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Livros sobre o tema "Social perception Motivation in education Self-perception"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 1 de fevereiro de 2022

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1

Patterson-Taylor, Joan. Free to be me: An "in-house" alternative approach to educating the "at-risk" child. Creative Program Designs, 1994.

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2

SAGE, self-awareness growth experiences. Jalmar Press, 1990.

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3

Martínez, Capitolina Díaz. El presente de su futuro: Modelos de autopercepción y de vida entre los adolescentes españoles. Siglo XXI de España Editores, 1996.

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4

Rosen, Jeffrey A. Noncognitive skills in the classroom: New perspectives on educational research. RTI Press, 2010.

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5

Solski, R. I'm important! T4T Learning Materials, 1989.

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6

Solski, R. I'm unique. T4T Learning Materials, 1990.

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7

Thompson, Margaret. "Me, I'm special!". T4T Learning Materials, 1988.

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8

Kondrat'ev, Sergey. Theory and practice of personalized learning. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1098272.

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The monograph presents the psychological theory and organization of personalized learning in general education schools. The concept of integrative subjectivity of a person as a form of reflexive and areflexive self-existence is considered as the psychological basis of personalized learning. The author characterizes the personality and the social individual in the light of the humanitarian Christian paradigm: reveals the phenomenology of integrative subjectivity, its structural organization, levels and forms of development of the individual and the social individual. From the standpoint of the

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9

The influence of coping strategies, performance and attributional feedback on skills, attributions and self-efficacy. 1987.

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10

Steven, Spencer, and Ontario Symposium on Personality and Social Psychology (9th : 2000 : University of Waterloo), eds. Motivated social perception. Lawrence Erlbaum, 2003.

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11

(Editor), Steven J. Spencer, Steven Fein (Editor), Mark P. Zanna (Editor), and James M. Olson (Editor), eds. Motivated Social Perception: The Ontario Symposium, Volume 9 (Ontario Symposium on Personality and Social Psychology//Ontario Symposium). Lawrence Erlbaum, 2002.

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12

Prescott, Anne P. The Concept of Self in Education, Family And Sports. Nova Science Publishers, 2006.

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13

Husseini, Salah-Dean. Narrative self exploration: The education of self-aware thinking. 2003.

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14

Ralf, Schwarzer, ed. Self-related cognitions in anxiety and motivation. L. Erlbaum Associates, 1986.

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15

Hunley, Sawyer. Social skills and social motivation as predictors of self concept in children. 1989.

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16

Inszenierung Und Optimierung Des Selbst Zur Analyse Gegenwrtiger Selbsttechnologien. Springer VS, 2013.

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17

1949-, Fox Kenneth R., ed. The physical self: From motivation to well-being. Human Kinetics, 1997.

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18

The Education of Haily Kendrick. Simon Pulse, 2011.

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19

The mediational role of social influence in the perception of exertion. 1985.

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20

Gibbs, John C. Moral Development and Reality. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190878214.001.0001.

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Moral Development and Reality explores the nature of morality, moral development, social behavior, and human connection. By comparing, contrasting, and going beyond the prominent theories mainly of Lawrence Kohlberg, Martin Hoffman, and Jonathan Haidt, the author addresses fundamental questions: What is morality, and how broad is the moral domain? Can we speak of moral development (Kohlberg, Hoffman), or is morality entirely relative to diverse cultures (Haidt)? What are the sources of moral motivation? What factors account for prosocial behavior? What are the typical social perspective-taking

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21

Alternative education: Adolescents' self-esteem, self-concept and social support. 1994.

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22

Hall, Linda R. Mathematics and science achievement in adolescence: The effects of life course goals and self-concept. 1997.

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23

1955-, Kernis Michael Howard, ed. Efficacy, agency, and self-esteem. Plenum Press, 1995.

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24

Gallagher, Kathleen. Drama and self-construction in a single-sex school for girls. 1998.

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25

Self-perception and motivational characteristics of tennis participants: The influence of age and skill. 1991.

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26

Self-perception and motivational characteristics of tennis participants: The influence of age and skill. 1990.

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27

Self-perception and motivational characteristics of tennis participants: The influence of age and skill. 1991.

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28

Self-perception and motivational characteristics of tennis participants: The influence of age and skill. 1991.

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29

Self-perception and motivational characteristics of tennis participants: The influence of age and skill. 1990.

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30

Self-perception and motivational characteristics of tennis participants: The influence of age and skill. 1990.

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31

Children's perceived physical competence at various types of physical activity. 1994.

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32

Refocusing the Self in Higher Education: A Phenomenological Perspective. Taylor & Francis Group, 2014.

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33

Sherman, Glen. Refocusing the Self in Higher Education: A Phenomenological Perspective. Taylor & Francis Group, 2016.

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34

Perceptions of success: Effects on causal attributions and intrinsic motivation. 1986.

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35

Perceptions of success: Effects on causal attributions and intrinsic motivation. 1988.

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36

Naugler, Jennifer-Jo Anne. A comparison of friendship patterns of children with physical disabilities in integrated and segregated school settings. 1998.

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37

The best possible answer. 2016.

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38

Purkey, William Watson. What Students Say to Themselves: Internal Dialogue and School Success. Corwin Press, 1999.

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39

What Students Say to Themselves: Internal Dialogue and School Success. Corwin Press, 1999.

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40

Perceptions of self and physical activity in a culturally diverse physical education class. 1991.

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41

Perceptions of self and physical activity in a culturally diverse physical education class. 1989.

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42

Perceptions of self and physical activity in a culturally diverse physical education class. 1991.

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43

H, Schunk Dale, and Meece Judith L, eds. Student perceptions in the classroom. L. Erlbaum, 1992.

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44

Holmes, Robyn M. Cultural Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.001.0001.

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Cultural psychology draws upon major psychological topics, theories, and principles to illustrate the importance of culture in psychological inquiry. It explores how culture broadly connects to psychological processing across diverse cultural communities and settings, highlighting its application to everyday life events and situations, and presenting culture as a complex medium in which individuals acquire skills, values, and abilities. One central theme is the view of culture as a mental and physical construct that individuals live, experience, share, perform, and learn; a second core theme i

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45

Spencer-Rodgers, Julie, and Kaiping Peng, eds. The Psychological and Cultural Foundations of East Asian Cognition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199348541.001.0001.

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The unprecedented economic growth in many East Asian societies in the few past decades have placed the region center stage, and increasing globalization have made East-West cultural understanding of even greater importance today. This book is the most comprehensive on East Asian cognition and thinking styles to date, and is the first to bring together a large body of empirical research on “naïve dialecticism” (Peng & Nisbett, 1999; Peng, Spencer-Rodgers, & Nian, 2006) and “analytic/holistic thinking” (Nisbett, 2003), theories in cultural psychology that stem from Richard Nisbett’s (200

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