Noncognitive psychological processes and academic achievement 9781138190849

Варианты приобретения

Цена: 22202.00р.
Кол-во:
Наличие: Поставка под заказ. Есть в наличии на складе поставщика.
Склад Америка: Есть
При оформлении заказа до: 2025-07-28
Ориентировочная дата поставки: Август-начало Сентября
При условии наличия книги у поставщика.

Добавить в корзину

в Мои желания

Название: Noncognitive psychological processes and academic achievement
ISBN: 9781138190849
Издательство: Taylor&Francis
Классификация:

Социальная, групповая или коллективная психология

Обучение

Самость, эго, идентичность, личность

Педагогическая психология

ISBN-10: 1138190845
Обложка/Формат: Hardback
Страницы: 132
Вес: 0.38 кг.
Дата издания: 22.12.2015
Язык: English
Размер: 248 x 171
Читательская аудитория: Undergraduate
Ключевые слова: Educational psychology, EDUCATION / General
Основная тема: Educational Psychology
Ссылка на Издательство: Link
Рейтинг:
Поставляется из: Европейский союз
Описание: It is becoming increasingly clear that non-cognitive psychological processes are important for students’ school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations – such as anxiety, confidence, self-efficacy, and self-concept – which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement, as these two self-beliefs are related to metacognitive processing – the awareness of what you know and what you do not know. Self-concept, meanwhile, tends to exert its influence on an individual’s choice of tertiary level courses. This book suggests that by focusing on students’ self-beliefs, the education system may be in a position to improve cognitive performance, since individual students’ self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators.?This book will be useful to educational researchers, school leaders, administrators, counsellors, and teachers, in guiding students’ attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology.

Noncognitive psychological processes and academic achievement,