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Social Motivation: Understanding Children's School Adjustment (Cambridge Studies in Social and Emotional Development)From Brand: Cambrid
Free Ebook Social Motivation: Understanding Children's School Adjustment (Cambridge Studies in Social and Emotional Development)From Brand: Cambrid
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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.
- Sales Rank: #4502186 in Books
- Brand: Brand: Cambridge University Press
- Published on: 1996-09-13
- Released on: 1997-01-16
- Original language: English
- Number of items: 1
- Dimensions: 8.98" h x .83" w x 5.98" l, .80 pounds
- Binding: Paperback
- 394 pages
- Used Book in Good Condition
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
From the Back Cover
How are children's social lives at school related to their motivation to achieve and how do motivational and social processes interact to explain children's adjustment at school? 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. Relations 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 volume provide new insights into the complex processes contributing to school success. This book will be vital reading for educators and developmental psychologists interested in the contextual as well as intrapersonal processes that contribute to social and academic competence.
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