TheMarshmallowTest:WhataretheNon-Cogni6veSkills
thatDriveSuccess?
§ Changingeduca6onal,economic,andpsychologicalbackgrounds
§ CSSfundamentalassump6onsandourworkasaschool
§ Whatdoestheresearchsay?§ Howcanwe(asparentsandeducators)influencenon-
cogni6veskills?§ HowdotheseideasguideourprogramatCSS?
YongZhao
YongZhao
Mul6pleIntelligences
Mul6pleIntelligences
Atheoryofmo+va+onbyStevenReiss
1. Acceptance-theneedtobeappreciated
2. Curiosity,theneedtogainknowledge
3. Ea6ng,theneedforfood4. Family,theneedtotakecareof
one’soffspring5. Honor,theneedtobefaithfultothe
customaryvaluesofanindividual’sethnicgroup,familyorclan
6. Idealism,theneedforsocialjus6ce7. Independence,theneedtobe
dis6nctandself-reliant
8.Order,theneedforprepared,established,andconven6onalenvironments9.Physicalac6vity,theneedforworkoutofthebody10.Power,theneedforcontrolofwill11.Romance,theneedforma6ngorsex12.Saving,theneedtoaccumulatesomething13.Socialcontact,theneedforrela6onshipwithothers14.Socialstatus,theneedforsocialsignificance15.Tranquility,theneedtobesecureandprotected
RearWheelSkills:Technicalknowledgeandexperience(the“whatyoucando”),usuallymeasurableandquan6fiableGradesScoresTitlesAwardsAc6vi6esAccomplishments
NACACStateofCollegeAdmissions2011Na6onalAssocia6onforCollegeAdmissionCounseling
1. GradesinCollegePrep 83.4%2. StrengthofCurriculum 65.7%3. AdmissionsTestScores 59.3%4. GradesinAllCourses 46.2%5. Essay 26.6%6. DemonstratedInterest 23.0%7. ClassRank 21.8%8. CounselorLeger 19.4%9. TeacherRec(s) 19.0%10. AP/IBScores 9.6%11. Interview 9.2%12. ExtracurricularAc6vi6es 7.4%
Recenttrends
• AccordingtoresearchersatUCLA,whichhasbeensurveyingfreshmanclassesforfivedecades,theemo6onalhealthofincomingstudentsisatitslowestpointin30years.
• Fortheir2014study,researchersaskedmorethan153,000firstyearstudentstoassesstheiroverallmentalhealth—andpar6cipantsrateditatthelowestlevelthatUCLAhaseverrecorded.Nearlyonein10studentssaidtheyfrequentlyfeltdepressed.
Recenttrends
• Nearlyoneinsixcollegestudentshasbeendiagnosedwithortreatedforanxietywithinthelast12months,accordingtotheannualna6onalsurveybytheAmericanCollegeHealthAssocia6on.
• Millennialsfacehigheruniversitytui6onsandstudentloandebtthaneverbefore,aswellass6ffercompe66onwhentheyentertheworkforce.
FrontWheelSkills:Abilitytosteerandnavigate(the“Howareyougoingtoaccomplishthings”),intangiblequali>esandbehaviors• Ini6a6ve• Communica6onskills• Leadership• Willingnesstobeled• Collabora6veskills• Personality• PersonalEnergy• Respectfromothers
WalterMischel’sMarshmallowTest
MarshmallowTest
• Intheearly1960satStanfordUniversity’sBingNurserySchool,Mischelandhisgraduatestudentsgavechildrenthechoicebetweenonereward(likeamarshmallow,pretzel,ormint)theycouldeatimmediately,andalargerreward(twomarshmallows)forwhichtheywouldhavetowaitalone,forupto20minutes.
MarshmallowTest
30yearslater,MischelandhisteamfollowedupwiththeBingpreschoolersandfoundthatchildrenwhohadwaitedforthesecondmarshmallowgenerallyfaredbegerinlife.Forexample,studiesshowedthatachild’sabilitytodelayea6ngthefirsttreatpredicted• higherSATscores• lowerbodymass
MythoftheMarshmallow?
Buttherehasbeencri6cismofMischel’sfindings,too,specifically:• thathissamplesaretoosmall/homogenoustosupportsweepingscien6ficconclusions.
• thattheMarshmallowTestactuallymeasurestrustinauthority,not,asitclaims,theabilitytositinaseatandreachagoal,despiteobstacles.
Sources• PaulToughHowChildrenSucceed
PaulTough
Cogni+vehypothesisValuestheintelligencethatismeasuredonI.Q.tests,includingtheabili6esto• recognizelegersandwords• calculate• detectpagernsandbelievesthatthebestwaytodeveloptheseskillsistoprac6cethemasmuchaspossible,beginningasearlyaspossible.
