Nowadays, society is constantly changing, and new ways of life are
being developed by due to nonstop technological advancements. This
generates changes in family, schools, the media, etc. New
technologies are creating virtual environments to manage learning
and academic achievement, and this is a new challenge to approach
formal and informal education. In the last few decades, teachers,
families, and educational administrators had very well-defined
fields of action and roles to play. Now, these roles are
disfigured, and influences from all agents are arguable and more
difficult to face. At this current stage, problems sometimes appear
that require different forms of intervention. Some of the problems
are violence towards people; child abuse; drug abuse at
increasingly early ages; integration problems due to immigration;
dropping out of school; and typical problems related to student
development, personality, disabilities, social and psychical
maladjustment, teenagers socioaffective relationships, etc.
Research on school success and failure has a long history, but
there is still no agreement concerning the prevalence of these
variables to explain academic achievement, the relationship between
those variables, and which other variables modulate their level of
impact. For many years, cognitive psychology has emphasized
cognitive function as the most relevant for learning in school.
However, recent studies highlight the importance of motivational
and affective functions in building consistent models to explain
learning and academic achievement. This change of perspective, from
the classical cognitive model to a self-regulated learning model,
has implied a new orientation in the research of the factors
involved in school success and failure. Self-regulated learning
models try to integrate students cognitive, socioaffective, and
behavioral aspects. These models describe the different components
involved in successful learning at all school stages, explaining
reciprocal relationships between those components and directly
relating learning to personal achievement, motivation, volition,
and emotions. With this new paradigm, students not only contribute
to strengthening their intelligence, but also their motivational
and emotional qualities, all related to achieving personal balance.
This book presents studies, ideas, and recommendations to shed
light on the complex educational world. Education has limits and
difficulties, but it is also the only instrument that can develop
students potential into personal success.
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