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Piagetian Theory: Proposes that students will interact with their environment in order to develop their knowledge (Krause, Bochner, Duchesne & McMaugh, 2010).

This interaction is influenced by the environment as well as students’ readiness (Krause et al., 2010) Therefore, teachers should construct an environment that provides students with challenges that are within their ‘zone of readiness’ by breaking down or scaffolding knowledge into manageable steps (Dann, 2014).

However, this concept has been greatly critiqued in recent research and also by John Moody in the PD session he held at Silverdale because it can become a barrier to learning.

Ultimately, ‘readiness’ will be different for different students (J. Moody, personal communication, January 29th, 2016; Silcock, 2013; Dann, 2014).

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Multiple Intelligence Activities: Its Impact on Elementary Learners' Attitude Towards Learning

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Multiple Intelligences: Theory or view of human intellect, originated in 1983 by Howard Gardner, that every individual has at least seven different autonomous intelligences, i.e., linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal -- more recently, an eighth intelligence (naturalist) has been recognized, and a ninth (existential) is being considered.Learning StrategiesRules, principles, and procedures used to facilitate learning, frequently applicable to a variety of specific learning tasks (Note: For self-discovered, self-selected learning strategies, coordinate with "Cognitive Style").  E.g Erics on:The Effectiveness of Multiple Intelligences Based Teaching Strategy in Enhancing the Multiple Intelligences and Science Process Skills of Junior High School StudentsWinarti, Atiek; Yuanita, Leny; Nur, Moh.Journal of Technology and Science Education, v9 n2 p122-135 2019This study is based on the low attention of teachers on students' potential compared to academic ability. Teachers' focus on academic ability as the sole determinant of successful learning causes learning to be incapable of developing the students' potential called Multiple Intelligences (MI), whereas they can be applied to make students enjoy learning as well as develop the potential and thinking skills of students. To overcome this problem, a teaching strategy based on Multiple Intelligences was developed in science lesson. The effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of 124 of junior high school students. Data were obtained from Multiple intelligences test, Science Process Skills (SPS) test, and observation sheets. The hypotheses were tested using t-test, simple linear regression, and one-way ANOVA. The study revealed that Multiple Intelligences strategy has an effect on and can be a significant predictor of the development of students' Multiple intelligences. This study showed an improvement of the SPS, specifically in the questioning ability. The results of this study will change the teaching strategy in the future, from academic ability oriented to be multiple intelligences oriented and focus on the potential of each student.

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Like the Multiple Intelligences Theory, the Learning Styles Theory focuses on the ways we perceive information.
The learning styles focus on how we process information using our senses.The theory’s three learning styles are auditory (hearing), visual (seeing), and tactile/kinesthetic (touching and moving). Learners most often prefer one style over the others. As a result, there are:

Visual learners, who learn best by using images, graphs, maps, and drawings

Auditory learners, who prefer to learn by hearing and speaking information

Tactile/Kinesthetic learners, who learn best by experiencing, touching, and actually performing tasks

With this theory in mind, it makes sense that children who have a specific learning style can learn more effectively if they use their preferred style more often.

However, there’s little or no scientific evidence that using a preferred learning modality improves a child’s performance. “What does matter is whether the child is taught in the content’s best modality. All students learn more when content drives the choice of modality,” says psychologist Daniel T. Willingham. Content refers to the material, or what the student is learning. The modality that best fits the content is how the student learns. This means that students learn best when the modality fits the content, or the subject matter to be learned.

How to use the theory
You can help your child study for virtual school by applying the learning style that makes the most sense for the material. Help your child practice counting money by giving him or her real coins, which is a tactile/kinesthetic approach. To practice one-to-one correspondence with an emergent reader, point to each word as you read it, which uses both auditory and visual skills. To learn geography, study a map, which is a visual task. For vocabulary growth at any age, read aloud regularly—which is an auditory and verbal–linguistic experience as well as great fun.

Whether labeled as styles or intelligences, none of these strengths are static or fixed. Students grow and improve in all types of learning as they mature. Ultimately, it’s important to frequently check for learning comprehension and adapt the instruction to fit both the student and the content.

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- this theory believes that attitudes are related to students learning through association and enhancement. This theory represents B.F. Skinner's Theory.

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Self-awareness is the capacity to take oneself as the object of thought—people can think, act, and experience, and they can also think about what they are thinking, doing, and experiencing. In social psychology, the study of self-awareness is traced to Shelley Duval and Robert Wicklund’s (1972) landmark theory of self-awareness. Duval and Wicklund proposed that, at a given moment, people can focus attention on the self or on the external environment. Focusing on the self enables self-evaluation. When self-focused, people
compare the self with standards of correctness that specify how the self ought to think, feel, and behave. The process of comparing the self with standards allows people to change their behavior and to experience pride and dissatisfaction with the self. Self-awareness is thus a major mechanism of self-control.

Research since the 1970s has strongly supported self-awareness theory (Duval and Silvia 2001). When people focus attention on the self, they compare the self with standards, try harder to meet standards, and show stronger emotional responses to meeting or failing to meet a standard. The tendency to change the self to match a standard depends on other variables, particularly perceptions of how hard it will be to attain the standard. Remarkably, many experiments have shown that when people are not self-focused, their actions are often unrelated to their personal standards—self-awareness is needed for people to reduce disparities between their actions and their ideals.

Self-awareness theory was enriched by new research methods. According to the theory, anything that makes people focus attention on the self will increase self-awareness. Researchers accomplish this by placing people in front of large mirrors, videotaping them, having people listen to recordings of their voices, or making people feel like they stick out. Momentary levels of self-awareness are measured by people’s use of self-referential words and pronouns and by how quickly people recognize self-relevant information.

Self-awareness theory remains a fruitful and controversial theory. One new direction is the application of self-awareness theory to clinical disorders involving negative self-evaluation (e.g., depression) and excessive self-consciousness (e.g., social anxiety). One controversy, reviewed by Paul Silvia and Guido.

Gendolla (2001), is whether self-awareness enables accurate judgments of the self. Many researchers have proposed that self-awareness creates clearer perceptions of internal states, emotions, and traits. Other researchers, however, have noted that the self-concept is fluid, complex, and contextual—it is not a static object that can simply be apprehended and examined. Ironically, by making some aspects of the self especially salient, self-awareness may exaggerate and bias judgments of what the self is like.

BIBLIOGRAPHY

Duval, Shelley, and Robert A. Wicklund. 1972. A Theory of Objective Self Awareness. New York: Academic Press

Duval, Thomas Shelley, and Paul J. Silvia. 2001. Self-Awareness and Causal Attribution: A Dual Systems Theory. New York: Kluwer Academic Press.

Silvia, Paul J., and Guido H. E. Gendolla. 2001. On Introspection and Self-Perception: Does Self-Focused Attention Enable Accurate Self-Knowledge? Review of General Psychology 5: 241–269.

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International Encyclopedia of the Social Sciences

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Self-Awareness Theory
BIBLIOGRAPHY Source for information on Self-Awareness Theory: International Encyclopedia of the Social Sciences dictionary.