| Description |
1 online resource |
| Series |
Education in a competitive and globalizing world |
| Contents |
HANDBOOK OF ACADEMIC PERFORMANCE ; HANDBOOK OF ACADEMIC PERFORMANCE ; CONTENTS ; PREFACE ; GENDER, PERSONALITY AND ACADEMIC PERFORMANCE: SELF-DETERMINATION THEORY AND REGULATORY FOCUS THEORY AS LEVERS TO OPEN THE BLACK BOX BETWEEN GENDER, PERSONALITY, ACADEMIC EFFORT AND PERFORMANCE ; ABSTRACT ; 1. INTRODUCTION ; 2. SELF-DETERMINATION THEORY AND ACADEMIC PERFORMANCE ; 2.1. Autonomous and Controlled Motivation ; 2.2. Values Orientations ; 3. REGULATORY FOCUS THEORY AND ACADEMIC PERFORMANCE ; 3.1. Central Concepts and Propositions ; 3.2. Predictive Validity towards Academic Performance |
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3.3. Relatedness to Personality and Gender 4. METHOD ; 4.1. Data ; 4.2. Measures ; 5. RESULTS ; 5.1. Antecedents of Academic Effort ; 5.1.1. Gender and Personality as Antecedents of Effort ; 5.1.2. Motivation Regulation As Antecedent of Effort ; 5.2. Antecedents of Academic Performance ; 5.2.1. Gender and Personality as Antecedents of Academic Performance ; 5.2.2. Motivation Regulation as Antecedent of Academic Performance ; 5.3. Interrelationships between the Antecedents of Effort and Academic Performance ; 5.3.1. Gender Differences in Personality and Motivation Regulation |
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5.3.2. Relationships between Personality and Motivation Regulation 5.4. Relative Weight of the Antecedents of Effort and Academic Performance ; CONCLUSION ; REFERENCES ; PERFORMANCE STANDARDS IN HIGHER EDUCATION: TRUTH AND CONSEQUENCES ; ABSTRACT ; INTRODUCTION ; DIRECTIONS OF CHANGE ; Trends for Individuals ; Trends for Business/Industry ; Trends for Education ; SETTING PERFORMANCE STANDARDS FOR INSTITUTIONS OF HIGHER LEARNING IN A CHANGED AND CHANGING WORLD ; Determining What New Knowledge to Introduce in the Curricula ; Setting Performance Standards |
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BALANCING STUDENT GOALS, EMPLOYER EXPECTATION, AND HIGHER EDUCATION PERFORMANCE STANDARDS Student Perspectives ; Student/Faculty Interactions ; Faculty Perspectives; Employer Perspectives ; The Dilemma; CONCLUSION ; REFERENCES ; ACADEMIC GRADES AND MOTIVATION IN HIGH SCHOOL SCIENCE CLASSROOMS AMONG MALE AND FEMALE STUDENTS: ASSOCIATIONS WITH TEACHERS' CHARACTERISTICS, BELIEFS, AND PRACTICES ; ABSTRACT ; MOTIVATIONAL PROCESSES AND GENDERIN HIGH SCHOOL SCIENCE CLASSES ; TEACHER BELIEFS ABOUT GENDER AND SCIENCE ; TEACHERS' INTERACTION PATTERNS WITH MALE AND FEMALE STUDENTS |
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Teacher Beliefs and PracticesStudy Goals ; METHOD ; Context ; Participants ; Students ; Teachers ; Data Collection and Measures ; Student Outcomes ; Teacher Student Interactions ; Teacher Beliefs ; RESULTS ; Gender Comparisons on Science-related Outcomes ; Teacher Beliefs ; Explicit Beliefs about Gender ; Implicit Beliefs about Gender; Observations of Classroom Practices ; Observation Rating Indicators ; Who Teachers Talked to and with What Purpose; Initiators of Verbal Interaction ; Alignment of Beliefs and Practices; DISCUSSION ; REFERENCES |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on print version record and CIP data provided by publisher |
| Subject |
Academic achievement.
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College students -- Psychology.
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Women college students.
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students.
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EDUCATION -- Higher.
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Academic achievement
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College students -- Psychology
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Women college students
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| Form |
Electronic book
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| Author |
Haumann, Rolf, editor
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Zimmer, George, 1968- editor.
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| LC no. |
2020679319 |
| ISBN |
9781624178894 |
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1624178898 |
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