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

More documents

Recommendations

Info

Draft While self-discipline and self-control can seem like austere qualities, Duckworth emphasizes that they actually contribute to not only greater academic achievement but also greater well-being in general. For example, she cites the classic “marshmallow studies” by Walter Mischel in which preschoolers chose between eating one marshmallow right away and having two if they could wait. They found that the amount of time preschoolers could delay the impulse to eat a marshmallow placed in front of them was correlated not only with their SAT scores many years later, but also their emotional coping skills in adolescence (Mischel, Shoda, & Rodriguez, 1989). She later replicated this study and extended it to show that children who waited longer were happier, more relaxed, and better at handling stress (Duckworth, 2009). A natural question to ask is to what extent self-discipline and self-control are personality traits that are fairly stable over time or context, and to what extent they entail skills that can be developed. This question has been examined from multiple perspectives, ranging from longitudinal studies that track individuals over time or across contexts, to studies that have introduced interventions to alter executive function. As for most fundamental personality characteristics, evidence suggests that there can be powerful influences from both individual temperamental tendencies and situational factors, and that these capacities can be cultivated. For example, Moffit and colleagues (2011) show some longitudinal stability of self-control over time with long-term implications for physical health, substance dependence, personal finance and criminal offenses. Tsukayama, Duckworth, and Kim (2011) show that how impulsively individuals act within specific situations may be more closely related to how tempting they find specific impulsive behaviors rather than their general impulsivity. As we discuss in Chapter 4, there are a number of successful interventions for developing executive functions for children in preschool and elementary school. Strategies and Tactics No matter how productive their mindsets and focused their attention, students are more likely to persevere when their psychological resources include a toolkit of specific strategies and tactics to deal with challenges and setbacks. Moving into adulthood, such a toolkit will be important for the 21st-century workplace in which conditions tend to evolve rapidly and require complex, long-term collaborative problem-solving. Individuals need actionable skills for taking responsibility and initiative, and for being productive under conditions of uncertainty. For example, in our interview with executive talent developer Denise Brosseau, she emphasized that in the economic downturn in the early 2000s, the entrepreneurs who had the strongest strategies and tactics for dealing flexibly with adversity were the most likely to continue to thrive. We turn here to the research literatures on learning strategies, self-regulated learning, and metacognition. As Farrington et al. (2012) discuss, there is no single agreed-upon model for what the various learning strategies are, how they can be measured, their impacts on learning, or how 26
Draft they should be taught. However, there are many general themes that cut across the literature. For an extensive review, see the Handbook of Metacognition in Education (Eds. Hacker, Dunlosky, & Graesser, 2009). One general theme in the literature is that learning strategies encompass multiphase processes, involving some combination of goal-setting, planning, enacting, monitoring progress, and adjusting enactment. Exhibit 6 lays out a general four-phase model of learning strategies to support perseverance in the face of challenge. The phases are drawn from Winne and Hadwin’s (1998) model of self-regulated learning and are adapted specifically for perseverance, drawing on additional work by Snipes et al. (2012), Farrington et al. (2012), and Duckworth, Grant, Lowe, Oettingen, & Gollwitzer (2011). Phases are recursive, not necessarily linearly executed. Exhibit 6. A general model of learning strategies to support persistence in the face of challenge Phase Name Examples of types of strategies and tactics 1 Definition of Task 2 Goals and Plans Construct full definition of the task. Consider what is known and unknown about it. Consider how difficult it will be and potential challenges. Set specific goal(s). Set specific criteria for knowing when goal(s) are achieved. Formulate specific actionable plans to achieve goal(s). Formulate tactics for dealing with challenges. 3 4 Enactment and Monitoring Deliberation and Adaptation Structure the environment so that it is favorable for executing plans. Execute plans. Manage time. Seek new information. Organize information and resources. Seek assistance from other people. Monitor progress relative to criteria for meeting goal(s). Adjust course of actions as necessary. Deliberate on effectiveness of plans and strategies. Reformulate task, goals, conditions, strategies, plans. Source: Adapted from Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Perseverance for any given goal may call for a particular subset of these phases and strategies. For example, in solving a difficult math problem, the task and goals may be well defined already, but monitoring of progress and adjusting courses of action may be essential. For a medium-term goal, such as completing a collaborative inquiry-based science project, and longer-term goals, 27
Page 1 and 2: Draft
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 and 34: Draft For the purpose of this repor
Page 35 and 36: Draft Exhibit 4. Hypothesized model
Page 37 and 38: Draft • Timescale. Goals can be r
Page 39 and 40: Draft A Rigorous and Supportive Lea
Page 41 and 42: Draft Psychological Resources That
Page 43: Draft Effortful Control In Angela D
Page 47 and 48: Draft can similarly impact whether
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
Page 63 and 64: Draft as fMRI, it is possible to ex
Page 65 and 66: Draft Exhibit 12. Components of an
Page 67 and 68: Draft 4. Programs and Models for Le
Page 69 and 70: Draft Exhibit 13. Summary of progra
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
Page 83 and 84: Draft receive year-round support an
Page 85 and 86: Draft 5. Digital Learning Environme
Page 87 and 88: Draft Personalized Learning at Scal
Page 89 and 90: Draft • Digital learning environm
Page 91 and 92: Draft • Digital learning environm
Page 93 and 94: Draft 5. Conclusions and Recommenda
Page 95 and 96:
Draft Research-Based Best Practices
Page 97 and 98:
Draft supported to employ strategie
Page 99 and 100:
Draft Recommendation 2b: Technology
Page 101 and 102:
Draft in which students feel comfor
Page 103 and 104:
Draft Limitations include short sch
Page 105 and 106:
Draft Parents can also support chil
Page 107 and 108:
Draft developing learning trajector
Page 109 and 110:
Draft There is still much important
Page 111 and 112:
Draft methodology, implementation r
Page 113 and 114:
Draft Appendix: Expert Informants f
Page 115 and 116:
Draft References Note: References m
Page 117 and 118:
Draft Conati, C., & Maclaren, H. (2
Page 119 and 120:
Draft Fredricks, J. A., Blumenfeld,
Page 121 and 122:
Draft Mislevy, R. J., Steinberg, L.
Page 123 and 124:
Draft Slagter, H. A., Davidson, R.
Page 125 and 126:
Draft 107
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?