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 volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes - enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement.Three key issues are addressed: First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.Third, most of the attention to examining intellectual enhancement, and in accounting for and closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.Extending Intelligence: Enhancement and New Constructs is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes - enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement. Three key issues are addressed:
*First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.
*Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.
*Third, most of the attention to examining intellectual enhancement, and in accounting forand closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.
"Extending Intelligence: Enhancement and New Constructs" is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.