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This book suggests that by focusing on non-cognitive psychological processes such as anxiety, confidence, self-efficacy, and self-concept, the education system may be in a position to improve school achievement. It was originally published as a special issue of Educational Psychology.

This book suggests that by focusing on non-cognitive psychological processes such as anxiety, confidence, self-efficacy, and self-concept, the education system may be in a position to improve school achievement. It is becoming increasingly clear that these processes can have more of an impact on academic performance than can teachers, parents, or the school atmosphere. Since these psychological factors may be more malleable than cognitive proc...