It is becoming increasingly clear that non-cognitive psychological processes are important for students' school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations - such as anxiety, confidence, self-efficacy, and self-concept - which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement, as these two self-beliefs are related to metacognitive processing - the awareness of what you know and what you do not know. Self-concept, meanwhile, tends to exert its influence on an individual's choice of tertiary level courses. This book suggests that by focusing on students' self-beliefs, the education system may be in a position to improve cognitive performance, since individual students' self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators. This book will be useful to educational researchers, school leaders, administrators, counsellors, and teachers, in guiding students' attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology.

It is becoming increasingly clear that non-cognitive psychological processes are important for students' school achievement, even to the point where their influence may be stronger than that exerted by the parents, teachers, or the school atmosphere itself. Non-cognitive psychological variables refer to varieties of self-beliefs and goal orientations - such as anxiety, confidence, self-efficacy, and self-concept - which are often seen as dispositional and motivational in nature. It is particularly important to highlight the role that confidence and self-efficacy play in school achievement, as these two self-beliefs are related to metacognitive processing - the awareness of what you know and what you do not know. Self-concept, meanwhile, tends to exert its influence on an individual's choice of tertiary level courses. This book suggests that by focusing on students' self-beliefs, the education system may be in a position to improve cognitive performance, since individual students' self-beliefs may be more malleable than the cognitive processes involved in acquiring academic knowledge. Focusing on these non-cognitive psychological processes is also likely to be more effective in improving performance than system-wide interventions involving changes in policy for both public and private sector educators. This book will be useful to educational researchers, school leaders, administrators, counsellors, and teachers, in guiding students' attitudes towards learning and school performance. It will also provide students in psychology and education with broad and nuanced insights into the drivers of school achievement. This book was originally published as a special issue of Educational Psychology.

This book presents selected papers from the 3rd Cultural DNA Workshop. Contributed by prominent computational design experts in the fields of mechanical engineering and architectural design, they mainly focus on the design process; shape grammars as a valuable tool; and the analysis of cultural values. The book offers readers fresh viewpoints on computational design. and helps researchers in academy and practitioners in industry to learn more evolved cultural DNA knowledge which is newly interpreted and conceptually reinforced in areas of mechanical engineering and architectural engineering.

This book presents selected papers from the 3rd Cultural DNA Workshop. Contributed by prominent computational design experts in the fields of mechanical engineering and architectural design, they mainly focus on the design process; shape grammars as a valuable tool; and the analysis of cultural values. The book offers readers fresh viewpoints on computational design. and helps researchers in academy and practitioners in industry to learn more evolved cultural DNA knowledge which is newly interpreted and conceptually reinforced in areas of mechanical engineering and architectural engineering.

This book explores the emerging concept of cultural DNA, considering its application across different fields and examining commonalities in approach. It approaches the subject from four different perspectives, in which the topics include theories, analysis and synthesis of cultural DNA artefacts. After an opening section which reviews theoretical work on cultural DNA research, the second section discusses analysis & synthesis of cultural DNA at the urban scale. Section three covers analysis & synthesis of cultural DNA artefacts, and the final section offers approaches to grammar-based cultural DNA research. The book places emphasis on two specific axes: one is the scale of the object under discussion, which ranges from the small (handheld artefacts) to the very large (cities); and the other is the methodology used from analysis to synthesis. This diverse approach with detailed information about grammar-based methodologies toward cultural DNA makes the book unique. This book will serve as a source of inspiration for designers and researchers trying to find the essence, archetype, and the building blocks of our environment for the incorporation of social and cultural factors into their designs.

This book explores the emerging concept of cultural DNA, considering its application across different fields and examining commonalities in approach. It approaches the subject from four different perspectives, in which the topics include theories, analysis and synthesis of cultural DNA artefacts. After an opening section which reviews theoretical work on cultural DNA research, the second section discusses analysis & synthesis of cultural DNA at the urban scale. Section three covers analysis & synthesis of cultural DNA artefacts, and the final section offers approaches to grammar-based cultural DNA research. The book places emphasis on two specific axes: one is the scale of the object under discussion, which ranges from the small (handheld artefacts) to the very large (cities); and the other is the methodology used from analysis to synthesis. This diverse approach with detailed information about grammar-based methodologies toward cultural DNA makes the book unique. This book will serve as a source of inspiration for designers and researchers trying to find the essence, archetype, and the building blocks of our environment for the incorporation of social and cultural factors into their designs.

This book constitutes selected papers of the 18th International Conference on Computer-Aided Architectural Design Futures, CAAD Futures 2019, held in Daejeon, Republic of Korea, in June 2019. The 34 revised full papers presented were carefully reviewed and selected from 194 submissions. The papers are organized in topical sections on theory, methodology and practice of architectural and interior design; support systems for design decisions; tools, methods and implementation of urban design; rethinking space and spatial behavior; fabrication and materialization; and shape studies.