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Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Studying and implementing the conditions under which students are motivated to read is important in the process of teaching and fostering learning. Reading and writing motivation are the processes to put more effort on reading and writing activities. [1] [2] Different strategies can be followed to develop a student's motivation to read.
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 ...
There is an interesting correlation between intrinsic motivation and educational performance according to Augustyniak, et al. [47] They studied intrinsic motivation in second year medical students and discovered that students with lower intrinsic motivation had lower test scores and overall grades. They also noted these students lacked interest ...
Intrinsic motivation is a key factor in cognitive, social, and physical development. [65] The degree of intrinsic motivation is affected by various conditions, including a sense of autonomy and positive feedback from others. [66] In the field of education, intrinsic motivation tends to result in high-quality learning. [67]
Purpose-guided education prioritizes intrinsic motivation and helps students become more engaged in learning experiences through connecting their beliefs and life goals to curricular requirements. Jerry Pattengale first coined the phrase "purpose-guided education", and began its usage at Indiana Wesleyan University in 1997. The graduation rates ...
A student is described as task-involved when they are interested in the task for its own qualities. This is associated with higher intrinsic motivation. Task-involved students are less threatened by failure because their own ego is not tied up in the success of the task. [2]
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.