How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

By Paul Tough. 2012

381 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9ad928158e3db6ea3da620a39135ae790bd96f42

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In Education

Citations in the corpus

Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment. Research Paper. MET Project. (2013, neutral): “As summarized in Tough (2012), there has been a burgeoning interest in research and policy circles in so-called non-cognitive outcomes, reflected in student motivation and persistence.”
Promise and Paradox (2016, positive): “Understandably, popular interest in measuring and developing students’ non-cognitive skills has escalated (see, for example, Tough, 2012) 597298 EPAXXX10.”
Bridging the Gap Between Research and Practice: Predicting What Will Work Locally (2019, neutral): “…on learning (which seems sometimes to stem from implicit biases) can lead to overemphasizing discipline (e.g., some high-commitment ‘‘No Excuses’’ charter schools), to the detriment of socially disadvantaged students (see Brighouse & Schouten, 2011; Curto, Fryer, & Howard, 2011; Tough, 2013).”
Persevering with Positivity and Purpose: An Examination of Purpose Commitment and Positive Affect as Predictors of Grit (2016, positive): “As such, given the recent and widespread interest in grit research (see Tough 2012), research is needed not only to establish a relationship between grit and outcomes like positive affect or purpose, but also to demonstrate that these relations hold beyond just the Big Five, given that the Big Five…”
Development and Validation of the Mathematical Resilience Scale (2016, positive): “Both the media and scholarly researchers have recently increased their interest in the relationship of noncognitive traits such as grit and resilience to educational outcomes (Duckworth, Peterson, Matthews, & Kelly, 2007; Tough, 2012; Yeager & Dweck, 2012).”
Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students (2013, positive): “For example, our first hypothesized domain, belief-in-self, consists of core constructs drawn primarily from the social-emotional learning (SEL) literature: self-efficacy, self-awareness, and persistence (e.g., Durlak et al. 2011; Tough 2012).”
Associations Between Grit, Motivation, and Achievement in High School Students (2017, neutral): “…the past decade, the construct of “grit”— initially studied by Angela Duckworth and colleagues in 2007—has gained widespread national and international attention from researchers, policymakers, practitioners, and the popular press (e.g., Duckworth, 2016; Tough, 2012).”
Fostering and Measuring Skills: Interventions that Improve Character and Cognition (2013, positive): “Like KIPP, it attempts to cultivate character skills (Tough, 2012).”
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes (2017, positive): “Although the literature to date that attempts to demonstrate teachers’ impact on students’ noncognitive outcomes is nascent (Jennings & DiPrete, 2010; Ruzek, Domina, Conley, Duncan, & Karabenick, 2015), growing evidence validates the notion that skills and competencies other than standardized test p”
Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes (2015, neutral): “For example, some prefer—whereas others, with equal fervor, detest—the terms character (Berkowitz, 2012; Damon, 2010; Peterson & Seligman, 2004; Tough, 2013), character skills (Heckman & Kautz, 2014b), or virtue (Kristjánsson, 2013; for a review of moral character education, see Lapsley & Yeager, 20”