Psychosocial Skills and School Systems in the 21st Century : Theory, Research, and Practice

Psychosocial Skills and School Systems in the 21st Century Theory, Research, and Practice

This book provides a comprehensive overview and in-depth analysis of research on psychosocial skills, examining both theory and areas of application. It discusses students' psychosocial skills both as components of academic success and desired educational outcomes in grades K through 12. The bo...

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Detalles Bibliográficos
Autor Corporativo: SpringerLink (-)
Otros Autores: Lipnevich, Anastasiya A. (-), Preckel, Franzis, Roberts, Richard D.
Formato: Libro electrónico
Idioma:Inglés
Publicado: Cham : Springer International Publishing 2016.
Edición:1st ed
Colección:The Springer Series on Human Exceptionality ;
Acceso en línea:Conectar con la versión electrónica
Ver en Universidad de Navarra:https://innopac.unav.es/record=b43721308*spi
Tabla de Contenidos:
  • Part 1: General Background: Theory and Guiding Principles
  • Chapter 1. Psychosocial Skills: Psychosocial Skills: Essential Components of Development and Achievement in K-12
  • Chapter 2. Test Standards and Psychometric Modeling
  • Chapter 3. Aligning Mission and Measurement
  • Chapter 4. Personality Development During the School-Aged Years: Implications for Theory, Research, and Practice
  • Part 2: Psychosocial Skills: Key Constructs
  • Chapter 5. The Need for Cognition: Key Concepts, Assessment, and Role in Educational Outcomes
  • Chapter 6. Understanding Creativity in the Schools
  • Chapter 7. Conscientiousness in Education: Its Conceptualization, Assessment, and Utility
  • Chapter 8. Self-Concept: Determinants and Consequences of Academic Self-Concept in School Concepts
  • Chapter 9. Applying Social Cognitive Theory in the Development of Self-Regulated Competencies Throughout K-12 Grades
  • Chapter 10. Student Motivation: Current Theories, Constructs, and Interventions within an Expectancy-Value Framework
  • Chapter 11. Academic Emotions and Their Regulations via Emotional Intelligence
  • Part 3: Psychosocial Skills: Applications
  • Chapter 12. Fostering Psychosocial Skills: School-Based Promotion of Resiliency in Children and Adolescents
  • Chapter 13. Teaching Emotional Intelligence in Schools: An Evidence-Based Approach
  • Chapter 14. Psyhosocial Skills in Large-Scale Assessments: Trends, Challenges, and Policy Implications
  • Part 4: Conclusions
  • Chapter 15. Psychosocial Constructs: Knowns, Unknowns, and Where do we go From Here?. .

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