Risk, Resilience, and Attitudes Toward Learning

Finally, apart from the above principles, it is worth mentioning that fostering positive attitudes towards learning English as a foreign language is a dynamic process. Teachers should be constantly observing their classrooms and their students. In this way, they will be able to identify sources of discontent among students, recognize the reasons why they misbehave, are unwilling to participate, and have low performance.

ERIC - Positive Attitude Toward Learning., 1975

attitudes towards learning are mutually reinforcing

ERIC - Developing Attitude Toward Learning., 1968

In seeking to improve student performance, satisfaction, and retention, teachers should consider adopting a constructivist approach to teaching. According to the theories of constructivism, learning is an active and constructive process; learners not only construct knowledge, but the knowledge they already possess affects their ability to gain new knowledge (Etkina and Mestre 2004). Constructivism thus has important implications for the teaching and learning of science. As stated earlier, one of the potential reasons for students having negative attitudes toward science has to do with their previous experiences. The study conducted by Cherif and Wideen (1992) found that students complained that what they were taught in their college science classes sometimes contradicted what they had been taught in high school. Constructivism recognizes that knowledge previously acquired by the learner will affect how s/he interprets what a subsequent instructor is attempting to teach (Etkina and Mestre 2004). If something contradicts what has been previously taught and learned, the new contradictory information may be disregarded. Therefore, an instructor should probe the knowledge that students have previously constructed in order to make appropriate instructional choices with respect to the content to be learned. The instructor should evaluate the sufficiency and accuracy of students' prior knowledge and decide if this background knowledge conflicts with what is being taught. If a conflict is apparent, the instructor should guide learners in reconstructing their knowledge using, for example, guided inquiry in a relevant context (Etkina and Mestre 2004). To ignore learners' prior knowledge and beliefs makes it highly probable that the message intended by the instructor will not be the message understood by the student (Etkina and Mestre 2004). A good understanding of the content being taught is essential for building motivation and a positive attitude. In addition, providing the opportunity and the learning environment for the students to reconstruct their own conceptual knowledge and understanding leads to a lasting improvement in students' attitudes toward learning and to greater chances of success in their studies and lives.

Davide P. Cervone (CV/Teaching): Attitudes Toward Learning

This study revealed that generally students at Universiti Malaysia Sarawak had positive attitudes towards learning using the Internet. This perception was not race or gender specific. It was also not related to students' scholastic ability. However students from the Faculty of Information Technology, Faculty of Engineering, and Faculty of Resource Sciences and Technology had more positive attitudes compared to students from the other two faculties. This could be because the students in these two faculties were more exposed and had more opportunities to use the Internet for course related activities.

Attitude towards learning
Negative attitudes toward learning can create problems in a child's education

Studies on Attitudes Towards Learning English

Students find learning relevant when it has personal and cultural meaning, allows for their perspective, and reflects their reality. Genuinely relevant learning evokes sincere curiosity. This leads to interest, which is the emotional nutrient for a positive attitude toward learning and the font of intrinsic motivation.

attitudes towards learning English language, ..

attitudes toward learning a second language are, however, ..

The above parameters, which have a great impact on promoting positive attitudes towards learning English as a foreign language, are essential by themselves. However, they overlap, and fostering of positive attitudes is a complex mixture of all the features described.

Figure 1, student attitude toward learning science.

high school students' attitude towards learning English

The Ministry of Education (MOE) of the Republic of China in Taiwan considers English to be one of the keys to raising Taiwan's international competitiveness and requires students attending institutes of technology to receive instruction in English as a foreign language (EFL). This study focused on impacts of the use of cooperative learning as a teaching method on EFL learners. The setting was the English classes of Chung-Hwa Institute of Technology (CHIT). The subjects were 77 students from two classes, majoring in Business Administration. ^ The purpose of this study was to determine the differential effects (i.e., achievement in learning English, motivation orientation and intensity, and attitude concerning English language and culture) on students between the traditional Chinese teaching method and the Jigsaw cooperative learning method at CHIT. ^ The research design for the study was quasi-experimental and descriptive. This study utilized three survey instruments and final exam grades to investigate the effect of Jigsaw on the EFL students' competency in English, and on their attitudes about, and level of motivation toward learning English. The independent variable was the instructional method: one class utilized the Jigsaw approach to cooperative learning while the other utilized the traditional Chinese approach. The dependent variables were academic performance, motivation orientation toward English, motivation intensity toward learning English, and attitude toward learning of English and English culture as determined by final exam and questionnaire scores. The questionnaires and exam were administrated at the beginning and end of the semester. ^ Data analysis indicated that students learning cooperatively had higher final course grades and made more integrative statements on the measure of orientation toward learning English than students who learned using the traditional Chinese methods. Participants who learned using cooperative strategies had more positive attitudes about learning English connected with their desire to associate with English speakers and had more positive attitudes about the learning mechanism they experienced than those instructed though traditional Chinese learning strategies. There were no differences between the groups on the measure of motivation intensity. Recommendations were made to improve the use of the Jigsaw method of cooperative learning through both pedagogical and policy modifications. ^