This study aims to reflect the progress that has been made in understanding the complex relationships among developmental processes, learning outcomes, and teaching strategies to promote positive achievement. The work acknowledges that there is not one way to learn, but rather many effective ways, depending on the student, the subject matter and one's intellectual/developmental status. It aims to reflect current findings in cognitive psychology, relationships between attributions and student's motivation, and in new approaches to making teaching more meaningful, relevant and lasting.
From the Back Cover:
*HE07, Psychology in Teaching, Learning, and Growth, 5/e, Don Hamachek(Michigan State University), H5269-9, 640 pp., 7 x 9 1/4, 0-205-15269-4, paperbound, 1995, $37.50nk, August*/This book reflects the enormous strides that have been taken in understanding the complex relationships among developmental process, learning outcomes, and teaching strategies to promote positive achievement. It acknowledges the highly interactive relationship between student affect and student performance that points to evidence indicating that students' self-perceptions and achievement outcomes are mutually reinforcing and influential.
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