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Moving Forward Study Temperament (29 results)
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Condition: As New. Unread book in perfect condition.
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Moving Forward in the Study of Temperament and Early Education Outcomes: Mediating and Moderating Factors
Language: English
Published by Taylor & Francis Ltd, 2021
ISBN 10: 1032089601 ISBN 13: 9781032089607
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
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Moving Forward in the Study of Temperament and Early Education Outcomes : Mediating and Moderating Factors
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
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Moving Forward in the Study of Temperament and Early Education Outcomes : Mediating and Moderating Factors
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
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Moving Forward in the Study of Temperament and Early Education Outcomes
Seller: Ria Christie Collections, Uxbridge, United Kingdom
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Moving Forward in the Study of Temperament and Early Education Outcomes: Mediating and Moderating Factors
Language: English
Published by Routledge 2021-06-30, 2021
ISBN 10: 1032089601 ISBN 13: 9781032089607
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Moving Forward in the Study of Temperament and Early Education Outcomes: Mediating and Moderating Factors
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Add to basketPaperback. Condition: Brand New. 196 pages. 9.69x6.85x0.59 inches. In Stock.
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Moving Forward in the Study of Temperament and Early Education Outcomes : Mediating and Moderating Factors
Language: English
Published by Taylor & Francis Ltd, 2019
ISBN 10: 0367361892 ISBN 13: 9780367361891
Condition: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher | Keine Beschreibung verfügbar.
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Taschenbuch. Condition: Neu. Moving Forward in the Study of Temperament and Early Education Outcomes | Mediating and Moderating Factors | Cynthia L. Smith (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2021 | Routledge | EAN 9781032089607 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.
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Moving Forward in the Study of Temperament and Early Education Outcomes : Mediating and Moderating Factors
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
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Moving Forward in the Study of Temperament and Early Education Outcomes : Mediating and Moderating Factors
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Moving Forward in the Study of Temperament and Early Education Outcomes : Mediating and Moderating Factors
Language: English
Published by Taylor & Francis Ltd Sep 2019, 2019
ISBN 10: 0367361892 ISBN 13: 9780367361891
Buch. Condition: Neu. Neuware.
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PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
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Moving Forward in the Study of Temperament and Early Education Outcomes
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
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Condition: New. PRINT ON DEMAND.
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Moving Forward in the Study of Temperament and Early Education Outcomes
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Seller rating 5 out of 5 stars
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book furthers understanding of how child temperament is linked to educational outcomes through mediating and moderating factors.As the importance of socio-emotional development for educational outcomes is increasingly recognized, understanding the influence that children's temperament-which includes their emotional reactivity and regulation of emotions, cognitions, and behaviors-can have on educational factors, such as school readiness and academic achievement, is crucial. First, the chapters in this book examine pathways connecting temperament with educational outcomes; for example, one study reports that toddler negative affect predicted executive functioning, which then predicted achievement at age six. The second way that chapters in this book examine links between temperament and education is by identifying factors that make associations between temperament and educational outcomes more salient; for example, findings from one study show that shyness and negative emotion were more strongly associated with lower academic achievement only when children received fewer than nine hours of sleep each night, highlighting the importance of sleep.By examining pathways through which temperament exerts effects on educational outcomes (i.e., mediators), or factors that modify associations between temperament and educational outcomes (i.e., moderators), the potential for interventions aimed at improving early educational outcomes can be fully realized.This book was originally published as a special issue of Early Education and Development. 196 pp. Englisch.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book furthers understanding of how child temperament is linked to educational outcomes through mediating and moderating factors.As the importance of socio-emotional development for educational outcomes is increasingly recognized, understanding the influence that children's temperament-which includes their emotional reactivity and regulation of emotions, cognitions, and behaviors-can have on educational factors, such as school readiness and academic achievement, is crucial. First, the chapters in this book examine pathways connecting temperament with educational outcomes; for example, one study reports that toddler negative affect predicted executive functioning, which then predicted achievement at age six. The second way that chapters in this book examine links between temperament and education is by identifying factors that make associations between temperament and educational outcomes more salient; for example, findings from one study show that shyness and negative emotion were more strongly associated with lower academic achievement only when children received fewer than nine hours of sleep each night, highlighting the importance of sleep.By examining pathways through which temperament exerts effects on educational outcomes (i.e., mediators), or factors that modify associations between temperament and educational outcomes (i.e., moderators), the potential for interventions aimed at improving early educational outcomes can be fully realized.This book was originally published as a special issue of Early Education and Development.
