Social and Emotional Aspects of Learning

Social and Emotional Aspects of Learning......Page 4
Copyright Page......Page 5
Preface......Page 6
Contents......Page 8
Contributors......Page 12
Motivation in Learning......Page 14
The Character of Interest......Page 16
Individual Interest......Page 17
Development of Interest......Page 18
Interest and Related Motivational Concepts......Page 19
The Next Decades of Interest Research......Page 20
Further Reading......Page 21
The Perceived Causes of Success and Failure......Page 22
Biases in Causal Reasoning......Page 23
Causal Consequences......Page 24
Behavior......Page 25
Bibliography......Page 26
Intrinsic Motivation......Page 28
External Regulation......Page 29
Antecedents of the Development of Intrinsic and Extrinsic Motivation......Page 30
Interplay Between Intrinsic and Extrinsic Motivation......Page 31
Bibliography......Page 32
Relevant Website......Page 33
Roots of Achievement Goal Theory......Page 34
Correlates of Achievement Goals......Page 35
Classroom Goal Structures......Page 36
Remaining Questions about Achievement Goals......Page 37
Conclusion......Page 38
Bibliography......Page 39
Further Reading......Page 40
The Flow Conditions......Page 41
The Paradox of Flow in Educational Contexts......Page 43
Putting Flow theory into Practice: The Key School......Page 44
Looking Back, Looking Ahead......Page 45
Further Reading......Page 46
Sociocultural Theories of Motivation......Page 48
Zone of Proximal Development......Page 49
Sociocultural Research in Motivation......Page 50
Bibliography......Page 52
Further Reading......Page 53
Background and Historical Development of Culture-Based Research......Page 54
Achievement Motivation, Its Relationship to Effort and Ability......Page 55
Self-Determination Theory, and the Constructs of Extrinsic and Intrinsic Motivation......Page 56
Goal Orientation, Social Diversity, and Educational Practices......Page 57
Agency and Self-Efficacy, Separating Culture and Context......Page 58
Cultural Research from Within......Page 59
Bibliography......Page 60
Further Reading......Page 62
Challenges Facing Teachers in Motivating Students to Learn......Page 63
Curriculum: Program for Success......Page 64
Extrinsic Motivation Approaches......Page 65
Intrinsic Motivation Approaches......Page 66
Bibliography......Page 67
Further Reading......Page 69
Emotional Experiences......Page 70
Functional Aspects of Affect......Page 72
Embodied Aspects of Affect......Page 74
Summary......Page 75
Further Reading......Page 76
Appraisals and emotional experiences......Page 77
Students' Self-Regulation, Motivation, and Emotional Experiences......Page 78
Educational Research on Teachers' Emotional Experiences......Page 79
Where Do We Go from Here?......Page 80
Bibliography......Page 81
Further Reading......Page 82
Introduction......Page 83
The Problem of Definition......Page 84
Cognition as a Cause of Emotion......Page 85
Emotion as a Cause of Cognition......Page 86
Summary......Page 88
Further Reading......Page 89
Introduction: Poverty and Child Development......Page 90
Depth of Poverty......Page 92
Parenting: The family stress model......Page 93
Early childhood education and care......Page 94
The neighborhood......Page 95
Policy Implications......Page 96
Bibliography......Page 97
Further Reading......Page 99
Multi-Level Contexts......Page 100
Introduction......Page 101
Ability Grouping......Page 102
Teaching practices......Page 103
School-age signals......Page 104
Post-16 Participation and Benefits for the Next Generation......Page 105
Final Thoughts......Page 106
Bibliography......Page 107
Further Reading......Page 108
Approaches to SWB......Page 112
Student well-being......Page 113
How do students feel in school?......Page 114
Predictors of student well-being......Page 115
Teacher well-being......Page 116
Further Reading......Page 117
Relevant Websites......Page 118
Introduction......Page 119
Empathy in Psychoanalytic Literature......Page 120
Empathy and Infancy......Page 121
Empathic Intelligence......Page 122
Intelligent Caring......Page 123
Empathy and Brain-Based Research......Page 124
Bibliography......Page 125
Further Reading......Page 126
Overview......Page 127
Test Anxiety......Page 128
Math and Computer Anxieties......Page 129
Subjective Self-Report Measures......Page 130
Anxiety and Cognitive Performance......Page 131
Summary and Conclusions......Page 132
Further Reading......Page 135
Stress, Anxiety, and Student Learning in the Framework of the Conservation of Resources Model......Page 136
Conservation of Resources Theory: Application to Learning, Assessment, and Test Anxiety......Page 137
Different Assessment Approaches: A Comparison......Page 139
Observation of Cooperative Learning Activities......Page 140
Implications and Future Directions......Page 141
Bibliography......Page 142
Relevant Websites......Page 143
Defining EBD......Page 144
Internalizing behaviors......Page 145
Culture......Page 146
Referral and Determining Eligibility......Page 147
Strategies to Prevent EBD......Page 148
Using Behavioral Principles......Page 149
Self-control......Page 150
Conclusion......Page 151
Further Reading......Page 152
Social Interaction......Page 154
Introduction......Page 156
Joint Attention......Page 157
Peer Relationships......Page 158
Temperament......Page 159
Bibliography......Page 160
Further Reading......Page 161