Characterhypothesis• persistence• self-control• curiosity• conscien6ousness• gritandself-confidence
AngelaDuckworth-UPenn
Carol Dweck-Stanford University
Dweck’sfindings:TwoMindsets
Fixedmindset:• Intelligenceandtalent-
fixed• Innatetalentcreates
success• Effortwillnotmakea
difference• Youeithergetitoryou
don’t
Growthmindset:• Intelligencecanbe
developed• Brainsandtalentare
justthestar6ngpoint• Enjoyeffortandthe
processoflearning• Youcanalwaysgrow
andlearn
FixedMindsetResponse:HelplessWhenfacedwithfailureorchallenge,peoplewithaFIXED
mindset:
• Donotpayagen6ontolearninginforma6on• Getdepressed,loseself-esteem• Saytothemselves“Iamstupid”• Under-representpastsuccessesandover-representfailures(I
neverdothingsright)• Explainthecauseofeventsassomethingstableaboutthem
(IamALWAYSthisway!)
GrowthMindsetResponse:Mastery
Whenfacedwithfailureorchallenge,peoplewithaGROWTHmindset:• Payagen6ontolearninginforma6on,andsodo
begeronfuturetests• Focusonwhattheyarelearning,ratherthan
focusingonhowtheyfeel• Tryoutnewwaysofdoingthings• Useself-mo6va6ngstatements,suchas“the
harderitgets,theharderItry”• Whenfacedwithtestswhichareimpossibleto
pass,theywillfactorinotherreasonsandnotblametheirintellecti.e.thistestwasbeyondmyabilityfornow.
ResearchIndicatesthatParentsCanGivetheirChildrenMathAnxiety
• AteamofresearchersledbyUniversityofChicagopsychologicalscien6stsSianBeilockandSusanLevinefoundthatchildrenofmath-anxiousparentslearnedlessmathovertheschoolyearandweremorelikelytobemath-anxiousthemselves—butonlywhentheseparentsprovidedfrequenthelponthechild’smathhomework.
Op6mismPessimism
WienerandSeligman–locusofcontrol
Experien6alEduca6onatCSSThreethingsneededforlearning
• Agen6on• Memory(encodingorretrieval)
• Mo6va6on
• (connec6onwithteacher,peersandtask)
• (researchbasedprac6ce)
• (relevancetorealwork)
pursuitofpersonalpurpose
physicaldistancefromhome
levelofimmersion
knowledgeofself
levelofselfsufficiency
levelofcomplexity
levelofexternalcontribu6on
distancefromcomfortzone
K
Globalreach
levelofini6a6ve
Apprecia6onoflandscapesandcultures
lengthofreflec6onandstandardofwrigen/verbalexpressions
CSSSeminarGoals
Experien6alEduca6onatCSSandtheBagleofBritain
• J.T.MacCurdyTheStructureofMorale,inves6gatespsychologicalresponsestothebombingofLondon
• Threecategories:– Fatali6es– Nearmisses(deeplytrauma6zed)– Remotemisses(foundtheirexperiencesempowering;arenolongerafraidoftheirreac6onstonewevents–inocluatedagainstfear)
HowdoesthisworkatCSS?
• “Crucible”andreflec6oncycles– Adventures– Expedi6ons– Seminars– ECSs– Fineandperformingarts– Athle6cs
TheNeuroscienceofMemory
TheNeuroscienceofMemory
HowdoesthisworkatCSS?Differen6atedCurriculaandRelevantWork1. Analy6calandCrea6veThinkingandProblem-
solving2. ComplexCommunica6on—OralandWrigen3. LeadershipandTeamwork4. DigitalandQuan6ta6veLiteracy5. GlobalPerspec6ve6. Adaptability,Ini6a6ve,andRisk-taking7. IntegrityandEthicalDecision-making8. Servicetoothers
HowdoesthisworkatCSS?
• Internal,unstableandcontrollableloca6onsofcontrol
• Praiseeffortnotability• Remotemissempowerment–anxietyinocula6on
• Mo6va6on—comesfromrelevancetothefutureself,notfromothers
• Agen6on–emo6onalarousal
References
• hgp://thinkprogress.org/health/2015/02/19/3624730/mental-health-college/
• hgp://well.blogs.ny6mes.com/2015/05/27/anxious-students-strain-college-mental-health-centers/?_r=0
• hgp://www.ny6mes.com/2015/08/02/educa6on/edlife/stress-social-media-and-suicide-on-campus.html
• hgp://www.newsweek.com/2015/06/05/millennial-college-graduates-young-educated-jobless-335821.html
References• hgp://www.theatlan6c.com/health/archive/2014/09/what-the-marshmallow-test-really-teaches-about-self-control/380673/
• hgps://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?language=en#t-356413
• hgp://www.psychologicalscience.org/index.php/news/releases/parents-math-anxiety-can-undermine-childrens-math-achievement.html
• Havrilesky,H.(2015).HOWTORAISEANADULTBreakFreeoftheOverparen6ngTrapandPrepareYourKidforSuccess.