Promoting Grit, Tenacity, and Perseverance - U.S. Department of ...

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Draft A Hypothesized Model This hypothesized model integrates findings from our interviews and six research reviews (or sets of reviews): 1. The 2012 report released by the University of Chicago Consortium on Chicago School Research presented a comprehensive review of the research literature on the role of noncognitive factors in shaping school performance (see Farrington et al., 2012). This report articulated a hypothesized model of noncognitive factors broadly and examined the research on how major categories of noncognitive factors—academic mindsets, academic perseverance, learning strategies, and social skills—influence academic behaviors and performance. We focus on the categories particularly relevant to the support and development of grit, tenacity, and perseverance. 2. The National Research Council’s 2012 report, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (NRC, 2012), includes a detailed literature review of the noncognitive factors. 3. Research reviews by Dweck and colleagues (2011), Yeager and Walton (2011), and Snipes and colleagues (2012) provide comprehensive overviews of the research on mindsets and interventions that are being tested to impact them. 4. Research and reviews by Duckworth and colleagues explore the various facets of effortful control across multiple populations and developmental stages (Duckworth & Allred, 2012; Duckworth & Kern, 2011; Duckworth, Peterson, Matthews, & Kelly, 2007; Duckworth, 2009, 2011). An additional review by Diamond and Lee (2011) lays out approaches for improving executive functions in the early school years. 5. The 2003 report Engaging Schools, released by the National Research Council and Institute of Medicine, provides a comprehensive review of the literature on fostering students’ motivation to learn (see National Research Council and Institute of Medicine, 2003). These factors are also directly applicable to promoting grit and persistence. Exhibit 4 presents the full model. In the following sections, we examine the research around each facet. At the end of the chapter, we will return to the model as a whole, discussing hypotheses about the relationships among each of the facets and contextual factors. 16
Draft Exhibit 4. Hypothesized model of grit, tenacity, and perseverance, and the contextual factors and psychological resources that promote them Students pursue a wide range of goals and encounter many different types of challenges and setbacks. Socio-cultural context can play an important role in determining what students value and want to accomplish, the types of challenges they face, and the resources to which they have access. Their perseverance may be directly influenced by contextual factors in the learning environment and can require engagement of important psychological resources— academic mindsets, effortful control, and strategies and tactics. 17
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Page 3 and 4: Draft Promoting Grit, Tenacity, and
Page 5 and 6: Draft Contents Executive Summary ..
Page 7 and 8: Draft Executive Summary How can we
Page 9 and 10: Draft What Are Grit, Tenacity, and
Page 11 and 12: Draft One important distinction tha
Page 13 and 14: Draft include those that help stude
Page 15 and 16: Draft Recommendation 2b: Technology
Page 17 and 18: Draft Conclusions and Recommendatio
Page 19 and 20: Draft 1. Introduction The test scor
Page 21 and 22: Draft schooling—mastering concept
Page 23 and 24: Draft implications for practices ar
Page 25 and 26: Draft Exhibit 1. Clusters of 21st-c
Page 27 and 28: Draft We must also consider that th
Page 29 and 30: Draft 2. What Are Grit, Tenacity, a
Page 31 and 32: Draft Resilience is another closely
Page 33: Draft For the purpose of this repor
Page 37 and 38: Draft • Timescale. Goals can be r
Page 39 and 40: Draft A Rigorous and Supportive Lea
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Page 43 and 44: Draft Effortful Control In Angela D
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Page 49 and 50: Draft 3. Measuring Grit, Tenacity,
Page 51 and 52: Draft Why Measure Grit, Tenacity, a
Page 53 and 54: Draft measured. Further, these reso
Page 55 and 56: Draft Exhibit 8. Items from a self-
Page 57 and 58: Draft Exhibit 9. Example of Charact
Page 59 and 60: Draft Behavioral Task Performance
Page 61 and 62: Draft Exhibit 10. A model developed
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Page 65 and 66: Draft Exhibit 12. Components of an
Page 67 and 68: Draft 4. Programs and Models for Le
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Page 71 and 72: Draft whether transferability may b
Page 73 and 74: Draft problems, manage time, monito
Page 75 and 76: Draft − Mental contrasting/implem
Page 77 and 78: Draft to get into college and gradu
Page 79 and 80: Draft KIPP (Knowledge is Power Prog
Page 81 and 82: Draft Hammond (2002) discusses ten
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Draft 5. Digital Learning Environme
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Draft Personalized Learning at Scal
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Draft • Digital learning environm
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Draft • Digital learning environm
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Draft 5. Conclusions and Recommenda
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Draft Research-Based Best Practices
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Draft supported to employ strategie
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Draft Recommendation 2b: Technology
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Draft in which students feel comfor
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Draft Limitations include short sch
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Draft Parents can also support chil
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Draft developing learning trajector
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Draft There is still much important
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Draft methodology, implementation r
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Draft Appendix: Expert Informants f
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Draft References Note: References m
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Draft Conati, C., & Maclaren, H. (2
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Draft Fredricks, J. A., Blumenfeld,
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Draft Mislevy, R. J., Steinberg, L.
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Draft Slagter, H. A., Davidson, R.
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