Psychosocial Skills and School Systems in the 21st Century Theory, R
This book provides a comprehensive overview and in-depth analysis of research on psychosocial skills, examining both theory and areas of application. It discusses students’ psychosocial skills both as components of academic success and desired educational
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Anastasiya A. Lipnevich Franzis Preckel Richard D. Roberts Editors
Psychosocial Skills and School Systems in the 21st Century Theory, Research, and Practice
The Springer Series on Human Exceptionality
Series Editors Donald H. Saklofske, Ph.D. Department of Psychology University of Western Ontario London, Canada Moshe Zeidner, Ph.D. Center for Interdisciplinary Research on Emotions Department of Human Development and Counseling Haifa University, Israel
More information about this series at http://www.springer.com/series/6450
Anastasiya A. Lipnevich • Franzis Preckel Richard D. Roberts Editors
Psychosocial Skills and School Systems in the 21st Century Theory, Research, and Practice
Editors Anastasiya A. Lipnevich Educational Psychology Queens College and the Graduate Center The City University of New York New York, NY, USA
Franzis Preckel Department of Psychology University of Trier Trier, Germany
Richard D. Roberts Center for Innovative Assessments Professional Examination Service New York, NY, USA
ISSN 1572-5642 The Springer Series on Human Exceptionality ISBN 978-3-319-28604-4 ISBN 978-3-319-28606-8 DOI 10.1007/978-3-319-28606-8
(eBook)
Library of Congress Control Number: 2016931335 © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland
Foreword
Remember the “Dead Poets Society”? An inspiring combination of wit, intelligence, motivation, and tragedy. Neil, Todd, Knox, and Charlie. Such a memorable amalgamation of similarities and differences, such a drama of intelligence and emotions. Such different outcomes. It is quite remarkable that the last two decades of studies performed at the crossroads of psychology and education have been dominated by constructs similar to those captured in so many stories depicted in the “Dead Poets Society,” many other movies an
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