Lisa Looney
Biographic Data
| ID | 9930849 |
|---|---|
| NAME | Lisa Looney |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Looney |
| SIGNATURE | LOONEY L |
| AFFILIATIONS | California State University, San Bernardino |
| ORCID | 0000-0002-9192-9872 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Supporting Learning Differences
A growing body of research demonstrates the effectiveness of computerized cognitive training (CCT) in building specific abilities (e.g., working memory) among school-age children. As a result, CCT is increasingly cited as a means to enhance and support students’ academic performance and school experience. However, many studies exploring CCT as an intervention have done so outside of the school setting, limiting its potential impact with regard to…
Social supports from teachers and peers as predictors of academic and social motivation
Adolescent Prosocial Behavior
Peer- and teacher-reported prosocial behavior of 339 6th-grade (11–12 years) and 8th-grade (13–14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit significantly predicted prosocial behavior, and goal pursuit provided a pathway by which reasons for behavior w…
No prominent works on this page.
Adolescent Prosocial Behavior
Peer- and teacher-reported prosocial behavior of 339 6th-grade (11–12 years) and 8th-grade (13–14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit significantly predicted prosocial behavior, and goal pursuit provided a pathway by which reasons for behavior w…
Social supports from teachers and peers as predictors of academic and social motivation
Supporting Learning Differences
A growing body of research demonstrates the effectiveness of computerized cognitive training (CCT) in building specific abilities (e.g., working memory) among school-age children. As a result, CCT is increasingly cited as a means to enhance and support students’ academic performance and school experience. However, many studies exploring CCT as an intervention have done so outside of the school setting, limiting its potential impact with regard to…
Psychology (3 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Social Psychology (2 works) · Academic achievement (1 work) · Behavioral Health and Interventions (1 work) · Bullying, Victimization, and Aggression (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Cognition (1 work) · Cognitive Abilities and Testing (1 work)