Psychosocial skills and school systems in the 21st century : theory, research, and practice / Anastasiya A. Lipnevich, Franzis Preckel, Richard D. Roberts, editors.
Lipnevich, Anastasiya A., editor.; Preckel, Franzis, 1971- editor.; Roberts, Richard D., editor.
2016
LC268
Available Online

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Title Psychosocial skills and school systems in the 21st century : theory, research, and practice / Anastasiya A. Lipnevich, Franzis Preckel, Richard D. Roberts, editors.
ISBN 9783319286068 (electronic book)
3319286064 (electronic book)
9783319286044
Published Switzerland : Springer, [2016]
Copyright ©2016
Language English
Description 1 online resource (xxi, 401 pages).
Call Number LC268
Dewey Decimal Classification 370.114
Summary 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 book describes an organizing framework for psychosocial skills and examines a range of specific constructs that includes achievement, motivation, self-efficacy, creativity, emotional intelligence, resilience, and the need for cognition. In addition, it reviews specific school-based interventions and examines issues that concern the malleability of psychosocial skills. It addresses issues relating to the integration of psychosocial skills into school curriculum as well as large-scale assessment policies. Topics featured in this book include: Development of psychosocial skills in grades K-12. Assessment of psychosocial skills. Conscientiousness in education and its relation to meaningful educational outcomes. Creativity in schools, including theory, assessment, and interventions. Academic emotions and their regulation through emotional intelligence. Resilience and school-based programs aimed at enhancing it. Psychosocial Skills and School Systems in the 21st Century is a must-have resource for researchers, graduate students, clinicians, mental health professionals, and policymakers in child and school psychology, educational policy and politics, public health, social work, developmental psychology, and educational psychology.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Added Author Lipnevich, Anastasiya A., editor.
Preckel, Franzis, 1971- editor.
Roberts, Richard D., editor.
Series Springer series on human exceptionality.
Available in Other Form Psychosocial skills and school systems in the 21st century : theory, research, and practice.
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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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