05886oam 2200721I 450 991045297060332120200520144314.00-203-81383-91-283-89359-21-136-70288-110.4324/9780203813836 (CKB)2550000000710792(EBL)1101330(OCoLC)823389689(SSID)ssj0000831398(PQKBManifestationID)11470844(PQKBTitleCode)TC0000831398(PQKBWorkID)10890606(PQKB)10752411(MiAaPQ)EBC1101330(Au-PeEL)EBL1101330(CaPaEBR)ebr10640446(CaONFJC)MIL420609(OCoLC)823170122(EXLCZ)99255000000071079220180706d2013 uy 0engur|n|---|||||txtccrMotivation and learning strategies for college success a focus on self-regulated learning /Myron H. Dembo, Helena Seli4th ed.New York ;London :Routledge,2013.1 online resource (369 p.)Description based upon print version of record.0-415-89420-4 0-415-89419-0 Includes bibliographical references and indexes.Cover; Motivation and learning Strategies for College Success a Focus on Self-regulated learning; Copyright; Dedication; Brief Contents; Contents; Preface; Acknowledgments; Figure and Table Credits; Unit I: Foundations of Learning and Motivation; Chapter 1. Academic Self-regulation; What Is Academic Self-regulation?; What Is the Difference Between High School and College?; Why Are Some Students Less Successful Learners?; They Hold Faulty Beliefs About Their Ability, Learning, and Motivation; They Are Unaware of Their Ineffective Learning BehaviorThey Fail to Sustain Effective Learning and Motivational StrategiesThey Are Not Ready to Change Their Learning and Study Behavior; How Can I Manage My Academic Behavior?; Motivation; Methods of Learning; Use of Time; Physical and Social Environment; Monitoring Performance; The Six Components of Academic Self-regulation; Exercise 1.1: Self-observation: Assessing Your Self-regulatory Skills; How Can I Change My Behavior?; How Does Self-regulation Occur in an Academic Context?; Key Points; Follow-up Activities; Chapter 2. Understanding Motivation; Motivational ProblemsWhat Is Motivation and What Factors Influence It?Motivated Behaviors; Sociocultural Factors; Classroom Environmental Factors; Exercise 2.1: Self-observation: Analyzing My Personal and Sociocultural Background; Exercise 2.2: Self-observation: Analyzing Classroom Experiences; Internal Factors; Exercise 2.3: Possible Selves: My Hopes, Expectations, and Fears About the Future; Exercise 2.4: Identifying Mastery and Performance Goal Orientations; Am I Motivated to Change My Academic Behavior?; I Can't Change; I Don't Want to Change; I Don't Know What to Change; I Don't Know How to ChangeKey PointsFollow-up Activities; Chapter 3. Understanding Learning and Memory; Where Does Learning Take Place in the Brain?; Is Intelligence Fixed or Malleable?; Why Is a Growth Mindset More Beneficial Than a Fixed Mindset?; Exercise 3.1: Self-observation: Analyzing My Mindset; How Does the Information-processing System Explain Learning?; Short-term Sensory Store; Working Memory; Exercise 3.2: Demonstrating the Capacity of Working Memory; Long-term Memory; What Are the Flaws in Human Memory?; What Is the Difference Between Rote and Meaningful Learning?Which Learning Strategies Promote Learning and Retention?Rehearsal Strategies; Elaboration Strategies; Organizational Strategies; Exercise 3.3: Demonstrating the Importance of Categorizing Knowledge; Exercise 3.4: Identifying Learning Strategies; Key Points; Follow-up Activities; Unit II: Motivational Strategies; Chapter 4. Goal Setting; Exercise 4.1: Self-observation: Identifying Your Values; Why Is Goal Setting Important?; What Properties of Goals Enhance Motivation?; What Are the Steps in the Goal-setting Process?; Step 1: Identifying and Defining the GoalExercise 4.2: Writing Personal Goals"This popular text combines theory, research, and applications to teach college students how to become more self-regulated learners. Study skills are treated as a serious academic course of study. