Verfügbarkeit: Improving academic achievement

Improving academic achievement: impact of psychological factors on education

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Bibliographische Detailangaben
Format:	Buch
Sprache:	English
Veröffentlicht:	Amsterdam [u.a.] Acad. Press 2002
Schriftenreihe:	Educational psychology series
Schlagworte:	Onderwijspsychologie Prestatiemotivatie Psychopédagogie Studieresultaten Succès scolaire - Aspect psychologique Psychologie Academic achievement > Psychological aspects Educational psychology Lehre Universität Student
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	XXVII, 395 S. Ill.
ISBN:	012064455X

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Datensatz im Suchindex

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adam_text	Contributors xv Foreword -Andrew J. Elliot Preface xxiii Acknowledgments xxvii xix I Introductory Chapter 1. SELF AND SELF-BELIEF IN PSYCHOLOGY AND EDUCATION: A HISTORICAL PERSPECTIVE Frank Pajares and Dale H. Schunk Historical Development of Research on the Self 5 Early Interest in the Self in American Psychology 5 Self, Ego, and the Psychoanalysts 7 Other Early Proponents of the Self 8 The Insurgence of Behaviorist Theories 9 The Humanistic Revolt 10 The Cognitive Revolution 12 Return of Interest in the Self 13 Self-Efficacy Beliefs 13 Self-Concept Beliefs 15 VI Contents Why the Resurgent Interest in Self-Beliefs Is Warranted 16 References 20 Suggested Reading 21 II Revisiting and Extending Classic Lessons 2. THE PYGMALION EFFECT AND ITS MEDIATING MECHANISMS Robert Rosen thal Some Early Results 26 Human Subjects 26 Animal Subjects 26 Teacher Expectation Effects 28 The Pygmalion Experiment 29 An Unexpected Finding 29 Reactions to Pygmalion 30 A Heuristic Note 31 Replicability of Pygmalion Effects 32 The Four-Factor Theory 33 Teachers Questions and Answers 34 References 35 3. MESSAGES THAT MOTIVATE: HOW PRAISE MOLDS STUDENTS BELIEFS, MOTIVATION, AND PERFORMANCE (IN SURPRISING WAYS) Carol S. Dweck The Role of Motivation in Achievement 38 The Role of Beliefs in Motivation·. Overview of the Chapter 39 Students Theories of Intelligence 40 The Belief in Fixed Intelligence 41 The Belief in Malleable Intelligence 44 Can Theories of Intelligence Be Changed? 45 The Effects of Praise 46 Contents VU Feedback in the Real World 52 (More) Implications for Education 53 Pygmalion and the Malleable Theory 56 Conclusion 57 Teachers Questions and Answers 57 References 58 4. THE PARADOX OF ACHIEVEMENT: THE HARDER YOU PUSH, THE WORSE IT GETS Edward L. Deci and Richard M. Ryan Excellence in Education 62 A Motivational Analysis 63 Intrinsic and Extrinsic Motivation 64 Research on Intrinsic Motivation 65 Intrinsic Motivation in the Classroom 69 Extrinsic Motivation: Controlled or Self-Determined? 70 Promoting Self-Determined Extrinsic Motivation 73 Motivation and Learning Outcomes 75 Intrinsic Motivation and Achievement 75 Extrinsic Motivation, Achievement, and Adjustment 76 What Leads Teachers to Control? 77 Pressure Toward Outcomes 77 What Can We Do 79 Conclusion 80 Teachers Questions and Answers 81 References 84 5. IMPROVING THE ACADEMIC PERFORMANCE OF COLLEGE STUDENTS WITH BRIEF ATTRIBUTIONAL INTERVENTIONS Timothy D. Wilson, Michelle Daniam, and Nicole Shelton Misattribution Research 91 Reattribution Interventions 92 Weiner s Attribution Theory 92 Learned Helplessness Theory 93 Dweck s Model of Self-Theories 94 Self-Efficacy Theory 94 Improving the Academic Performance of College Students 95 Who Benefits the Most from Attributional Interventions? 100 Evidence for Mediators of Attributional Retraining Effects 102 Recommendations for Educators 102 VIU Contents Interventions and Experiments 103 Teachers Questions and Answers 105 References 107 6. SELF-HANDICAPPING AND SCHOOL: ACADEMIC SELF-CONCEPT AND SELF-PROTECTIVE BEHAVIOR Frederick Rhodewalt and Michael W. Tragakis Self-Handicapping Motives 111 Individual Differences in Self-Handicapping Tendencies 116 Consequences of Self-Handicapping 119 Indications for the Classroom 122 Alleviating Outcome Noncontingency 122 Promoting Positive and Certain Self-Conceptions 125 Decreasing the Focus on Ability as a Fixed Factor in Performance 127 