國立虎尾科技大學 |

Psychosocial skills and school systems in the 21st century = theory, research, and practice /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Psychosocial skills and school systems in the 21st century/ edited by Anastasiya A Lipnevich, Franzis Preckel, Richard D. Roberts.
Reminder of title:	theory, research, and practice /
other author:	Lipnevich, Anastasiya A.
Published:	Cham :Springer International Publishing : : 2016.,
Description:	xxi, 401 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Life skills. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-28606-8
ISBN:	9783319286068

Psychosocial skills and school systems in the 21st century = theory, research, and practice /
Psychosocial skills and school systems in the 21st centurytheory, research, and practice /[electronic resource] :edited by Anastasiya A Lipnevich, Franzis Preckel, Richard D. Roberts. - Cham :Springer International Publishing :2016. - xxi, 401 p. :ill., digital ;24 cm. - The Springer series on human exceptionality,1572-5642. - Springer series on human exceptionality..

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?

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.

ISBN: 9783319286068

Standard No.: 10.1007/978-3-319-28606-8doiSubjects--Topical Terms:

568483
Life skills.

LC Class. No.: LC268

Dewey Class. No.: 370.114

Psychosocial skills and school systems in the 21st century = theory, research, and practice /
LDR:04202nam a2200325 a 4500 001 863375
003 DE-He213
005 20160926100912.0
006 m d
007 cr nn 008maaau
008 170720s2016 gw s 0 eng d
020 $a 9783319286068 $q (electronic bk.)
020 $a 9783319286044 $q (paper)
024 7 $a 10.1007/978-3-319-28606-8 $2 doi
035 $a 978-3-319-28606-8
040 $a GP $c GP
041 0 $a eng
050 4 $a LC268
072 7 $a JMC $2 bicssc
072 7 $a PSY004000 $2 bisacsh
082 0 4 $a 370.114 $2 23
090 $a LC268 $b .P974 2016
245 0 0 $a Psychosocial skills and school systems in the 21st century $h [electronic resource] : $b theory, research, and practice / $c edited by Anastasiya A Lipnevich, Franzis Preckel, Richard D. Roberts.
260 $a Cham : $c 2016. $b Springer International Publishing : $b Imprint: Springer,
300 $a xxi, 401 p. : $b ill., digital ; $c 24 cm.
490 1 $a The Springer series on human exceptionality, $x 1572-5642
505 0 $a 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?
520 $a 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.
650 0 $a Life skills. $3 568483
650 0 $a Moral development. $3 584741
650 0 $a Moral education. $3 559831
650 0 $a Personality development. $3 559832
650 1 4 $a Psychology. $3 555998
650 2 4 $a Child and School Psychology. $3 768507
650 2 4 $a Educational Policy and Politics. $3 683657
650 2 4 $a Public Health. $3 592982
650 2 4 $a Social Work. $3 635863
650 2 4 $a Developmental Psychology. $3 668338
650 2 4 $a Educational Psychology. $3 782596
700 1 $a Lipnevich, Anastasiya A. $3 1107361
700 1 $a Preckel, Franzis. $3 1107362
700 1 $a Roberts, Richard D. $3 871371
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
830 0 $a Springer series on human exceptionality. $3 1107363
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-28606-8
950 $a Behavioral Science and Psychology (Springer-41168)