THE COMPATIBILITY OF COGNITIVE AND NONCOG NITIVE OBJECTIVES OF INSTRUCTION

Today, cognitive and noncognitive objectives of school education are g enerally held to be of equal importance. In spite of that, the empiric al studies concerning direct vs. indirect instruction show, the diffic ulty of devising teaching strategies that enhance both the pupils achi evement and their positive motivational and affective development. The present study aims at highlighting the difference between school clas ses with both a positive cognitive and a positive noncognitive develop ment and classes in which only one or none of these goals is fulfilled . Based upon 137 seventh grade classes from different types of schools , these four groups are compared with respect to the pupils' subjectiv ely perceived teaching features. It can be shown that an efficient way of teaching, a slow pace, and a rather teacher-centered style (achiev ement-enhancing conditions) as well as a high pedagogical and socio-em otional competence or the teacher are among the most important factors as regards the achievement of the multi-criterial objective mentioned above.