Eliminating the Fear of Unsuccessful Performance 129 Teachers Questions and Answers 131 References 132 Suggested Reading 134 7. THE WISDOM OF PRACTICE: LESSONS LEARNED FROM THE STUDY OF HIGHLY EFFECTIVE TUTORS Mark R. Lepper and Maria Wookerton Background 136 Studying Expert Tutors 139 Some General Preliminary Findings 140 The Tutorial Process 140 A General Framework 141 The Expert Tutor 144 The INSPIRE Model 144 Intelligent 145 Nurturant 145 Socratic 146 Progressive 147 Indirect 148 Reflective 149 Encouraging 150 Summary 151 Implications 152 Teachers Questions and Answers 154 References 156 Contents IX 8. STUDENTS MOTIVATION DURING THE MIDDLE SCHOOL YEARS Allan Wigfield and Jacquelynne S. Eccles Biological and Cognitive Changes at Early Adolescence 160 Changes in Self-Concept and Motivation During Early Adolescence 161 Self-Concept and Identity Development During Early Adolescence 161 Changes in Early Adolescents Achievement Motivation 164 The Middle-Grade School Transition and Student Motivation 166 The Transition to Traditional Junior High Schools 166 Middle School Reform Efforts and Student Motivation 169 Gender Differences in Motivation and Self-Concept at Early Adolescence 175 Teachers Questions and Answers 179 References 180 9. SELF-EFFICACY AND SELF-REGULATED LEARNING: THE DYNAMIC DUO IN SCHOOL PERFORMANCE Pamela/. Gaskill and Anita Woolfolk Hoy Self-Efficacy 186 Sources of Self-Efficacy 187 Impact of Efficacy Beliefs 188 Importance of the Primary Grades 188 Characteristics of Young Children That Affect Efficacy Judgments 1 89 Self-Regulated Learning 194 Interactions between Self-Regulation and Self-Efficacy 194 Implications for Teachers 195 Preschool Children 195 Developing Self-Efficacy in the Primary Grades 196 Developing Self-Regulated Learning in Primary Grade Children 201 Conclusion 204 Teachers Questions and Answers 204 References 206 10. BUILDING EMPATHY, COMPASSION, AND ACHIEVEMENT IN THE JIGSAW CLASSROOM Elliot Aronson Taking a Close Look at the Classroom Atmosphere 213 Changing the Classroom Atmosphere 214 The Jigsaw Classroom 215 Cooperation: Jigsaw and Basketball 219 χ Contents Long-Term Effects? 220 A Postscript 223 Teachers Questions and Answers 223 References 224 11. INTELLIGENCE IS NOT JUST INSIDE THE HEAD: THE THEORY OF SUCCESSFUL INTELLIGENCE Robert ]. Sternberg Inadequacy of Conventional Notions of Intelligence 228 Three Aspects of Successful Intelligence 232 Analytical Intelligence 233 Creative Intelligence 235 Practical Intelligence 237 Combining Analytical, Creative, and Practical Intelligence 239 Conclusion 241 Teachers Questions and Answers 242 References 243 Suggested Reading 244 III Current Lessons 12. BEING AND BECOMING A GOOD PERSON: THE ROLE OF EMOTIONAL INTELLIGENCE IN MORAL DEVELOPMENT AND BEHAVIOR David A. Pizarra and Peter Salovey What is Emotional Intelligence? 248 A (Very) Brief History of Moral Psychology and Emotion 249 Perceiving and Appraising Emotions 251 Emotions That Help Us Think 253 Employing Emotional Knowledge 255 Effectively Regulating Emotions in Ourselves and in Others 256 Regulating Emotions in Ourselves 256 Regulating Emotions in Others 258 Contents ΧΙ A Word About Moral Principles 259 Moral Education 260 Conclusion 262 Teachers Questions and Answers 263 References 264 13. MOZART AND THE MIND: FACTUAL AND FICTIONAL EFFECTS OF MUSICAL ENRICHMENT Frances H. Rauscher School District of Kettle-Moraine Study 269 Kindergarten 269 First Grade 270 Second Grade 271 Third Grade 272 Summary 272 Theoretical Interpretations 273 The Link Between Music and Math 274 Implications for Public Policy 274 Teachers Questions and Answers 275 References 277 Suggested Reading 278 14. STEREOTYPE THREAT: CONTENDING AND COPING WITH UNNERVING EXPECTATIONS Joshua Aronson Stereotype Threat 281 Contending with Stereotype Threat 283 Who Contends with Stereotype Threat? 