Student Motivation

The Culture and Context of Learning

  • Farideh Salili
  • Chi Yue Chiu
  • Ying Yi Hong
Part of the Plenum Series on Human Exceptionality book series (SSHE)

Table of contents

  1. Front Matter
    Pages i-xxiv
  2. The Culture and Context of Learning

    1. Farideh Salili, Chi-yue Chiu, Ying-yi Hong
      Pages 1-14
  3. Attribution Theory/Beliefs and Values: Current Status and Research

  4. Goal Orientation Theory: New Ideas and Recent Research

    1. Front Matter
      Pages 121-121
    2. Martin L. Maehr, Ryoko Yamaguchi
      Pages 123-148
    3. Paul R. Pintrich, Akane Zusho, Ulrich Schiefele, Reinhard Pekrun
      Pages 149-169
    4. Kan Shi, Peng Wang, Wenzhong Wang, Yantao Zuo, Dawei Liu, Martin L. Maehr et al.
      Pages 249-270
  5. Context of Learning and Classroom Instruction

About this book

Introduction

Ever since the advent of the intelligence test we have thought of exceptional achievement in terms of cognitive attributes. We have words and phrases like "genius," "above average intelligence," "average" and "mentally deficient" to describe different levels of cognitive ability. In the United States widespread use of intelligence tests followed the success of the in World War I, and for the next half-century Army Alpha and Beta Tests intelligence tests were the major measures used to predict school and vocational achievement. Learning was primarily studied in laboratories, and the behaviorist theories that were dominant largely dealt with changes in overt behavior. As a result there was relatively little influence of learning research on concepts involving cognition and intelligence. The transition from behaviorism to cognitive psychology that began in the 1940's and 50's came into full flower in the 1970's and 80's, and great progress was made in understanding learning, memory, and thinking. In the decades following World War I there had been many debates about the possible influence of environmental conditions on intelligence, but the cognitive abilities measured by intelligence tests were generally believed to be determined by heredity. The intelligence tests of cognitive abilities correlated substantially with academic performance; so their use in determining which students needed special help in school or which students were capable of university work was widely accepted. As cognitive psychology became dominant, it became apparent that although heredity was important, intelligence consisted of learnable abilities.

Keywords

Action Attribution Motivation culture learning

Editors and affiliations

  • Farideh Salili
    • 1
  • Chi Yue Chiu
    • 1
  • Ying Yi Hong
    • 2
  1. 1.University of Hong KongHong Kong
  2. 2.Hong Kong University of Science and TechnologyHong Kong

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4615-1273-8
  • Copyright Information Kluwer Academic/Plenum Publishers 2001
  • Publisher Name Springer, Boston, MA
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4613-5472-7
  • Online ISBN 978-1-4615-1273-8
  • Series Print ISSN 1572-5642
  • About this book