Promise and Paradox

By Martin R. West, M. Kraft, Amy S. Finn, Rebecca E. Martin, Angela L. Duckworth, C. Gabrieli, John D. E. Gabrieli. 2016

267 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/aeeec31329ed2f098cbbfe4680d62fbd1da7ce34

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Role of Grit in Education: A Systematic Review (2018, background): “In the study by West et al. (2016) which examined relationships between non-cognitive skills and academic achievement in charter and district school students, grit was positively related with math and ELA test scores, as well as attendance and behavior at the student level.”
Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies (2017, methodology): “However, we do know that grit and growth mindset are negatively correlated with absences and suspensions and positively correlated with GPA among upper elementary and middle school students (West 2016; West et al. 2016).”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, methodology): “We calculate gain scores as the residual from a simple model where students’ test scores (time t) are regressed on our vector of cubic functions of prior test scores in mathematics and ELA (time t – 1), following West et al. (2016).”
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT (2020, background): “…2018) and in SLA studies (Teimouri et al., 2020; Wei et al., 2019), there are other studies that failed to find such a significant positive relationship (Bazelais et al., 2016; Ivcevic&Brackett, 2014;West et al., 2016) or reported low, negative, and nonsignificant relations (Usher et al., 2019).”
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes (2017, background): “In addition, classroom fixed effects should largely eliminate reference group bias, which tends to hamper the ability to draw conclusions from student surveys across settings (West et al., 2016).”
Associations Between Grit, Motivation, and Achievement in High School Students (2017, background): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. as children get older (see Wigfield et al., 2016 for review).”