{"id":259414,"date":"2026-07-13T16:58:52","date_gmt":"2026-07-13T13:58:52","guid":{"rendered":"https:\/\/1kitap1.com\/en\/educational-psychology-for-learning-and-teaching-7e-sue-duchesne\/"},"modified":"2026-07-13T16:58:52","modified_gmt":"2026-07-13T13:58:52","slug":"educational-psychology-for-learning-and-teaching-7e-sue-duchesne","status":"publish","type":"post","link":"https:\/\/1kitap1.com\/en\/educational-psychology-for-learning-and-teaching-7e-sue-duchesne\/","title":{"rendered":"Educational Psychology For Learning And Teaching 7e – Sue Duchesne"},"content":{"rendered":"
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Variables of positive relationships, non-directivity, empathy, warmth, and encouragement of thinking and learning all showed above-average correlations (compared with more traditional approaches) with variables such as participation, critical thinking, satisfaction, mathematics achievement, self-esteem, verbal achievement and positive motivation. Limitations of Rogers\u2019 educational ideas The main limitation of Rogers\u2019 ideas is that he presented no guidelines to help teachers who lack the personal or professional skills needed to implement a non-directive program. There are also few suggestions for helping students who lack motivation and are underachieving, or for coping with disruptive behaviour \u2013 other than to provide unconditional positive regard for the individual despite their behaviour.<\/p>\n

The focus is on the relationship, rather than specific behaviour or learning goals. These must come from the student themselves, but what does the teacher do in the meantime, particularly if the student\u2019s behaviour is affecting others? In emphasising a student-centred approach in which the student directs the learning, there is minimal space for teachers\u2019 instruction, although Rogers himself was arguably \u2018explicitly instructing\u2019 others in his techniques and approach. Rogers\u2019 approach, particularly in relation to self-directed learning, has been critiqued for its individualist orientation, compared with social constructivist approaches such as Vygotsky\u2019s that recognise interactions between people as being central to effective learning (Servant-Miklos & Noordegraaf-Eelens, 2019; see CHAPTERS 3 and 6 for more on Vygotskian approaches).<\/p>\n

This also raises a question of how well it guides a teacher to bring together the desires and needs of a diverse group of students in a school or class. How might self-determination work within a cooperative classroom? What about a learning situation with a student with particular language or intellectual difficulties?<\/p>\n

IMPLICATIONS FOR EDUCATORS 7.2 discusses some implications of applying Rogers\u2019 ideas in the classroom. Applying Rogers\u2019 ideas in the classroom The major impact of humanist psychology on educational practice has been felt through the work of Rogers (1969, 1983; Rogers & Freiberg, 1994) and his belief that positive human relationships provide children with a context within which they are free to grow.<\/p>\n

He criticised the traditional approach to education, with its: prescribed curriculum, similar assignments for all students, lecturing as almost the only mode of instruction, standard tests by which all students are externally evaluated, and instructor-chosen grades as the measure of learning. Rogers, 1983, p. 21.<\/p>\n

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Portfolio lead\/Product manager: Fiona Hammond Content developer: Eleanor Yeoell Project editor: Sutha Surenddar Editor: Jade Jakovcic Proofreader: Anne Mulvaney Permissions\/Photo researcher: Liz McShane Text designer: Dannielle Maccarone Cover designer: Linda Davidson Cover: iStock.com\/vitapix KnowledgeWorks Global Ltd. Any URLs contained in this publication were checked for currency during the production process. Note, however, that the publisher cannot vouch for the ongoing currency of URLs. 6th edition Published in 2019 Acknowledgements AITSL deep link: \u00a9 2011 Education Services Australia as the legal entity for the Education Council. Publication (as a pdf) : Australian Institute for Teaching and School Leadership 2011, Australian Professional Standards for Teachers, AITSL, Melbourne.<\/p>\n

ISBN 978-1 -925192-64-3 First published 2011 Revised 2018 Module opener images: Module 1, 2, 3 and 4: iStock.com\/nadia_bormotova Module\/Chapter opener background image: Pattern of slinky – iStock.com\/Aleksandra Sokolovskaja \u00a9 2022 Cengage Learning Australia Pty Limited Copyright Notice This Work is copyright. No part of this Work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission of the Publisher.<\/p>\n

Except as permitted under the Copyright Act 1968, for example any fair dealing for the purposes of private study, research, criticism or review, subject to certain limitations. These limitations include: Restricting the copying to a maximum of one chapter or 10% of this book, whichever is greater; providing an appropriate notice and warning with the copies of the Work disseminated; taking all reasonable steps to limit access to these copies to people authorised to receive these copies; ensuring you hold the appropriate Licences issued by the Copyright Agency Limited (\u201cCAL\u201d), supply a remuneration notice to CAL and pay any required fees.<\/p>\n

For details of CAL licences and remuneration notices please contact CAL at Level 11, 66 Goulburn Street, Sydney NSW 2000, Tel: (02) 9394 7600, Fax: (02) 9394 7601 Email: info@copyright.com.au Website: www.copyright.com.au For product information and technology assistance, in Australia call 1300 790 853; in New Zealand call 0800 449 725 For permission to use material from this text or product, please email aust.permissions@cengage.com National Library of Australia Cataloguing-in-Publication Data Creator: Duchesne, Sue; McMaugh, Anne; Mackenzie, Erin (author).<\/p>\n

Title: Educational Psychology for Learning and Teaching \/ Sue Duchesne, Anne McMaugh, Erin Mackenzie (author). Edition: 7th ISBN: 9780170449274 (paperback) Notes: Includes index. Other Creators\/Contributors: Sue Duchesne, Anne McMaugh, Erin Mackenzie (author).<\/p>\n<\/blockquote>\n

This is a short excerpt from the opening of “” by Unknown, quoted for review and introduction purposes. All rights belong to the copyright holders.<\/em><\/p>\n

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