Buch, Englisch, 395 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 762 g
Buch, Englisch, 395 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 762 g
ISBN: 978-0-12-064455-1
Verlag: Academic Press Inc
Social psychological research has revealed much about how personal and interpersonal factors impact academic achievement. The research has been reported in several different outlets but has never before been condensed in an easy to read, engaging book, targeting the hot topics of coffee table debates. This book does just that, offering review chapters by the most influential researchers of today, written for an audience of educational and cognitive psychologists as well as school administrators, teachers, policy makers, and parents.
Section one focuses on what motivates students, how self-esteem affects the learning process, the consequences of achievement goals, the effects of student attributions of success and failure, self-handicapping, methods of strategic learning, and how to successfully use one's intelligence. Section two discusses how the offering of rewards may affect achievement, how teacher expectations may affect student performance, the effects of stereotypes, feedback, and social rejection. There's also a discussion of effective means of turning at-risk students into scholars, and how students can successfully traverse transitions to middle school.
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Contributors.
A.J. Elliott, Foreword.
Preface.
Acknowledgements.
Part One: Introductory Chapter:
F. Pajares and D.H. Schunk, Self and Self-Belief in Psychology and Education: A Historical Perspective.
Part Two: Revisiting and Extending Classic Lessons:
R. Rosenthal, The Pygmalion Effect and its Mediating Mechanisms.
C.S. Dweck, Messages That Motivate: How Praise Molds Students' Beliefs, Motivation, and Perfrmance (In Surprising Ways).
E.L. Deci and R.M. Ryan, The Paradox of Achievement: The Harder you Push, the Worse it Gets.
T.D. Wilson, M. Damiani, and N. Shelton, Improving the Academic Performance of College Students with Brief Attributional Interventions.
F. Rhodewalt and M.W. Tragakis, Self-Handicapping and School: On Academic Self-Concept and Self-Protective Behavior.
M.R. Lepper and M. Woolverton, The Wisdom of Practice: Lessons Learned from the Study of Highly Effective Tutors.
A. Wigfield and J.S. Eccles, Students' Motivation During the Middle School years.
P.J. Gaskill and A.W. Hoy, Self-Efficacy and Self-Regulated Learning: The Dynamic Duo in School Performance.
E. Aronson, Building Empathy, Compassion and Achievement in the Jigsaw Classroom.
R.J. Sternberg, Intelligence is not Just Inside the Head: The Theory of Successful Intelligence.
Part Three: Current Lessons:
D.A. Pizarro and P. Salovey, Being and Becoming a Good Person: The Role of Emotional Intelligence in Moral Development and Behavior.
F.H. Rauscher, Mozart and the Mind: Factual and Fictional Effects of Musical Enrichment.
J. Aronson, Stereotype Threat: Contending and Coping with Unnerving Expectations.
G.L. Cohen and C.M. Steele, A Barrier of Mistrust: How Negative Stereotypes Affect Cross-Race Mentoring.
A.R. Pratkanis, M.E. Turner, and S.B. Malos, Towards a Resolution of an American Tension: Some Applications of the Helping Model of Affirmative Action in Schooling.
A.W. Harrist and K.D. Bradley, Social Exclusion in the Classroom: Teachers and Students as Agents of Change.
Index.
