Verlag: Taylor & Francis Ltd (Sales) Jan 2010, 2010
ISBN 10: 0415877806 ISBN 13: 9780415877800
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - First Published in 2010. Routledge is an imprint of Taylor & Francis, an informa company.
Erscheinungsdatum: 1983
Anbieter: Antiquariat Bookfarm, Löbnitz, Deutschland
Ehemaliges Bibliotheksexemplar mit Stempel innen und Bibliothekssignatur auf Einband in gutem Zustand. Ex-library with stamp and catalogue number on spine. GOOD condition, some traces of use. Sk 496 Sprache: Englisch Gewicht in Gramm: 550.
Verlag: Taylor & Francis, 2018
ISBN 10: 113830901X ISBN 13: 9781138309012
Anbieter: moluna, Greven, Deutschland
Zustand: New.
Verlag: Taylor & Francis, 2007
ISBN 10: 0805845046 ISBN 13: 9780805845044
Anbieter: moluna, Greven, Deutschland
Zustand: New.
Verlag: Taylor & Francis Nov 2007, 2007
ISBN 10: 0805845046 ISBN 13: 9780805845044
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Neuware - This volume presents research from a variety of perspectives on the enhancement of human intelligence, organized around five enhancement themes: enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhanc.
Verlag: Taylor & Francis, 2015
ISBN 10: 1138190845 ISBN 13: 9781138190849
Anbieter: moluna, Greven, Deutschland
Zustand: New.
Verlag: Routledge Dez 2015, 2015
ISBN 10: 1138190845 ISBN 13: 9781138190849
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Neuware - This book suggests that by focusing on non-cognitive psychological processes such as anxiety, confidence, self-efficacy, and self-concept, the education system may be in a position to improve school achievement. It is becoming increasingly clear that these processes can have more of an impact on academic performance than can teachers, parents, or the school atmosphere. Since these psychological factors may be more malleable than cognitive processes involved in acquiring knowledge, a focus on students' self-belief is likely to be more effective than wide-reaching policy changes in the education sector. This book was originally published as a special issue of Educational Psychology.