Psychology of Academic Cheating looks at personality variables of those likely to cheat, but also the circumstances that make one more likely than not to try cheating. Research on the motivational aspects of cheating, and what research has shown to prevent cheating is discussed across different student populations, ages and settings.
These findings are the basis for three hypotheses regarding students’ motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students’ perceived competence and the quality of the teacher-student relationship have a combined impact upon students’ autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students’ perceived competence and their subsequent motivation to autonomously engage with learning activities.
This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students’ engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.
Featured topics include:A genealogy of mindfulness, from original Buddhist texts to modern health applications.Implications for further research and advancement.Appendices of basic mindfulness exercises and activities.
A Mindfulness Intervention for Children with Autism Spectrum Disorders is a concise resource for researchers, clinicians and other scientist-practitioners, and graduate students in developmental psychology, social work, education, and related disciplines.
The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.
We have all experienced the connection between our mind and our gut—the decision we made because it “felt right”; the butterflies in our stomach before a big meeting; the anxious stomach rumbling when we’re stressed out. While the dialogue between the gut and the brain has been recognized by ancient healing traditions, including Ayurvedic and Chinese medicine, Western medicine has failed to appreciate the complexity of how the brain, gut, and more recently, the microbiome—the microorganisms that live inside us—communicate with one another. In The Mind-Gut Connection, Dr. Emeran Mayer, executive director of the UCLA Center for Neurobiology of Stress, offers a revolutionary look at this developing science, teaching us how to harness the power of the mind-gut connection to take charge of our health.
The Mind-Gut Connection shows how to keep the brain-gut communication clear and balanced to:
• heal the gut by focusing on a plant-based diet
• balance the microbiome by consuming fermented foods and probiotics, fasting, and cutting out sugar and processed foods
• promote weight loss by detoxifying and creating healthy digestion and maximum nutrient absorption
• boost immunity and prevent the onset of neurological diseases such as Parkinson’s and
• generate a happier mindset and reduce fatigue, moodiness, anxiety, and depression
• prevent and heal GI disorders such as leaky gut syndrome, food sensitivities and allergies, and IBS, as well as digestive discomfort such as heartburn and bloating
• and much more.
Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
Uniquely structured around the typical daily classroom practices of teachers, Classroom Motivation focuses on the practical applications of motivation research. The book is organized around actual research-based instructional practices that teachers use everyday in their classrooms, like the use of rewards, the grouping of students for learning activities, the nature of academic tasks, and the assessment of student learning. The book also examines the research base behind topics that are appealing to educators, including promoting self-esteem, providing students with autonomy, and holding high expectations. The new edition includes even more case-studies of actual classroom teachers and additional applications exercises.
From reviews of the book:
“The key strengths of this project include: an integrated, pragmatic approach to classroom motivation, valid scientific research, and a wide range of specific strategies and techniques to promote motivation. . . . This work is on-target as far as other texts . . . currently available for my course. Since most of my students are practicing educators, I find that the emphasis on application is invaluable. Students invariably wish to come away from a course with concrete skills. Classroom Motivation not only provides the skills, but the theory behind the skills.”
--Darren J. Akerman, University of New England
“The writing style of this textbook is exceptionally clear. Even the abstract and theoretical content are presented clearly and concisely, and often situated in engaging classroom scenarios that concretely illustrate the theoretical and applied concepts. Because the material is presented so clearly in this book, it would be appropriate for use with learners who come from diverse educational levels and professional backgrounds.”
--Jeffery Liew, Texas A&M University