By Anastasiya A Lipnevich, Franzis Preckel, Richard D. Roberts
This ebook presents a entire evaluation and in-depth research of study on psychosocial talents, analyzing either conception and components of program. It discusses scholars’ psychosocial abilities either as elements of educational luck and wanted academic results in grades ok via 12. The booklet describes an organizing framework for psychosocial abilities and examines more than a few particular constructs that comes with fulfillment, motivation, self-efficacy, creativity, emotional intelligence, resilience, and the necessity for cognition. additionally, it experiences particular school-based interventions and examines matters that obstacle the malleability of psychosocial abilities. It addresses concerns in terms of the mixing of psychosocial talents into tuition curriculum in addition to large-scale evaluation guidelines.
Topics featured during this ebook include:
- Development of psychosocial talents in grades K-12.
- Assessment of psychosocial skills.
- Conscientiousness in schooling and its relation to significant academic outcomes.
- Creativity in colleges, together with idea, evaluate, and interventions.
- Academic feelings and their rules via emotional intelligence.
- Resilience and school-based courses geared toward improving it.
Psychosocial talents and college platforms within the twenty first Century is a must have source for researchers, graduate scholars, clinicians, psychological health and wellbeing pros, and policymakers in baby and faculty psychology, academic coverage and politics, public healthiness, social paintings, developmental psychology, and academic psychology.
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Additional info for Psychosocial Skills and School Systems in the 21st Century: Theory, Research, and Practice
Example text
For instance, research on goal orientation has looked at the effect of creating performance (outperforming others) vs. learning (mastery of material) goals (Dweck, 1986). Students with learning goals tend to outperform students with performance goals by using more complex study techniques (Archer, 1994). Research also finds that students with learning goals show better memory for study materials (Graham & Golan, 1991; Pintrich & De Groot, 1990). Furthermore, other research have shown that goal content matters.
Emerging late adolescent friendship networks and Big Five personality traits: A social network approach. Journal of Personality, 78, 509–538. Shute, V. , Kim, Y. , & Wang, L. (2014). Video games and learning. In W. G. Tierney, Z. Corwin, T. Fullerton, & G. ), Postsecondary play: The role of games and social media in higher education (pp. 217–235). Baltimore, MD: John Hopkins University Press. Soto, C. , John, O. , Gosling, S. , & Potter, J. (2011). Age differences in personality traits from 10 to 65: Big Five domains and facets in a large cross-sectional sample.
In W. G. Tierney, Z. Corwin, T. Fullerton, & G. ), Postsecondary play: The role of games and social media in higher education (pp. 217–235). Baltimore, MD: John Hopkins University Press. Soto, C. , John, O. , Gosling, S. , & Potter, J. (2011). Age differences in personality traits from 10 to 65: Big Five domains and facets in a large cross-sectional sample. Journal of Personality and Social Psychology, 100, 330–348. , Chernyshenko, O. , & White, L. A. (2012). Adaptive testing with multidimensional pairwise preference items: Improving the efficiency of personality and other noncognitive assessments.