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| Contributors | |
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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Introductory Chapter | |
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| Self and Self-Belief in Psychology and Education: A Historical Perspective | |
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| Historical Development of Research on the Self | |
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| The Insurgence of Behaviorist Theories | |
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| The Humanistic Revolt | |
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| The Cognitive Revolution | |
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| Return of Interest in the Self | |
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| Why the Resurgent Interest in Self-Beliefs Is Warranted | |
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| Revisiting and Extending Classic Lessons | |
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| The Pygmalion Effect and Its Mediating Mechanisms | |
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| Some Early Results | |
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| Teacher Expectation Effects | |
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| Replicability of Pygmalion Effects | |
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| The Four-Factor "Theory" | |
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| Messages That Motivate: How Praise Molds Students' Beliefs, Motivation, and Performance (in Surprising Ways) | |
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| The Role of Motivation in Achievement | |
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| The Role of Beliefs in Motivation: Overview of the Chapter | |
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| Students' "Theories of Intelligence" | |
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| Can Theories of Intelligence Be Changed? | |
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| Pygmalion and the Malleable Theory | |
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| Conclusion | |
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| The Paradox of Achievement: The Harder You Push, the Worse it Gets | |
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| Excellence in Education | |
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| A Motivational Analysis | |
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| Motivation and Learning Outcomes | |
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| What Leads Teachers to Control? | |
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| Conclusion | |
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| Improving the Academic Performance of College Students with Brief Attributional Interventions | |
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| Misattribution Research | |
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| Reattribution Interventions | |
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| Improving the Academic Performance of College Students | |
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| Recommendations for Educators | |
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| Self-Handicapping and School: Academic Self-Concept and Self-Protective Behavior | |
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| Self-Handicapping Motives | |
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| Individual Differences in Self-Handicapping Tendencies | |
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| Consequences of Self-Handicapping | |
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| Indications for the Classroom | |
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| The Wisdom of Practice: Lessons Learned from the Study of Highly Effective Tutors | |
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| Background | |
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| Studying "Expert" Tutors | |
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| Some General Preliminary Findings | |
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| The "Expert" Tutor | |
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| The INSPIRE Model | |
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| Summary | |
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| Implications | |
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| Students' Motivation During the Middle School Years | |
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| Biological and Cognitive Changes at Early Adolescence | |
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| Changes in Self-Concept and Motivation During Early Adolescence | |
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| The Middle-Grade School Transition and Student Motivation | |
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| Gender Differences in Motivation and Self-Concept at Early Adolescence | |
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| Self-Efficacy and Self-Regulated Learning: The Dynamic Duo in School Performance | |
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| Self-Efficacy | |
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| Self-Regulated Learning | |
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| Implications for Teachers | |
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| Conclusion | |
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| Building Empathy, Compassion, and Achievement in the Jigsaw Classroom | |
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| Taking a Close Look at the Classroom Atmosphere | |
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| Changing the Classroom Atmosphere | |
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| The Jigsaw Classroom | |
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| Cooperation: Jigsaw and Basketball | |
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| Long-Term Effects? | |
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| A Postscript | |
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| Intelligence is not Just Inside the Head: The Theory of Successful Intelligence | |
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| Inadequacy of Conventional Notions of Intelligence | |
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| Three Aspects of Successful Intelligence | |
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| Conclusion | |
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| Current Lessons | |
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| Being and Becoming a Good Person: The Role of Emotional Intelligence in Moral Development and Behavior | |
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| What is Emotional Intelligence? | |
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| A (Very) Brief History of Moral Psychology and Emotion | |
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| Perceiving and Appraising Emotions | |
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| Emotions That Help Us Think | |
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| Employing Emotional Knowledge | |
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| Effectively Regulating Emotions in Ourselves and in Others | |
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| A Word About Moral Principles | |
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| Moral Education | |
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| Conclusion | |
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| Mozart and the Mind: Factual and Fictional Effects of Musical Enrichment | |
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| School District of Kettle-Moraine Study | |
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| Theoretical Interpretations | |
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| The Link Between Music and Math | |
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| Implications for Public Policy | |
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| Stereotype Threat: Contending and Coping with Unnerving Expectations | |
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| Stereotype Threat | |
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| Contending with Stereotype Threat | |
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| Coping with Stereotype Threat | |
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| Reducing Stereotype Threat: What Teachers Can Do | |
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| Conclusion | |
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| A Barrier of Mistrust: How Negative Stereotypes Affect Cross-Race Mentoring | |
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| Stigmatization Impedes the Establishment of Trust | |
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| Mistrust Undermines Motivation and Performance | |
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| Allaying Stigmatization Enhances Motivation and Performance | |
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| The Mentor's Dilemma: A Specific Application | |
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| Generalizing the Framework: Women Working in the Natural Sciences | |
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| The Other Side: Some Effects of Stigmatization on Teacher Feedback | |
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| Additional Strategies for Creating Trust | |
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| Conclusion | |
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| Toward A Resolution of An American Tension: Some Applications of the Helping Model of Affirmative Action to Schooling | |
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| Legal Manifestations of an American Tension | |
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| What Have We Learned from Attempts at School Desegregation? | |
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| What Have We Learned from Recent Attempts at Affirmative Action? | |
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| An Overview of the Helping Model of Affirmative Action | |
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| Affirmative Action as Help: A Donor's Perspective | |
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| Affirmative Action as Help: A Recipient's Perspective | |
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| Towards Cooperative and Democratic Help | |
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| A Democratic Vision for Schools | |
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| Social Exclusion in the Classroom: Teachers and Students as Agents of Change | |
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| Social Exclusion as a School Problem | |
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| Why are Children Excluded? | |
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| Current Interventions | |
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| Intervening in the Process of Exclusion | |
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| An Alternative Intervention Approach | |
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| Suggestions for Future Research and Classroom Practice | |
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| Postscript | |
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| Index | |