Selfregulated Learning And Academic Achievement

This book is a compilation of current scientific information about the challenges that students, families and teachers face regarding health and academic achievements. This book will be of interest to readers from broad professional fields, non-specialist readers, and those involved in education policy.

The book provides recent reflections on the quality of informal learning environments in preschool-aged children, the acceptance of employing online education professionals, the mental health of teachers and students, and the challenges posed by current teaching and learning strategies during COVID-19. This book addresses the importance of wellbeing in education.

This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement.

Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently.