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.
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Editorial Reviews
Review
"A book for anyone who cares about the social-developmental milieu of education and how to improve it. Bringing together 3 generations of influential thinkers from social, cognitive, developmental, personality, and educational psychology, this volume offers a wide-ranging assessment of how the insights and methods of these fields can be used to boost academic achievement. It will educate the next generation of students, inspire innovative research, and become a standard reference in educational psychology."
--Matthew S. McGlone; Professor of Psychology, Lafayette College
"How can teachers improve student achievement? Over the past four decades,
psychologists have developed an enormous body of research to shed light on this crucial question. Too often, though, their answers have remained veiled from teachers in the field. This superb volume of essays promises to bridge the unconscionable gap between psychologists and educators. Spanning an impressive range of issues--including motivation, self-esteem, and racial stereotyping--the volume also unites "classic" studies from the 1960s and 1970s with recent advances. Written in accessible, jargon-free prose, these essays should be required reading for anybody who wishes to study or to instruct children. Psychology has much to teach us, if we will only pause to listen--and to learn."
--Jonathan Zimmerman; Director, History of Education Program, Steinhardt School of Education, New York University
"As educators working in schools, we need to understand what research in education and psychology is discovering about the impact we teachers have on student achievement. We want our practice to be grounded in strategies that are based on insighful, rigorous research. This compilation of meaningful articles provides an opportunity for researchers and educators to learn from each other how to shape classrooms that are supportive, motivating and empowering for our students. Teachers are increasingly working with students who have a wide range of learning styles and abilities. National standardized testing shows there is a growing gap between the academic achievement of students depending on race and class. If we are serious about reducing this gap and promoting the academic achievement of every student, this research will help guide us as we transform classrooms into learning environments that can truly educate every student."
--Sarah Feldman; Assistant Principal
Stanley Middle School, Lafayette, California
--Matthew S. McGlone; Professor of Psychology, Lafayette College
"How can teachers improve student achievement? Over the past four decades,
psychologists have developed an enormous body of research to shed light on this crucial question. Too often, though, their answers have remained veiled from teachers in the field. This superb volume of essays promises to bridge the unconscionable gap between psychologists and educators. Spanning an impressive range of issues--including motivation, self-esteem, and racial stereotyping--the volume also unites "classic" studies from the 1960s and 1970s with recent advances. Written in accessible, jargon-free prose, these essays should be required reading for anybody who wishes to study or to instruct children. Psychology has much to teach us, if we will only pause to listen--and to learn."
--Jonathan Zimmerman; Director, History of Education Program, Steinhardt School of Education, New York University
"As educators working in schools, we need to understand what research in education and psychology is discovering about the impact we teachers have on student achievement. We want our practice to be grounded in strategies that are based on insighful, rigorous research. This compilation of meaningful articles provides an opportunity for researchers and educators to learn from each other how to shape classrooms that are supportive, motivating and empowering for our students. Teachers are increasingly working with students who have a wide range of learning styles and abilities. National standardized testing shows there is a growing gap between the academic achievement of students depending on race and class. If we are serious about reducing this gap and promoting the academic achievement of every student, this research will help guide us as we transform classrooms into learning environments that can truly educate every student."
--Sarah Feldman; Assistant Principal
Stanley Middle School, Lafayette, California
From the Back Cover
"A book for anyone who cares about the social-developmental milieu of education and how to improve it. Bringing together 3 generations of influential thinkers from social, cognitive, developmental, personality, and educational psychology, this volume offers a wide-ranging assessment of how the insights and methods of these fields can be used to boost academic achievement. It will educate the next generation of students, inspire innovative research, and become a standard reference in educational psychology."
--Matthew McGlone, Associate Professor of Psychology, Lafayette College
"How can teachers improve student achievement? Over the past four decades, psychologists have developed an enormous body of research to shed light on this crucial question. Too often, though, their answers have remained veiled from teachers in the field. This superb volume of essays promises to bridge the unconscionable gap between psychologists and educators. Spanning an impressive range of issues-including motivation, self-esteem, and racial stereotyping-the volume also unites "classic" studies from the 1960s and 1970s with recent advances. Written in accessible, jargon-free prose, these essays should be required reading for anybody who wishes to study or to instruct children. Psychology has much to teach us, if we will only pause to listen„oand to learn."
