Nyegezi – Mitihani ya Darasa la Tatu | Terminal 2026 | Download All Solved Exams
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Thirdly, Ausubel describes a cognitive motivating factor of which there are two forms: one arises from success in previous learning and one from interest aroused when the learner is stimulated by a challenge, a puzzle or problem, a cognitive conflict or dissonance, which makes her/him feel a need to know more. There are clear implications of Ausubel’s findings for styles of teaching and learning. They include the need for well judged intellectual challenges, for positive feedback and for an inclusive ethos.
Social psychologists such as Harter (1986) have confirmed that children’s sense of self-worth is affected strongly by how well they succeed in achieving their personal ambitions for school success. Despite criticism of the methodology and findings of Rosenthal and Jacobson’s (1968) study of teachers’ expectations and pupils’ performance (“the Pygmalion effect”), a large amount of subsequent research (summarised by Biehler and Snowman (1993)) has highlighted the fact that children try to live up to teachers’ expectations of them. Too low expectations or unrealistic ones without appropriate support can adversely affect learning and achievement.
The significance of emotions in learning is widely recognised in research relating to evolutionary, behavioural adaptation to the environment and in psychological research. In recent times, reference has most frequently been made to Daniel Goleman (1995, 1998, 2003) in discussing the place of emotions, relationships and personal motivation and commitment in education.
