Учись как профи. 14 супернавыков, чтобы освоить все что хочешь

Junco R., Cotten S. R. The Relationship Between Multi-tasking and Academic Performance // Computers & Education. 2012. September. Vol. 59. № 2. Pp. 505–514 // dx.doi.org/10.1016/j.compedu.2011.12.023.

Onyper S. V., Carr T. L., Farrar J. S., Floyd B. R. Cognitive Advantages of Chewing Gum. Now You See Them, Now You Don’t // Appetite. 2011. October. Vol. 57. № 2. Pp. 321–328 // dx.doi.org/10.1016/j.appet.2011.05.313.

Orvell A., Vickers B. D., Drake B. et al. Does Distanced Self-Talk Facilitate Emotion Regulation Across a Range of Emotionally Intense Experiences? // Clinical Psychological Science. 2021. January. Vol. 9. № 1. Pp. 68–78 // dx.doi.org/10.1177/2167702620951539.

Rideout V., Robb M. B. The Common Sense Census: Media Use by Tweens and Teens // San Francisco: Common Sense Media, 2019 // commonsensemedia.org/sites/default/files/research/report/2019-census-8-to-18-full-report-updated.pdf.

Risko E. F., Buchanan D., Medimorec S., Kingstone A. Everyday Attention: Mind Wandering and Computer Use during Lectures // Computers & Education. 2013. October. Vol. 68. Pp. 275–283 // dx.doi.org/10.1016/j.compedu.2013.05.001.

Seli P., Risko E. F., Smilek D., Schacter D. L. Mind-Wandering with and Without Intention // Trends in Cognitive Sciences. 2016. August. Vol. 20. № 3. Pp. 605–617 // dx.doi.org/10.1016/j.tics.2016.05.010.

Smallwood J., Schooler J. W. The Science of Mind Wandering: Empirically Navigating the Stream of Consciousness // Annual Review of Psychology. 2015. January. Vol. 66. Pp. 487–518 // dx.doi.org/10.1146/annurev-psych-010814-015331.

Stothart C., Mitchum A., Yehnert C. The Attentional Cost of Receiving a Cell Phone Notification // Journal of Experimental Psychology: Human Perception and Performance. 2015. August. Vol. 41. № 4. Pp. 893–897 // dx.doi.org/10.1037/xhp0000100.

Uncapher M. R., Wagner A. D. Minds and Brains of Media Multitaskers: Current Findings and Future Directions // Proceedings of the National Academy of Sciences of the United States of America. 2018. October. Vol. 115. № 40. Pp. 9889–9896 // dx.doi.org/10.1073/pnas.1611612115.

Willingham D. T. The High Price of Multitasking // New York Times, July 14, 2019 // nytimes.com/2019/07/14/opinion/multitasking-brain.html.

Zanesco A. P., King B. G., MacLean K. A. et al. Meditation Training Influences Mind Wandering and Mindless Reading // Psychology of Consciousness: Theory, Research and Practice. 2016. March. Vol. 3. № 1. Pp. 12–33 // dx.doi.org/10.1037/cns0000082.

Глава 13

Arens K. A., Marsh H. W., Pekrun R. et al. Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks // Journal of Educational Psychology. 2017. July. Vol. 109. № 5. Pp. 621–634 // dx.doi.org/10.1037/edu0000163.

Brummelman E., Thomaes S. How Children Construct Views of Themselves: A Social-Developmental Perspective // Child Development. 2017. November — December. Vol. 88. № 6. Pp. 1763–1773 // dx.doi.org/10.1111/cdev.12961.

Dedonno M. A. The Influence of Family Attributes on College Students’ Academic Self-Concept // North American Journal of Psychology. 2013. March. Vol. 15. № 1. Pp. 49–62 // researchgate.net/publication/235986598.

Koivuhovi S., Marsh H. W., Dicke T. et al. Academic Self-Concept Formation and Peer-Group Contagion: Development of the Big-Fish-Little-Pond Effect in Primary-School Classrooms and Peer Groups // Journal of Educational Psychology. 2022. Vol. 114. № 1. Pp. 198–213 // dx.doi.org/10.1037/edu0000554.

Marsh H. W. Academic Self-Concept: Theory, Measurement, and Research // Psychological Perspectives on the Self. Vol. 4. The Self in Social Perspective, ed. by Jerry Suls. East Sussex, UK: Psychology Press, 2016. Pp. 71–110.

Marsh H. W., Pekrun R., Murayama K. et al. An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years // Developmental Psychology. 2018. February. Vol. 54. № 2. Pp. 263–280 // dx.doi.org/10.1037/dev0000393.

Tan C. Y., Lyu M., Peng B. Academic Benefits from Parental Involvement Are Stratified by Parental Socioeconomic Status: A Meta-analysis // Parenting: Science and Practice. 2020. Vol. 20. № 4. Pp. 241–287 // dx.doi.org/10.1080/15295192.2019.1694836.