Self-Control in School-Age Children

Duckworth, Angela; Gendler, Tamar Szabó; Gross, James J.

doi:10.1080/00461520.2014.926225

Cited by 191 publications

(214 citation statements)

References 179 publications

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“…This indicates that knowledge building augmented by reflective assessment may have benefitted educationally disadvantaged students who are not typically successful in learning. This finding is consistent with the results of previous research, in which reflective assessment (White and Frederiksen 1998) and collaborative inquiry has been reported to positively influence students with low achievement (Duckworth et al 2014;So et al 2010;Zohar and Dori 2003). The findings have important implications for the design of technology-rich environments as metacognitive tools to support students with low achievement, and shed light on how teachers can use these tools to help learners to develop metacognitive skills by engaging in metacognitive practices.…”

Section: Discussionsupporting

confidence: 82%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

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This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed.

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Section: Discussionsupporting

confidence: 82%

Reflective assessment in knowledge building by students with low academic achievement

Yang

Aalst

Chan

et al. 2016

Intern. J. Comput.-Support. Collab. Learn

View full text Add to dashboard Cite

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“…Direct-system delivered prompts can be used to request that learners avoid expressing the way they feel or ignore their emotion, although these tend to be ineffective, heighten arousal, and are detrimental to learning and social interactions, the latter having negative implications for social emotions (Butler et al 2003;Chauncey-Strain and D'Mello 2015;Gross 2015;Levenson 1993, 1997). As such, we agree with Duckworth et al (2014) assertion that it is a strategy that is Bhardly strategic at all^(pp. 221).…”

Section: Integrating Proactive and Reactive Featuresmentioning

confidence: 51%

Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features

Harley

Lajoie

Frasson

et al. 2016

Int J Artif Intell Educ

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A growing body of work on intelligent tutoring systems, affective computing, and artificial intelligence in education is exploring creative, technology-driven approaches to enhance learners' experience of adaptive, positively-valenced emotions while interacting with advanced learning technologies. Despite this, there has been no published work to date that captures this topic's breadth. We took up this grand challenge by integrating related empirical studies and existing conceptual work and proposing a theoretically-guided taxonomy for the development and improvement of emotion-aware systems. In particular, multiple strategies system developers may use to help learners experience positive emotions are mapped out, including those that require different amounts and types of information about the user, as well as when this information is required. Examples from the literature are provided to illustrate how different emotionaware system approaches can be combined to take advantage of different types of data, both prior to and during the learner-system interaction. High-level system features that emotion-aware systems can tailor to learners in order to elicit positive emotions are also described and exemplified. Theoretically, the taxonomy is primarily informed by the control-value theory of achievement emotions (Pekrun 2006(Pekrun , 2011 and its assumptions about the relationship between distal and proximal antecedents and the elicitation and and Graesser (2015) and is intended to guide the design of emotion-aware systems that can foster positive emotions during learner-system interactions through the use of varied approaches, data sources, and design features.

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“…Though the study was conducted to measure retention, inferences can be made that satisfactory level of academic success and achievement was also gained. Similar to Duckworth andQuinn (2009), Eskreis-Winkler, Shulman, Beal, andDuckworth (2014) determined military candidates high in grit were more likely to succeed in Army Special Operations Forces (ARSOF) training than candidates with lower grit scores. In summary, students' high in grit may be stronger candidates for retention and success.…”

Section: Studies On Gritmentioning

confidence: 53%

“…For instance, when a gritty individual encounters a setback or obstacle to a goal, a superordinate goal impels that person to create new lower order goals (actions) to supersede the obstacle blocking the goal. In other words, when encountering an obstacle or unattainable goal, a gritty individual will identify a viable alternative to achieving that goal (Duckworth & Gross, 2014). Duckworth and Gross (2014) acknowledged that both self-control and grit require aligning actions with intentions, and stressed the importance of understanding different types of desired goals the constructs of grit and self-control is important to understanding grit as a predictive measure of academic success and achievement.…”

Section: Grit Versus Self-disciplinementioning

confidence: 99%

“…While high levels of grit do not necessarily predict equal engagement of passion and perseverance in all pursuits of life, grit has shown to be a valid measure for success and achievement in dominant long-term goals (Duckworth & Gross, 2014). Duckworth (2016) argued that grit is a greater predictor of success than talent and emotional intelligence; however, one cannot pursue GRAND CANYON UNIVERSITY becoming a great musician and at the same time a great reader, a great runner, a great cook, and a truth-seeker.…”

Section: Construct Of Gritmentioning

confidence: 99%

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