Learning to Think, Thinking to Learn: A Metacognitive Skills Program for Student Success is designed to help students develop resiliency, self-facilitation, initiation, and executive function skills that contribute to academic success. The text is built upon a strong model of executive function development within a metacognitive framework. It helps students develop behaviors critical to success, identify and leverage their unique strengths within their courses, and learn how to effectively overcome internal and external obstacles. Opening chapters introduce students to the unique framework for the text and explain how the workbook has been designed to foster academic success. The following parts guide students through a series of exercises that help them develop particular skills. In Part II, students hone the five skills in the executing group: initiating, planning, comprehending, monitoring, and evaluating. Part III introduces six additional skills: motivating, shifting, regulating, controlling, allocating, and task progressing. The final part focuses on the skills of self-reflection, self-correction, and resiliency. Providing students with a deeply reflective and highly interactive experience, Learning to Think, Thinking to Learn is an ideal resource for first-year orientation and student success courses and programs.

Offering a fresh approach to teaching introductory psychology, Constructing Meaning: An Introduction to Psychology provides a newly designed, scaffolded, applied learning approach to the foundational concepts of psychology. A constructivist pedagogy is the approach and framework for this work which facilitates encoding and retention with an emphasis on application. Beginning with essential concepts, the treatment of the content is succinct, conceptual, and practical, presenting an integrative flow of the material that allows students to build on previously acquired knowledge to construct knowledge and improve retention and learning. These distinctive approaches in the development of the topics allows learning to build upon previous learning, providing readers with multiple opportunities to apply theory and learn important terms and concepts. The chapters are designed to progress through neuroscience, behavioral psychology, cognition, emotion, social psychology, basic psychopathology, and therapeutic interventions. Each chapter in Constructing Meaning includes learning objectives, stop and think applications, definitions of key terms, mini quizzes, and other helpful learning aids. These tools provide an intuitive way for the learner to think about, comprehend, and apply psychology in a meaningful and instructive manner.

Success through Statistics: Applying Metacognitive Skills to Social Science Research encourages students to recognize and cultivate self-efficacy, self-monitoring, resilience, and other metacognitive and executive function skills to overcome internal and external obstacles related to the study of statistics. The text covers the concepts introduced in a foundational statistics course while simultaneously sharpening students' metacognitive skills to inspire new belief in themselves and nurture academic success. The opening chapters develop the metacognitive framework for the statistical concepts presented throughout. Later chapters familiarize readers with statistical research methods and designs and types of measurement and data. Students form a strong understanding of basic statistical concepts and learn how to develop and test a hypothesis. Dedicated chapters discuss normal distributions and measures of variability, simple statistics with two variables, correlations and the chi-square test of independence, analysis of variance, and multiple correlation and linear regression. The text concludes with a chapter about nonparametric tests. Applied learning exercises throughout reinforce the material and immerse students in the metacognitive framework. Innovative and approachable, Success through Statistics is an ideal text for foundational courses in the discipline.