Motivational Science: Social and Personality Perspectives: Key Readings (Key Readings in Social Psychology)

Motivational Science: Social and Personality Perspectives: Key Readings (Key Readings in Social Psychology) Review

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Motivational Science: Social and Personality Perspectives: Key Readings (Key Readings in Social Psychology) Feature

The reader begins with an original paper by the editors that introduces the social-personality perspective on motivational science and provides an integrated review of empirical and theoretical contributions. Major issues in motivational science are identified that form the basis for the organization of the book. Each section of the book also has a brief introduction, suggested additional readings, and questions for discussion.

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Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (Educational Psychology Series)

Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (Educational Psychology Series) Review

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Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (Educational Psychology Series) Feature

The central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related.

Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development:
*represents a new direction in theory and research on intellectual functioning and development;
*portrays human intelligence as fundamentally constrained by biology and adaptive needs but modulated by social and cultural forces; and
*encompasses and integrates a broad range of scientific findings and advances, from cognitive and affective neurosciences to cultural psychology, addressing fundamental issues of individual differences, developmental variability, and cross-cultural differences with respect to intellectual functioning and development.

By presenting current knowledge regarding integrated understanding of intellectual functioning and development, this volume promotes exchanges among researchers concerned with provoking new ideas for research and provides educators and other practitioners with a framework that will enrich understanding and guide practice.

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Philosophy of Sport: International Perspectives

Philosophy of Sport: International Perspectives Review

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Philosophy of Sport: International Perspectives Feature

The book Philosophy of Sport: International Perspectives represents the work of some of the leading moral and philosophical academics in the popular practice of sport. All contributors are scholars and researchers in the area of the Philosophy of Sport, a growing area of serious study within universities and colleges across the world. The contributors are also active members of the International Association for the Philosophy of Sport a worldwide organisation dedicated to the development of the philosophy of sport as a serious and influential area of academic study. The book adds to the growing literature, which focuses on rigorously examining the global significance that sport plays in the fabric of twenty-first century life. Articles within the book provide a diverse set of ideas related to sport from more familiar issue related to the ethics of performance enhancing substances and fair play, to issue of nationalism, and the way sport can contribute to human well-being.

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Stigma and Group Inequality: Social Psychological Perspectives (Claremont Symposium on Applied Social Psychology Series)

Stigma and Group Inequality: Social Psychological Perspectives (Claremont Symposium on Applied Social Psychology Series) Review

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Stigma and Group Inequality: Social Psychological Perspectives (Claremont Symposium on Applied Social Psychology Series) Feature

This book provides a snapshot of the latest theoretical and empirical work on social psychological approaches to stigma and group inequality. It focuses on the perspective of the stigmatized groups and discusses the effects of the stigma on the individual, the interacting partners, the groups to which they belong, and the relations between the groups.

Broken into three major sections, Stigma and Group Inequality:
*discusses the tradeoffs that stigmatized individuals must contend with as they weigh the benefits derived from a particular response to stigma against the costs associated with it;
*explores the ways in which environments can threaten one's intellectual performance, sense of belonging, and self concept; and
*argues that the experience of possessing a stigmatized identity is shaped by social interactions with others in the stigmatized group as well as members of other groups.

Stigma and Group Inequality is a valuable resource for students and scholars in the fields of psychology, sociology, social work, anthropology, communication, public policy, and political science, particularly for courses on stigma, prejudice, and intergroup relations. The book is also accessible to teachers, administrators, community leaders, and concerned citizens who are trying to understand and improve the plight of stigmatized individuals in school, at work, at home, in the community, and in society at large.

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Education, Gender And Anxiety (Feminist Perspectives on the Past and Present)

Education, Gender And Anxiety (Feminist Perspectives on the Past and Present) Review

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Education, Gender And Anxiety (Feminist Perspectives on the Past and Present) Feature

This interdisciplinary text explores the scope for applying psychoanalytical ideas to gender inequalities that are inherent in the educational system. Although modern education aims to egalitarian and meritocratic, it is still true that in most cases it does not improve the life chances of girls to the extent that it ought to, or does for boys. Based on literature gathered from North America, Europe and Britain, this text argues for an 'object relations' approach when analysing gender differences in subject choice and polarisation in reading, writing and drawing, and stresses the need to pay close attention to the unconscious processes which school settings mobilise. Analysing the concept of 'in Loco Parentis', it presents parenting as the emotional substructure of education, and suggests challenging areas for future empirical work.

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