Can Grit be Taught? Lessons from a Nationwide Field Experiment with Middle-School Students

[1]  A. Gopnik Childhood as a solution to explore–exploit tensions , 2020, Philosophical Transactions of the Royal Society B.

[2]  Clemens M. Lechner,et al.  New wine in an old bottle? A facet-level perspective on the added value of Grit over BFI–2 Conscientiousness , 2020, PloS one.

[3]  Alan Sánchez,et al.  The Power of Believing You Can Get Smarter: The Impact of a Growth-Mindset Intervention on Academic Achievement in Peru , 2020 .

[4]  Chris S. Hulleman,et al.  A national experiment reveals where a growth mindset improves achievement , 2019, Nature.

[5]  Ellen L. Usher,et al.  Perseverant grit and self-efficacy: Are both essential for children’s academic success? , 2019, Journal of Educational Psychology.

[6]  Lauren Eskreis-Winkler,et al.  Measuring Grit , 2019, European Journal of Psychological Assessment.

[7]  Michela Carlana Implicit Stereotypes: Evidence from Teachers' Gender Bias , 2019, The Quarterly Journal of Economics.

[8]  Natalia Millán,et al.  Breaking the Cycle of Roma Exclusion in the Western Balkans , 2019 .

[9]  Timothy D. Wilson,et al.  Wise Interventions: Psychological Remedies for Social and Personal Problems , 2018, Psychological review.

[10]  David S. Yeager,et al.  Reducing Inequality in Academic Success for Incoming College Students: A Randomized Trial of Growth Mindset and Belonging Interventions , 2018, Journal of research on educational effectiveness.

[11]  Brooke N. Macnamara,et al.  To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses , 2018, Psychological science.

[12]  E. Sturman,et al.  Development of the grit scale for children and adults and its relation to student efficacy, test anxiety, and academic performance , 2017 .

[13]  Peter D. Harms,et al.  Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature , 2017, Journal of personality and social psychology.

[14]  Eli Tsukayama,et al.  Using wise interventions to motivate deliberate practice. , 2016, Journal of personality and social psychology.

[15]  Sandor I. Karacsony,et al.  Being Fair, Faring Better: Promoting Equality of Opportunity for Marginalized Roma , 2016 .

[16]  Joseph P. Romano,et al.  Efficient Computation of Adjusted P-Values for Resampling-Based Stepdown Multiple Testing , 2016 .

[17]  C. Dweck,et al.  Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement , 2015, Psychological science.

[18]  J. Cȏté,et al.  Diversification and Deliberate Play during the Sampling Years , 2015 .

[19]  N. Guerra,et al.  Developing Social-Emotional Skills for the Labor Market: The Practice Model , 2014 .

[20]  Marc A. Brackett,et al.  Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability , 2014 .

[21]  Angela L. Duckworth,et al.  Self-Control in School-Age Children , 2014 .

[22]  Angela L. Duckworth,et al.  True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention among Novice Teachers , 2014, Teachers College record.

[23]  Susan Goldin-Meadow,et al.  Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later. , 2013, Child development.

[24]  C. Dweck,et al.  Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed , 2012 .

[25]  M. Matthews,et al.  The Role of Hardiness and Grit in Predicting Performance and Retention of USMA Cadets , 2012 .

[26]  Joshua Aronson,et al.  Stereotype threat impairs ability building: Effects on test preparation among women in science and technology , 2011 .

[27]  S. Graham,et al.  Latino adolescents' experiences of discrimination across the first 2 years of high school: correlates and influences on educational outcomes. , 2011, Child development.

[28]  Eli Tsukayama,et al.  Deliberate Practice Spells Success , 2011 .

[29]  Roland G. Fryer,et al.  An empirical analysis of ‘acting white’ , 2010 .

[30]  T. Schmader Stereotype Threat Deconstructed , 2010 .

[31]  Sian L. Beilock,et al.  Female teachers’ math anxiety affects girls’ math achievement , 2010, Proceedings of the National Academy of Sciences.

[32]  Chris S. Hulleman,et al.  Promoting Interest and Performance in High School Science Classes , 2009, Science.

[33]  J. García,et al.  Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap , 2009, Science.

[34]  A. Ryan,et al.  Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence. , 2008, The Journal of applied psychology.

[35]  K. A. Ericsson,et al.  Deliberate practice and acquisition of expert performance: a general overview. , 2008, Academic emergency medicine : official journal of the Society for Academic Emergency Medicine.

[36]  Michael Johns,et al.  Stereotype threat and executive resource depletion: examining the influence of emotion regulation. , 2008, Journal of experimental psychology. General.

[37]  Marci S. DeCaro,et al.  From poor performance to success under stress: working memory, strategy selection, and mathematical problem solving under pressure. , 2007, Journal of experimental psychology. Learning, memory, and cognition.

[38]  J. Gross,et al.  Signaling Threat , 2007, Psychological science.

[39]  C. Peterson,et al.  Grit: perseverance and passion for long-term goals. , 2007, Journal of personality and social psychology.

[40]  Lex Borghans,et al.  The Role of Noncognitive Skills in Explaining Cognitive Test Scores , 2006, SSRN Electronic Journal.

[41]  J. Heckman,et al.  The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior , 2006, Journal of Labor Economics.

[42]  L. R. Goldberg,et al.  THE STRUCTURE OF CONSCIENTIOUSNESS: AN EMPIRICAL INVESTIGATION BASED ON SEVEN MAJOR PERSONALITY QUESTIONNAIRES , 2005 .

[43]  Michael Inzlicht,et al.  Arousal and stereotype threat , 2005 .

[44]  Joshua Aronson,et al.  Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat , 2003 .

[45]  Joseph P. Romano,et al.  Exact and Approximate Stepdown Methods for Multiple Hypothesis Testing , 2003 .

[46]  Petra E. Todd,et al.  On the Specification and Estimation of the Production Function for Cognitive Achievement , 2003 .

[47]  John M. Darley,et al.  Stereotype Threat Effects on Black and White Athletic Performance , 1999 .

[48]  C. Steele,et al.  Stereotype threat and the intellectual test performance of African Americans. , 1995, Journal of personality and social psychology.

[49]  J. Connell,et al.  What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School , 1990 .

[50]  S. Fordham,et al.  Racelessness as a Factor in Black Students' School Success: Pragmatic Strategy or Pyrrhic Victory? , 1988 .

[51]  Timothy D. Wilson,et al.  Improving the academic performance of college freshmen: Attribution therapy revisited. , 1982 .

[52]  D. Rubin Estimating causal effects of treatments in randomized and nonrandomized studies. , 1974 .

[53]  E. S. Battle MOTIVATIONAL DETERMINANTS OF ACADEMIC TASK PERSISTENCE. , 1965, Journal of personality and social psychology.

[54]  J. W. Atkinson Motivational determinants of risk-taking behavior. , 1957, Psychological review.

[55]  J. Eccles,et al.  Motivational beliefs, values, and goals. , 2002, Annual review of psychology.

[56]  P. Quinn,et al.  Please Scroll down for Article Journal of Personality Assessment Development and Validation of the Short Grit Scale (grit-s) , 2022 .