19
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: not found
      • Article: not found

      Advancing the Science and Practice of Social and Emotional Learning : Looking Back and Moving Forward

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Related collections

          Most cited references84

          • Record: found
          • Abstract: found
          • Article: found

          Executive Functions

          Executive functions (EFs) make possible mentally playing with ideas; taking the time to think before acting; meeting novel, unanticipated challenges; resisting temptations; and staying focused. Core EFs are inhibition [response inhibition (self-control—resisting temptations and resisting acting impulsively) and interference control (selective attention and cognitive inhibition)], working memory, and cognitive flexibility (including creatively thinking “outside the box,” seeing anything from different perspectives, and quickly and flexibly adapting to changed circumstances). The developmental progression and representative measures of each are discussed. Controversies are addressed (e.g., the relation between EFs and fluid intelligence, self-regulation, executive attention, and effortful control, and the relation between working memory and inhibition and attention). The importance of social, emotional, and physical health for cognitive health is discussed because stress, lack of sleep, loneliness, or lack of exercise each impair EFs. That EFs are trainable and can be improved with practice is addressed, including diverse methods tried thus far.
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Development and validation of the short grit scale (grit-s).

            In this article, we introduce brief self-report and informant-report versions of the Grit Scale, which measures trait-level perseverance and passion for long-term goals. The Short Grit Scale (Grit-S) retains the 2-factor structure of the original Grit Scale (Duckworth, Peterson, Matthews, & Kelly, 2007) with 4 fewer items and improved psychometric properties. We present evidence for the Grit-S's internal consistency, test-retest stability, consensual validity with informant-report versions, and predictive validity. Among adults, the Grit-S was associated with educational attainment and fewer career changes. Among adolescents, the Grit-S longitudinally predicted GPA and, inversely, hours watching television. Among cadets at the United States Military Academy, West Point, the Grit-S predicted retention. Among Scripps National Spelling Bee competitors, the Grit-S predicted final round attained, a relationship mediated by lifetime spelling practice.
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Psychosocial resilience and protective mechanisms.

              The concept of mechanisms that protect people against the psychological risks associated with adversity is discussed in relation to four main processes: reduction of risk impact, reduction of negative chain reactions, establishment and maintenance of self-esteem and self-efficacy, and opening up of opportunities. The mechanisms operating at key turning points in people's lives must be given special attention.
                Bookmark

                Author and article information

                Journal
                Review of Research in Education
                Review of Research in Education
                American Educational Research Association (AERA)
                0091-732X
                1935-1038
                December 22 2016
                March 2016
                December 22 2016
                March 2016
                : 40
                : 1
                : 644-681
                Affiliations
                [1 ]American Institutes for Research
                [2 ]Yale Center for Emotional Intelligence and Yale Child Study Center
                [3 ]Harvard University
                [4 ]Collaborative for Academic, Social, and Emotional Learning, Chicago
                [5 ]University of Illinois at Chicago
                Article
                10.3102/0091732X16673595
                d82060ee-7907-4b97-b668-9182a8016dfe
                © 2016

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

                History

                Comments

                Comment on this article