Psychological Models of Educational Performance: A Theoretical Synthesis of Constructs

Abstract

This paper reviews eight theories or models presenting holistic conceptions of student learning in classroom settings (Bennett, 1978; Bloom, 1976; Bruner, 1966; Carroll, 1963; Cooley & Leinhardt, 1975; Gagné, 1974; Glaser, 1976; Harnischfeger & Wiley, 1976). To be included, a model or theory was required to describe variables important to the performance of individual learners or single instructional tasks. Most models also derived implications for the organization of curriculum and/or group instruction. Following discussions of the eight models, major constructs posited by different theorists are cross-tabulated and related to factors of the model of educational productivity (Walberg, 1980).