This volume, featuring work by leading researchers in educational and developmental psychology, provides new perspectives on how and why children tend to thrive or fail at school. The individual chapters examine the unique roles of peers and teachers in communicating and reinforcing school-related attitudes, expectations, and definitions of self. The relation of children's school adjustment to school motivation, interpersonal functioning, and social skillfulness are also explored. The developmental and social perspectives on motivation and achievement presented in this text provide fresh insights into the complex processes that contribute to success in school. This is important reading for educators and psychologists who work with children.
| |||||||||||||||
Book Description
Editorial Reviews
Review
"What makes this volume outstanding is the research that connects social perspectives with the complex motivational processes contributing to school success or failure." E. Pearson, Choice
"...this volume should serve as a solid empirical foundation on which to begin such an important endeavor." Kenneth W. Merrell, Contemporary Psychology
"...this volume should serve as a solid empirical foundation on which to begin such an important endeavor." Kenneth W. Merrell, Contemporary Psychology
Book Description
Featuring work by leading researchers in educational and developmental psychology, individual chapters examine the unique roles of peers and teachers in communicating and reinforcing school-related attitudes, expectations, and definitions of self.
Product Details
Would you like to update product info or give feedback on images?
|
Customer Reviews
|
There are no customer reviews yet.
|
|||
|
Video reviews
|
Inside This Book
(learn more)
First Sentence:
The classroom setting represents not only an educational arena but a powerful social context in which the psychological adjustment of children and adolesents can be affected. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
social goal pursuit, social motivational analysis, school adjustment outcomes, adolescent social responsibility, aggressive responders, individual achievement strivings, actual social self, ambiguous provocation situations, peer relations problems, early school withdrawal, problematic peer relations, relation between social responsibility, personal agency beliefs, early peer rejection, perceived scholastic competence, classmate approval, social relationship goals, social responsibility goals, early school adjustment, caring competence, false self behavior, school maladjustment, ideal social self, prosocial goals, classmate influences Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Cambridge University Press, Developmental Psychology, Academic Press, Statistics Canada, Psychological Bulletin, Newbury Park, American Educational Research Journal, Developmental Psvchologv, Englewood Cliffs, San Francisco, African American, American Psychologist, Free Press, Harvard University Press, San Diego, The Minnesota, United States, University of Chicago Press, University of Nebraska Press, American Psychological Association, Basic Books, Chapel Hill, Guilford Press, Journal of Early Adolescence New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
The classroom setting represents not only an educational arena but a powerful social context in which the psychological adjustment of children and adolesents can be affected. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
social goal pursuit, social motivational analysis, school adjustment outcomes, adolescent social responsibility, aggressive responders, individual achievement strivings, actual social self, ambiguous provocation situations, peer relations problems, early school withdrawal, problematic peer relations, relation between social responsibility, personal agency beliefs, early peer rejection, perceived scholastic competence, classmate approval, social relationship goals, social responsibility goals, early school adjustment, caring competence, false self behavior, school maladjustment, ideal social self, prosocial goals, classmate influences Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Cambridge University Press, Developmental Psychology, Academic Press, Statistics Canada, Psychological Bulletin, Newbury Park, American Educational Research Journal, Developmental Psvchologv, Englewood Cliffs, San Francisco, African American, American Psychologist, Free Press, Harvard University Press, San Diego, The Minnesota, United States, University of Chicago Press, University of Nebraska Press, American Psychological Association, Basic Books, Chapel Hill, Guilford Press, Journal of Early Adolescence New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 41
books:
See all 41 books this book cites
- Child Development by Thomas J. Berndt on 11 pages
- Child Development (4th Edition) by Robert S. Feldman on 5 pages
- Child Development by Diane E. Papalia on 5 pages
- Educational Research, 2nd Edition by Edward L. Vockell on 5 pages
- Child Development: A Core Approach by Irving B. Weiner on 4 pages
See all 41 books this book cites
Books on Related Topics
(learn more)
|
Tag this product(What's this?)Think of a tag as a keyword or label you consider is strongly related to this product.
Tags will help all customers organize and find favorite items. |
Sell a Digital Version of This Book in the Kindle Store
If you are a publisher or author and hold the digital rights to a book, you can sell a digital version of it in our Kindle Store.
Learn more
Customer Discussions
|
This product's forum
Active discussions in related forums
Search Customer Discussions
|
Related forums
|
