Individual differences and the development of perceived control Ellen A. Skinner, Melanie J. Zimmer-Gembeck, James P. Connell ; with commentary by Jacquelynne S. Eccles.
Series Monographs of the Society for Research in Child Development ; serial no. 253, vol. 63, nos. 2-3, 1998Detalles de publicación: Chicago, Ill. Society for Research in Child Development 1998.Descripción: vi, 234 p. ill 23 cmISBN:- 0226761711
- 155.424822 S6283i 21
- BF723.I56 .S55 1998
| Imagen de cubierta | Tipo de ítem | Biblioteca actual | Biblioteca de origen | Colección | Ubicación en estantería | Signatura topográfica | Materiales especificados | Info Vol | URL | Copia número | Estado | Notas | Fecha de vencimiento | Código de barras | Reserva de ítems | Prioridad de la cola de reserva de ejemplar | Reservas para cursos | |
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| Libro | Biblioteca Encarnación Valdés Colección General bev | 155.424822 S6283i (Navegar estantería(Abre debajo)) | Disponible | 80000002507641 |
Descripciones mejoradas de Syndetics:
One of the strongest predictors of children's school performance are individual differences in perceived control: those beliefs about how effective the self can be in producing desired outcomes. Drawing perspectives from both developmental and individual differences research, this longitudinal study documents the cycles in which children who develop optimal profiles of control are more actively engaged and have better academic success, (or in contrast, how children may doubt their capacities, experience lower scholastic achievement, and believe in the power of luck or unknown forces.) Further, the results show how these cycles may change with age, and suggest ways to improve children's perceived control.
Includes bibliographical references.