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Books on the topic 'Factors affecting learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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1

Phurutse, Makola Collin. Factors affecting teaching and learning in South African public schools. Cape Town, South Africa: HSRC Press, 2005.

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Phurutse, Makola Collin. Factors affecting teaching and learning in South African public schools. Cape Town, South Africa: HSRC Press, 2005.

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3

K, Kokula Krishna Hari, ed. An Investigation of Factors Affecting Instructors' Usage of E-Learning Systems at the University of the West Indies: IC5E 2014. University of Greenwich, London: Association of Scientists, Developers and Faculties, 2014.

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4

John, Summerfield. In vestigating - to what purpose? An inquiry into factors affecting opportunities for teaching and learning through scientific investigation in junior classrooms. [Guildford]: [University of Surrey], 1993.

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5

George A. M. Bwire Oundo. "A hungry child does not learn": Factors affecting the feeding of children [in] primary schools in Kiyeyi project area, Tororo District : final report. [Kampala]: The Centre, the University, 1992.

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6

Kellett, Mary. Implementing Intensive Interaction: An evaluation of the efficiency of Intensive Interaction in promoting sociability and communication in young children who have severe learning difficulties and of factors affecting its implementation in community special schools. Oxford: Oxford Brookes University, 2001.

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7

Affective factors in foreign language learning and teaching: A study of the "filter". Jyväskylä: Dept. of English, University of Jyväskylä, 1987.

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8

Learning Theories: Factors Affecting Behavior (2nd Edition). 2nd ed. Pearson Custom Publishing, 1997.

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9

Paramjit. Factors Affecting Music Learning and Achievement at College Level. Nirmal Publications, 1997.

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10

Kim, Eunlim Chi. Factors affecting the difficulty of phoneme identification: The case of Korean children learning ESL. 1992.

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11

Factors Affecting Learning And Cost Effective Schooling in Latin America: Argentina, Brazil, Chile, And Mexico. Edwin Mellen Press, 2006.

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12

Sheehan, James. Self directed learning in adult education: An empirical investigation of the individual factors affecting overall performance on the European Computer Driving Licence programme. 2004.

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13

(Editor), Philipp Mayring, and Christoph Von Rhoeneck (Editor), eds. Learning Emotions: The Influence of Affective Factors on Classroom Learning. Peter Lang Publishing, 2003.

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14

Mayring, Philipp. Learning Emotions: The Influence Of Affective Factors On Classroom Learning. Peter Lang Pub Inc, 2003.

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15

Hungle, Sandra Ellen. The relationship among affective, motivational factors and reading achievement for grade 7-9 LD students. 1989.

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16

Radomsky, Adam S., and Gillian M. Alcolado. Information Processing in Obsessive Compulsive Disorder and Related Problems. Edited by Gail Steketee. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195376210.013.0033.

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Information processing research has become increasingly important in understanding a large number of different disorders, including obsessive compulsive disorder (OCD). This work, which focuses on the factors affecting attention, encoding (learning), and different types of memory, promises not only to improve our knowledge of the psychopathology of OCD and related problems, but also to influence the treatment of these often severe and debilitating conditions. This chapter reviews the history and research associated with aspects of information processing as they relate to both the psychopathology and treatment of OCD, trichotillomania, and body dysmorphic disorder. This includes descriptions of some experimental methodologies used to assess challenging aspects of cognition in OCD. Consistencies and inconsistencies in the literature are highlighted, and an attempt is made to resolve some of them through conceptualizing information-processing studies as either relevant or irrelevant to the experience of OCD. Ideas and questions for future research are proposed.
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17

Moore, Alex M., Nathan O. Rudig, and Mark H. Ashcraft. Affect, Motivation, Working Memory, and Mathematics. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.004.

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This article reviews the topics of affect, motivation, working memory, and their relationships to mathematics learning and performance. The underlying factors of interest, motivation, self-efficacy, and maths anxiety, as well as an approach concerning people’s beliefs about fixed versus malleable intelligence, can be grouped into an approach and an avoidance constellation of attitudes and beliefs, with opposite relationships to outcome measures of learning and mastery in maths. This article then considers the research on working memory, showing it to be central to arithmetic and maths processing, and also the principle mental component being disrupted by affective and emotional reactions during problem solving. After discussing the disruptive effects of maths anxiety, choking under pressure, and stereotype threat, the article closes with a brief consideration of how these affective disruptions might be minimized or eliminated.
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