This volume, featuring work by leading researchers in educational and developmental psychology, provides new perspectives on how and why children tend to thrive or fail at school. The individual chapters examine the unique roles of peers and teachers in communicating and reinforcing school-related attitudes, expectations, and definitions of self. The relation of children's school adjustment to school motivation, interpersonal functioning, and social skillfulness are also explored. The developmental and social perspectives on motivation and achievement presented in this text provide fresh insights into the complex processes that contribute to success in school. This is important reading for educators and psychologists who work with children.