Social Goals in the Classroom

Findings on Student Motivation and Peer Relations
1. Auflage 2019
ISBN: 978-1-138-60451-3
Verlag: Routledge

Buch, Englisch, 280 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 563 g

Social Goals in the Classroom is the first volume to comprehensively examine the variety of students’ non-academic goals and motivations within the classroom.

Each expertly written chapter defines and investigates a particular aspect of students’ social objectives before addressing related findings on academic performance, interpersonal outcomes, and directions for future research. Presented in three succinct and comprehensive parts, this book reviews, expands upon, and theoretically synthesizes current research on the many different social goals to offer readers a thorough understanding of non-academic desires and their consequences on learners’ educational experiences.

Situated in evidence-based theory as well as real-world contexts such as ethnicity, sexual orientation, and social media, this insightful collection—ideal for graduate students, teachers, and researchers—explores how students' social motives influence their academic performance and peer relationships.

Autoren/Hrsg.

Jones, Martin H.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Part I: Overview 1. The Social Side of Classrooms: Introducing Social Goals and the Book's Purpose 2. Social Goals: A Historical Overview Part II: Social Goals 3. Academic or Social Focus Toward School 4. Social Achievment Goals 5. Social Dominance Goals 6. Prosocial Goals 7. Revenge Goals 8. Cool Goals 9. Popularity/Antisocial Goals Part III: Social Goals in Context 10. Social Goals in Context: Asian Students 11. Social Goals in Context: African American Students 12. Social Goals in Context: Latinx Students 13. Social Goals in Context: Sexuality and Gender Diversity 14. Social Goals in Context: Social Media Part IV: In Conclusion 15. Social Goals: Conclusions and Future Directions

Über Autor(innen)

Martin H. Jones, PhD, is Associate Professor of Educational Psychology at the University of New Mexico, USA.