Emotion regulation at school. Proactive coping, achievement goals, and school context in explaining adolescents' well-being and school success.

Autor/in	Zhao, Yanhua
Titel	Emotion regulation at school. Proactive coping, achievement goals, and school context in explaining adolescents' well-being and school success.
Quelle	München: Utz (2012), 142 S.Verfügbarkeit Zugl.: München, Univ., Diss., 2012.
Reihe	Münchner Beiträge zur Bildungsforschung. 21
Beigaben	grafische Darstellungen; Literatur- und URL-Angaben S. 113-125
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-8316-4180-3; 978-3-8316-4180-2
Schlagwörter	Kompetenz; Empirische Untersuchung; Fragebogenerhebung; Strukturgleichungsmodell; Validität; Bewältigung; Emotion; Emotionale Intelligenz; Kognitiver Prozess; Wohlbefinden; Exploration; Schule; Schuljahr 10; Schulkultur; Sekundarstufe II; Lehramtsstudent; Schüler; Schulerfolg; Motivation; Gleichung (Math); Definition; Hochschulschrift; Leistung; Modell; Regulation; Jugendlicher; Junger Erwachsener; Student; China
Abstract	This book represents a framework of how do given emotion-related factors protect adolescents from negative emotion experiences and foster their psychological functions and achievement. Its effective use of structure equation modeling method provides a powerful demonstration of the possible predictors and accelerators of teenagers' subjective well-being. In addition, this work composes a picture of the overall school effect on adolescents' excellent performance together with some practical suggestions for promoting school effectiveness. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1