Publication: Learning and Individual Differences

The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups

(2013)
Center Authors: Ivcevic, Z.

DOWNLOAD
http://ei.yale.edu/publication/can-attitude-self-estimates-ability-vary-across-ethnic-socioeconomic-groups/

This study examined group differences in the self-concept of intelligence and creativity. We compared self-concept of ability in relation to ethnic group membership (White, African American, and Hispanic) and social class (working class, middle class) in a large sample of undergraduate students (N = 3289). Results showed that both ethnicity and social class were related to self-estimates of ability (favoring White and middle class students), with group differences being stronger for intelligence than creative abilities. White middle class students showed an advantage in their self- concept of intelligence in comparison to minority working class students. For self-estimates of creativity, however, White middle class students showed an advantage only in relation to working class Hispanic, but not African American students.

Ivcevic, Z., & Kaufman, J. C. (2013). The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups. Learning and Individual Differences, 27, 144–148. DOI: 10.1016/j.lindif.2013.07.011

Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum

(2012)
Center Authors: Brackett, M. A., Rivers, S. E., Reyes, M. R., Salovey, P.

DOWNLOAD
http://ei.yale.edu/publication/enhancing-academic-performance-and-social-and-emotional-competence-with-the-ruler-feeling-words-curriculum/

Study showed that students in RULER Feeling Words Curriculum classrooms had higher year-end grades and higher teacher ratings of social and emotional competence compared to students in the comparison group.

Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22, 218-224. doi:10.1016/j.lindif.2010.10.002

Academic buoyancy and psychological risk: Exploring reciprocal relationships

(2013)
Center Authors: Brackett, M. A.
Topics:
DOWNLOAD
http://ei.yale.edu/publication/academic-bouyancy-and-psychological-risk-exploring-reciprocal-relationships/

Based on hypothesized reciprocal relations between psychological risk and academic buoyancy (dealing with ‘everyday’ academic setback in the ordinary course of school life), the present study used cross-lagged structural equation models to examine the relative salience of (1) prior academic buoyancy in predicting subsequent psychological risk and (2) prior psychological risk in predicting subsequent academic buoyancy.

Martin, A.J., Ginns, P., Brackett, M.A., Malmberg, L., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.