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning.Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students. [1]
Most students placed in honors courses are highly motivated and dedicated to their academics and educational experience. [5] Honors classes are more academically challenging and rigorous, also cover advanced course material, permit more in-depth study than a standard course of study and may require independent research.
In a number of studies student engagement has been identified as a desirable trait in schools; however, there is little consensus among students and educators as to how to define it. [12] Often, student engagement is defined according to one of the most popular measures of student engagement – the National Survey of Student Engagement (NSSE ...
The failure-avoidant students strive to look competent, utilising failure avoiding strategies such as defensive pessimism and self-handicapping, as inability is a big threat to one's sense of self-worth. [13] Instructing in a way that separates student's obsession of ability from willingness to learn is considered as an important role of ...