Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning.
This seminal article developed by the Stanford group of leading researchers in the area of cognitive and non-cognitive development of students discusses the importance of focusing on not only cognitive factors—what is taught and how it is taught—but also on psychological factors—motivational or non-cognitive factors—as critical to academic success and achievement in the labour market. The authors define the set of non-cognitive factors that promote success as “academic tenacity”. These psychological factors include students’ beliefs about themselves, their feelings about school, and their habits of self-control. “Motivating” students thus refers to fostering positive mind-sets and self-regulation strategies in students. The study suggests that educational interventions and initiatives that target these psychological factors can have transformative effects on students’ experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later. And the study discusses a few short interventions, randomized controlled trials, that have had long-term effects on academic tenacity, including mindset interventions such as the Stanford-based Brainology, social belonging and values affirmation interventions, identity and self-relevance interventions, and efforts to integrate practices that improve academic tenacity across the curriculum, including various ways to provide the requisite cognitive and motivational scaffolding.
Language – English
Author(s)/Editor(s)/Director(s) – Dweck, Carol, Walton, G.M., & Cohen, G.L..,
Access Location(s) – PDF
Publisher/Producers – The Gates Foundation
Year of Publishing/Release-2014
User – Students, Teachers, Educators, Parents, School Leaders, Professional Development, Trainers
Level – Undergraduate, Post-Graduate, School, College, Senior Secondary, Pre-service, In-service