--Jonathan Zimmerman, Director, History of Education Program, Steinhardt School of Education, New York University
"As educators working in schools, we need to understand what research in education and psychology is discovering about the impact we teachers have on student achievement. We want our practice to be grounded in strategies that are based on insightful, rigorous research. This compilation of meaningful articles provides an opportunity for researchers and educators to learn from each other how to shape classrooms that are supportive, motivating, and empowering for our students. Teachers are increasingly working with students who have a wide range of learning styles and abilities. National standardized testing shows there is a growing gap between the academic achievement of students depending on race and class. If we are serious about reducing this gap and promoting the academic achievement of every student, this research will help guide us as we transform classrooms into learning environments that can truly educate every student."
--Sarah Feldman, Assistant Principal, Stanley Middle School, Lafayette, CA
In this book, authors discuss research and theory on the social psychological forces that shape academic achievement. A key focus is to show how psychological principles can be used to foster achievement and make schooling a more enjoyable process. Topics are highly relevant to both social and educational psychology, with discussions of core concepts such as intelligence, motivation, self-esteem and self-concept, expectations and attributions, prejudice, and interpersonal and intergroup relations.
Key Features
* Coverage of both classic and cuttingƒ{edge research and theory
* Written in a jargon-free style by leaders in the field for students of both education and psychology
* Provides answers to questions from school teachers about the research and how to apply it
--Matthew McGlone, Associate Professor of Psychology, Lafayette College
"How can teachers improve student achievement? Over the past four decades, psychologists have developed an enormous body of research to shed light on this crucial question. Too often, though, their answers have remained veiled from teachers in the field. This superb volume of essays promises to bridge the unconscionable gap between psychologists and educators. Spanning an impressive range of issues-including motivation, self-esteem, and racial stereotyping-the volume also unites "classic" studies from the 1960s and 1970s with recent advances. Written in accessible, jargon-free prose, these essays should be required reading for anybody who wishes to study or to instruct children. Psychology has much to teach us, if we will only pause to listen„oand to learn."
--Jonathan Zimmerman, Director, History of Education Program, Steinhardt School of Education, New York University
"As educators working in schools, we need to understand what research in education and psychology is discovering about the impact we teachers have on student achievement. We want our practice to be grounded in strategies that are based on insightful, rigorous research. This compilation of meaningful articles provides an opportunity for researchers and educators to learn from each other how to shape classrooms that are supportive, motivating, and empowering for our students. Teachers are increasingly working with students who have a wide range of learning styles and abilities. National standardized testing shows there is a growing gap between the academic achievement of students depending on race and class. If we are serious about reducing this gap and promoting the academic achievement of every student, this research will help guide us as we transform classrooms into learning environments that can truly educate every student."
--Sarah Feldman, Assistant Principal, Stanley Middle School, Lafayette, CA
In this book, authors discuss research and theory on the social psychological forces that shape academic achievement. A key focus is to show how psychological principles can be used to foster achievement and make schooling a more enjoyable process. Topics are highly relevant to both social and educational psychology, with discussions of core concepts such as intelligence, motivation, self-esteem and self-concept, expectations and attributions, prejudice, and interpersonal and intergroup relations.
