Abstract
A research review and a discussion of the interrelationship of student self-management behaviors, academic motivation, and basic skills achievement are presented. Results from recent training studies in self-management, attribution, and achievement motivation are presented as providing important qualifications for the view that effective basic skills instruction requires teacher-centered control and structure. It is concluded that giving students some degree of control over their learning and some sense of responsibility for their successes and failures can result in the continued disposition to achieve without sacrificing the essential goals of the “back to basics” movement.
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