Noncognitive psychological processes academic (30 resultados)

Condición: New. pp. 132.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: New. pp. 132.

Condición: New.

Condición: New. pp. 132.

Paperback. Condición: New.

Condición: New. In English.

Kartoniert / Broschiert. Condición: New.

Condición: New. 2018. 1st Edition. Paperback. . . . . . Books ship from the US and Ireland.

Condición: New. 2018. 1st Edition. Paperback. . . . . .

Condición: New.

Gebunden. Condición: New.

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: As New. Unread book in perfect condition.

Condición: New. pp. 132.

Condición: New. pp. 132.

Condición: New. Editor(s): Lee, Jihyun; Stankov, Lazar. Num Pages: 132 pages. BIC Classification: JMH; JMRL; JMS; JNC. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 246 x 174. Weight in Grams: 399. . 2015. 1st Edition. hardcover. . . . .

Condición: New.

Condición: New. pp. 132.

Hardback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: New. In English.

Hardback. Condición: New. 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.…

Condición: New. Editor(s): Lee, Jihyun; Stankov, Lazar. Num Pages: 132 pages. BIC Classification: JMH; JMRL; JMS; JNC. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 246 x 174. Weight in Grams: 399. . 2015. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.…

Hardcover. Condición: Brand New. 122 pages. 9.75x7.00x0.75 inches. In Stock.

Hardback. Condición: New. 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.…

PAP. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.