Transcription of Academic Tenacity - Stanford Graduate School of Education
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Academic Tenacity - Stanford Graduate School of Education
Academic Te n a c i t yMindsets and Skills that Promote Long-Term Learning Carol S. Dweck | Gregory M. Walton | Geoffrey L. Cohen Academic Tenacity | 1 Table of ContentsIntroduction 2 Defining Academic Tenacity 4 Measuring Tenacity and Its Effects on Achievement 5 Mindsets and Goals 5 Social Belonging 11 Self-Regulation and Self-Control 12 Interventions that Improve Academic Achievement by Developing Tenacity 14 Mindset Interventions 15 Social Belonging and Value Affirmation Interventions 17 Identity and Self-Relevance Interventions 19 Teaching Self-Regulation 21 Integrating Curricula with Practices that Promote Academic Tenacity 21 How Good Teachers and Schools Foster Academic Tenacity 22 Challenge 22
and the other becoming demoralized and giving up. 6 Such responses, in turn, affect students’ ability to learn over the long term. Research shows that non-cognitive factors are critical for ongoing academic success. These factors include students’ beliefs about themselves, their goals in school, their feelings of social belonging,
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