285 Stereotype Vulnerability: Individual Risk Factors for Underperformance 287 Coping with Stereotype Threat 289 Self-Defeating Defenses 290 Reducing Stereotype Threat: What Teachers Can Do 293 Presenting Tests Differently 293 Reconceptualizing Intelligence 295 Reducing Stereotype Threat Through Contact 295 Conclusion 297 Teachers Questions and Answers 297 References 299 ХИ Contents 15. A BARRIER OF MISTRUST: HOW NEGATIVE STEREOTYPES AFFECT CROSS-RACE MENTORING Geoffrey L. Cohen and Claude M. Steele Stigmatization Impedes the Establishment of Trust 305 Mistrust Undermines Motivation and Performance 307 Allaying Stigmatization Enhances Motivation and Performance 309 The Mentor s Dilemma: A Specific Application 310 Generalizing the Framework: Women Working in the Natural Sciences 312 The Other Side: Some Effects of Stigmatization on Teacher Feedback 314 Additional Strategies for Creating Trust 317 Providing Sufficient Support 318 Cultivating Relationships 318 Conveying a Message of Personal Concern 319 Managing Attributions 320 Framing Ability as Malleable Rather Than Fixed 320 Increasing Diversity 321 Promulgating a Positive Ideology 322 Conclusion 322 Teachers Questions and Answers 323 References 324 16. TOWARD A RESOLUTION OF AN AMERICAN TENSION: SOME APPLICATIONS OF THE HELPING MODEL OF AFFIRMATIVE ACTION TO SCHOOLING Anthony R. Pmtkanis, Marlene E. Turner, and Stanley B. Malos Legal Manifestations of an American Tension 332 What Have We Learned from Attempts at School Desegregation? 336 Are American Schools Desegregated? 336 What Are the Effects of Desegregation on Students? 336 When Is Desegregation Most Likely to Achieve Its Goals? 337 What Have We Learned from Recent Attempts at Affirmative Action? 338 Has Affirmative Action Been Successful in Meeting Its Goals? 339 Has Affirmative Action Produced Other Benefits? 339 Does Affirmative Action Stigmatize the Recipient as Less Qualified? 340 Why Does Affirmative Action Sometimes Result in Stigmatization? 341 Does the Preferentially Selected Stigma Affect Recipients of Affirmative Action? 341 An Overview of the Helping Model of Affirmative Action 343 Affirmative Action as Help: A Donor s Perspective 344 Race as Excuse: Rejecting the Helping Role 345 Contents XIII Ambivalent Aid and the Maintenance of Power 346 Democratic Altruism: Help as Cooperation 347 Affirmative Action as Help: A Recipient s Perspective 348 Self-Threatening Affirmative Action 348 Self-Supportive Affirmative Action 350 Towards Cooperative and Democratic Help 351 18 Strategies for Helping to Resolve America s Schooling Tension 351 A Democratic Vision for Schools 354 Teachers Questions and Answers 355 References 357 17. SOCIAL EXCLUSION IN THE CLASSROOM: TEACHERS AND STUDENTS AS AGENTS OF CHANGE Amanda W. Harrist and K. Denise Bradley Social Exclusion as a School Problem 364 Why are Children Excluded? 365 Current Interventions 367 Social Skills Training 367 Social-Cognitive Training 368 Peer-Mediator Approaches 368 Summary and Critique 369 Intervening in the Process of Exclusion 370 Punishing the Victims 370 You Can t Say You Can t Play 3 71 Potential Positive Consequences 372 Why Kindergarten? 372 An Alternative Intervention Approach 373 The Pilot Study 373 What We Found 374 Suggestions for Future Research and Classroom Practice 376 Postscript 379 Teachers Questions and Answers 379 References 380 Suggested Reading 382 Index 385
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title	Improving academic achievement impact of psychological factors on education
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title_exact_search	Improving academic achievement impact of psychological factors on education
title_full	Improving academic achievement impact of psychological factors on education ed. by Joshua Aronson
title_fullStr	Improving academic achievement impact of psychological factors on education ed. by Joshua Aronson
title_full_unstemmed	Improving academic achievement impact of psychological factors on education ed. by Joshua Aronson
title_short	Improving academic achievement
title_sort	improving academic achievement impact of psychological factors on education
title_sub	impact of psychological factors on education
topic	Onderwijspsychologie gtt Prestatiemotivatie gtt Psychopédagogie Studieresultaten gtt Succès scolaire - Aspect psychologique Psychologie Academic achievement Psychological aspects Educational psychology Lehre (DE-588)4241291-2 gnd Universität (DE-588)4061778-6 gnd Student (DE-588)4058167-6 gnd
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