Goal Frustration in Academic Achievement Settings (eBook)

This book provides in-depth description, explanation, and discussion of goal frustration. It brings together a repertoire of perspectives and strategies that educators and scholars from diverse educational contexts have conceptualized and/or implemented in order to monitor, control, or overcome the occurrence of frustration. This book describes the new technologies can be applied in the conceptualization and operationalization of goal frustration. It also discusses the strategies and pedagogies we can use to cope with this emotion.  This book offers evidence-based reports of goal frustration as well as data-driven approaches by presenting both theoretical account and empirical evidence that are grounded in educational and psychological research. This work will appeal to a wider readership from practitioners, parents, to educational researchers.

Dr. Mingming Zhou is currently Associate professor in Faculty of Education at University of Macau (UM). She also serves as Director of Educational Research Center at UM. She received her Ph.D. in educational psychology from Simon Fraser University in Canada. Her research interests focus on goals, emotion, metacognition, identity, and other important psychological constructs related to education. She has thus far published nearly 90 peer-reviewed journal papers and received various awards from international conferences. She is also serving in the editorial team for major journals in the field of educational psychology, such as Educational Psychology, School Psychology International, and PlosOne.

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This book provides in-depth description, explanation, and discussion of goal frustration. It brings together a repertoire of perspectives and strategies that educators and scholars from diverse educational contexts have conceptualized and/or implemented in order to monitor, control, or overcome the occurrence of frustration. This book describes the new technologies can be applied in the conceptualization and operationalization of goal frustration. It also discusses the strategies and pedagogies we can use to cope with this emotion.  This book offers evidence-based reports of goal frustration as well as data-driven approaches by presenting both theoretical account and empirical evidence that are grounded in educational and psychological research. This work will appeal to a wider readership from practitioners, parents, to educational researchers.