Key Features
* Coverage of both classic and cuttingƒ{edge research and theory
* Written in a jargon-free style by leaders in the field for students of both education and psychology
* Provides answers to questions from school teachers about the research and how to apply it
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6 of 6 people found the following review helpful:
5.0 out of 5 stars
Should be read by as many educators as possible,
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This review is from: Improving Academic Achievement: Impact of Psychological Factors on Education (Educational Psychology) (Hardcover)
Many people are concerned about the quality of education in their country. Therefore, keys to high quality eductation are of great importance. This book is the best source I know of to current research findings about how to improve eduction. The book contains chapters by top experts in the field like Robert Rosenthal, Carol Dweck, Timothy Wilson, Robert Sternberg, and Joshua Aronson, to name just a few. Both classic studies and cutting edge new research are covered. The quality of the writing is first class throughout the book. The theories and research findings are translated very practically. Very nice and useful is how each chapter is ended with answers to some questions by practitioners. I found nearly every chapter interesting but a few stood out, for instance chapter 4 by Deci and Ryan about intrinsic motivation, chapter 5 by Wilson et al. about attributional interventions, and chapter 15 by Cohen and Steele about cross-race mentoring. But the best two chapters to me are chapter 3 by Carol Dweck and chapter 14 by Joshua Aronson, who is also the editor of the book. I already know quite a bit about Carol Dweck's research but this chapter still grabbed my attention and made me enthusiastic. Joshua Aronson describes fascinating research about the role of stereotypes in academic performance. I was already rather familiar with this research but while reading the chapter I couldn't help thinking repeatedly: "This is unbelievable!"
I am rather surprised that there is only a hard cover version of this book. Isn't this book a typical example of a book that should be read by as many educators as possible? Answer: yes! So, where is the paperback version? [...]
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Inside This Book
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First Sentence:
We begin this chapter with a critical assumption that we hope all readers will find sound. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
less effective tutors, students with the fixed view, middle school reform efforts, top tutors, attributional manipulation, exacerbation cycle, malleable view, intelligence praise, most effective tutors, malleable theory, trait message, stereotype threat, attributional interventions, teacher expectancy effects, successful tutors, uncertain students, academic setbacks, assuring students, attribution therapy, jigsaw group, keyboard group, keyboard instruction, process praise, jigsaw classroom, expert tutors Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Personality, Journal of Educational Psychology, Cambridge University Press, Academic Press, Psychological Review, Supreme Court, Department of Psychology, Mac Iver, American Psychologist, Elsevier Science, Harvard University Press, University of Michigan, New Haven, Improving Academic Achievement Copyright, University of California, Educational Psychologist, Journal of Experimental Social Psychology, San Diego, United States, American Educational Research Journal, Psychological Science, Review of Educational Research, San Francisco, Van Overwalle New!
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Front Cover | Table of Contents | First Pages | Index | Surprise Me!
We begin this chapter with a critical assumption that we hope all readers will find sound. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
less effective tutors, students with the fixed view, middle school reform efforts, top tutors, attributional manipulation, exacerbation cycle, malleable view, intelligence praise, most effective tutors, malleable theory, trait message, stereotype threat, attributional interventions, teacher expectancy effects, successful tutors, uncertain students, academic setbacks, assuring students, attribution therapy, jigsaw group, keyboard group, keyboard instruction, process praise, jigsaw classroom, expert tutors Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Personality, Journal of Educational Psychology, Cambridge University Press, Academic Press, Psychological Review, Supreme Court, Department of Psychology, Mac Iver, American Psychologist, Elsevier Science, Harvard University Press, University of Michigan, New Haven, Improving Academic Achievement Copyright, University of California, Educational Psychologist, Journal of Experimental Social Psychology, San Diego, United States, American Educational Research Journal, Psychological Science, Review of Educational Research, San Francisco, Van Overwalle New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
Citations (learn more)
This book cites 74
books:
See all 74 books this book cites
2
books
cite this book:
- Social Psychology by Elliot Aronson on 14 pages
- Social Psychology (Nelson-Hall Series in Psychology) by Stephen Worchel on 7 pages
- Social Psychology by Richard E. Nisbett on 6 pages
- Social Psychology by Leonard Berkowitz on 6 pages
- Social Psychology: Third Edition by Eliot R. Smith on 5 pages
See all 74 books this book cites
- Group Dynamics in the Language Classroom (Cambridge Language Teaching Library) by Zoltán Dörnyei in Back Matter
- Motivating Students, Improving Schools (Advances in Motivation and Achievement) by Paul R Pintrich on page 26
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