Knowledge Elicitation and Questioning......Page 162
Responding to What Students Say and Describing Shared Classroom Experience......Page 163
Talking and Learning Together......Page 164
Researching Talk between Pupils in the Classroom......Page 165
Quality of relationships......Page 166
Bibliography......Page 167
Theoretical Underpinnings......Page 169
Peer Learning in the Cognitive Tradition: Empirical Evidence......Page 170
Peer Learning in Sociocultural Tradition: Empirical Evidence......Page 171
Summary......Page 172
Bibliography......Page 173
Further Reading......Page 174
Piagetian Perspective......Page 175
Cognitive Elaboration Perspective......Page 176
Too Little or Too Much Cognitive Conflict......Page 177
Reciprocal teaching......Page 178
Developing Classroom Goal Structures and Norms......Page 179
Further Reading......Page 180
Peer and Self-Assessment in Practice......Page 182
Self-Assessment Is Intrinsic to Learning......Page 183
Self-Assessment Is Part of Lifelong Learning......Page 184
Summary......Page 185
Further Reading......Page 186
Past-to-Present Perspectives on Peer Socialization......Page 187
Gender-Related Differences and Socialization......Page 188
Program Integration and Social Development......Page 190
Conclusion......Page 191
Bibliography......Page 192
Further Reading......Page 193
Social Dimension in Collaborative Activity......Page 195
Friendship......Page 196
Status......Page 197
Summary......Page 198
Bibliography......Page 199
Self-Regulatory Processes......Page 202
Multidimensional, Hierarchical Model of Self- Concept......Page 204
Support for Multidimensionality: Correlations between ASC and Achievement......Page 205
Causal-Ordering ASC and Achievement: Reciprocal Effects Model......Page 206
Cross-cultural generalizability......Page 207
Marsh and Craven versus Baumeister et al. Debate......Page 208
Bibliography......Page 209
Relevant Websites......Page 211
Introduction......Page 212
Assessment as a Social Process and Product......Page 213
The Case of Elizabeth......Page 215
Conclusion......Page 216
Relevant Websites......Page 217
Self-Efficacy Beliefs......Page 218
Sources of Self-Efficacy Beliefs......Page 219
Development of Self-Efficacy Beliefs......Page 220
Self-Efficacy, Motivation, and Academic Achievement......Page 221
Relevant Website......Page 222
Understanding Volitional Control in Education......Page 223
Emotional Regulation......Page 224
Academic Work Habits......Page 225
Middle School Settings......Page 226
Conclusion and Recommendations for Future Research......Page 227
Bibliography......Page 228
Relevant Websites......Page 229
General Definition and Distinction from Motivation......Page 231
Theoretical Roots of Motivational Regulation......Page 232
Antecedents of Motivational Regulation......Page 233
Conclusions......Page 234
Further Reading......Page 235
What Does Coping with Problematic Situations Entail?......Page 236
Bridging the Gap between New Stressors and One's Coping Repertoire......Page 237
Coping and Volition: Two Essential Aspects of Self-Regulation......Page 238
Volitional Strategies: Finding a Solution That Produces a Sense of Mastery......Page 239
Bibliography......Page 240
Social Relations in Multiple Learning Environments......Page 242
Measuring Friendship in School and Distinguishing Friendship from Peer Acceptance......Page 244
The Effects of Friendship on School Adjustment......Page 245
Forming Friendships......Page 246
Providing Help and Reliable Alliance......Page 247
Bibliography......Page 248
Further Reading......Page 249
Do Social Relations Play a Role in How Children Adjust and Perform in School?......Page 250
Children Who Are Prosocial or Aggressive toward Others......Page 251
Peer Victimization......Page 252
Are Children's Classroom Behaviors and Relationships Distinct or Interdependent Precursors of School Adjustment?......Page 253
Relational Precursors of School Adjustment......Page 254
Further Reading......Page 255
Help Seeking and Learning: An Evolving Perspective......Page 257
Cultural Influences......Page 258
Teacher Influences......Page 259
The Influence of Peers: Social Relations and Comparison Processes......Page 260
Bibliography......Page 261
Further Reading......Page 263
Leadership Practices......Page 264
Variables Mediating Leadership Practices and Student Learning......Page 266
Conclusions......Page 267
Bibliography......Page 268
Concepts and Empirical Background......Page 270
Competition Among Public Schools......Page 272
Lessons from Research Using Non- US Data......Page 273
Bibliography......Page 274
Further Reading......Page 275
Influence of Pedagogical Features in Technology-Supported Learning Environments on Motivation......Page 276
Empirical Findings on Motivation and Emotion in Technology-Supported Learning Environments......Page 277
Theoretical Approaches to Investigate Motivation in Technology-Supported Learning Context......Page 278
Bibliography......Page 279
Glossary......Page 282
Social Networks and Young Children......Page 283
Social Networks and Adolescents......Page 284
Social Networks, Deviant Behaviors, and Health......Page 286
Bibliography......Page 287
Further Reading......Page 288
Defining Social Capital......Page 289
Appeal of Social Capital......Page 290
Informal Curriculum......Page 291
Types of Cultural Capital......Page 292
Bibliography......Page 293
Relevant Websites......Page 294
Subject Index......Page 296