Year: 1986
Type: dissertation
Abstract: The inability to plan and maintain effective personal skills for independent living may result from learning deficits in social and emotional areas.This learning has been thought to be necessary for the development of self-management and personal coping.Self-instruction is thought to be an optimal medium for approaching the development of personal self-management and coping skills.From a cognitivebehavioral perspective, self-instruction involves staged-sequences, specific and generalizable skill training designed to promote self-directed learning.However, three fundamental tasks have been identified as central to many self-instructional foci.These three fundamental tasks are: creating and maintaining motivation, reducing anxiety, and developing systematic procedures for acquiring new skills.The central contention in this thesis is that school curricula can be developed to teach these three fundamental tasks of self-instruction.Such school curricula should be designed to provide students with a conceptual framework and structured practice in acquiring techniques for increasing motivation, for reducing anxiety, and for acquiring new skills.
Source: Summit (Simon Fraser University)
Author: Bruce R. Cooke-Dallin
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2110862122