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom."Provided by publisher.College student orientationAchievement motivationLearning strategiesElectronic books.College student orientation.Achievement motivation.Learning strategies.378.1/98Dembo Myron H.998586Seli Helena998587MiAaPQMiAaPQMiAaPQBOOK9910452970603321Motivation and learning strategies for college success2290732UNINA00966cam0-22003011i-450 99000553616040332120240517113211.0000553616FED01000553616(Aleph)000553616FED0100055361619990604d1882----km-y0itay50------baitaITy-------001yy<<Il >>Pantheon e le terme di Agrippaprima relazione a sua eccellenza il Ministro della istruzione pubblicaRodolfo LancianiRomacoi tipi di Salviucci188242 p.30 cmEstr. da: Notizie degli Scavi, ottobre 1881Lanciani,Rodolfo<1845-1929>129616ITUNINARICAUNIMARCBK990005536160403321ARCH. X MISC. 19 (11)ARCH. 15394FLFBCXI I 22Sc. Ped. 2988FLFBCFLFBCPantheon e le terme di Agrippa610709UNINA03494nam 22006975 450 991083299940332120251116152152.0978373286821637328682149783839468210383946821310.1515/9783839468210(CKB)28742956900041(DE-B1597)659786(DE-B1597)9783839468210(MiAaPQ)EBC7294187(Au-PeEL)EBL7294187(OCoLC)1402140627(ScCtBLL)9cae4d96-c1d3-45be-b826-a3a2b815dddb(Perlego)4086146(EXLCZ)992874295690004120231201h20232023 fg gerur|||||||||||txtrdacontentcrdamediacrrdacarrierSuperhelden im Film Zur post-patriarchalen Utopie des Marvel Cinematic Universe /Peter Vignold1st ed.Transcript Verlag2023Bielefeld : transcript Verlag, [2023]©20231 online resource (306 p.)Film9783837668216 3837668215 Frontmatter -- Inhalt -- Einleitung: Was war der Superheldenfilm? -- TEIL I: Die maskuline Ästhetik des Marvel Cinematic Universe -- Einleitung -- »Is this a man?«: Iron Man (2008) -- ›Randian Hero‹ im neuen kalten Krieg: Iron Man 2 (2010) -- TEIL II: Der Tod des Patriarchats -- Einleitung -- Der Tod des Patriarchen: Captain America: Civil War (2016) -- Vom Scheitern toxischer Männlichkeit: Avengers: Infinity War (2018) -- Der Tod des Patriarchats: Avengers: Endgame (2019) -- TEIL III: Die post-patriarchale Utopie des Marvel Cinematic Universe -- Einleitung -- Rock is dead: Spider-Man: Far From Home (2019) -- Neue Männer braucht das Land: Black Widow (2021) -- Ausblick: Was ist der Superheld:innenfilm? -- Quellenverzeichnis -- Abbildungsnachweis -- DanksagungDer anhaltenden Diversifizierung des Superheld*innen-Genres in Film und TV geht eine Umbruchsphase voraus, in deren Fokus eine kritische Neuverhandlung von Männlichkeit(en) steht. Peter Vignold nähert sich diesem Umbruch aus einer gender- und medienkulturwissenschaftlichen Perspektive, die filmische Männlichkeit als Resultat medienästhetischer Prozesse begreift. Er interpretiert Marvels »Infinity Saga« als Geschichte von Vätern und Söhnen, die im symbolischen Tod des Patriarchats aufgeht. Im Fokus der Betrachtung steht der Film Iron Man und dessen Konstruktion als filmhistorisches Museum der Männlichkeiten, das sich aus der Geschichte Hollywoods speist.Film SeriesSOCIAL SCIENCE / Media StudiesbisacshDiversification.Father.Gender Studies.Gender.Masculinity.Media Aesthetics.Media Studies.Patriarchal.Popular Culture.Son.Superhero.SOCIAL SCIENCE / Media Studies.300Vignold Peterauthttp://id.loc.gov/vocabulary/relators/aut0Open Library Medienwissenschaft 2023fndhttp://id.loc.gov/vocabulary/relators/fndDE-B1597DE-B1597BOOK9910832999403321Superhelden im Film3656536UNINA