How to produce a high-achieving child

Phi Delta Kappan

Volumn 88, Issue 10, 2007, Pages 757-763

  Kuhn, Deanna ^a  

^a Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34347236865     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170708801012     Document Type: Review

References (23)

1. NICHD Early Child Care Research Network, "Multiple Pathways to Early Academic Achievement," Harvard Educational Review, vol. 74, 2004, pp. 1-29.
2. Angela Duckworth and Martin Seligman, "Self-Discipline Outdoes I.Q. in Predicting Academic Performance of Adolescents," Psychological Science, vol. 16, 2005, pp. 939-44.
3. Carol Dweck, "The Development of Ability Conceptions," in Allan Wigfield and Jacquelynne S. Eccles, eds., Development of Achievement Motivation (San Diego: Academic Press, 2002), pp. 57-91.
4. Ibid.
5. Allan Wigfield et al., "Development of Achievement Motivation," in Nancy Eisenberg, ed., Handbook of Child Psychology, Vol. 3: Social Development, 6th ed. (Hoboken, N.J.: Wiley, 2006), pp. 933-1002;
6. and Allan Wigfield and A. Laurel Wagner, "Competence, Motivation, and Identity Development During Adolescence," in Andrew J. Elliot and Carol S. Dweck, eds., Handbook of Competence and Motivation (New York: Guilford Press, 2005), pp. 222-39.
7. John G. Nicholls, The Competitive Ethos and Democratic Education (Cambridge, Mass.: Harvard University Press, 1989).
8. Janine Bempechat and Eleanor Drago-Severson, "Cross-National Differences in Academic Achievement: Beyond Etic Conceptions of Children's Understandings," Review of Educational Research, vol. 69, 1999, pp. 287-314.
9. Wigfield et al., op. cit.
10. Deanna Kuhn, Education for Thinking (Cambridge, Mass.: Harvard University Press, 2005).
11. John Anderson et al., "Perspectives on Learning, Thinking, and Activity," Educational Researcher, May 2000, pp. 11-13.
12. Deanna Kuhn, "Do Cognitive Changes Accompany Developments in the Adolescent Brain?," Perspectives on Psychological Science, March 2006, pp. 59-67.
13. Barry J. Zimmerman, "A Social Cognitive View of Self-Regulated Learning," Journal of Educational Psychology, September 1989, pp. 329-39;
14. and Albert Bandura, Self-Efficacy: The Exercise of Control (New York: Freeman, 1994).
15. William Perry, Forms of Intellectual and Ethical Development in the College Years (New York: Holt, Rinehart & Winston, 1970);
16. Barbara K. Hofer and Paul R. Pintrich, "The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning," Review of Educational Research, Spring 1997, pp. 88-140;
17. and Deanna Kuhn and Sam Franklin, "The Second Decade: What Develops (and How)?," in Deanna Kuhn and Robert S. Siegler, eds., Handbook of Child Psychology, Vol. 2: Cognition, Perception, and Language, 6th ed. (Hoboken, N.J.: Wiley, 2006), pp. 953-93.
18. Lucia Mason and Pietro Boscolo, "Role of Epistemological Understanding and Interest in Interpreting a Controversy and in Topic-Specific Belief Change," Contemporary Educational Psychology, April 2004, pp. 103-28;
19. Michael Weinstock, Yair Neuman, and Amnon Glassner, "Identification of Informal Reasoning Fallacies as a Function of Epistemological Level, Grade Level, and Cognitive Ability," Journal of Educational Psychology, vol. 98, 2006, pp. 327-41;
20. and Michelle M. Buehl and Patricia A. Alexander, "Motivation and Performance Differences in Students' Domain-Specific Epistemological Belief Profiles," American Educational Research Journal, vol. 42, 2005, pp. 697-726.
21. Sari Locker, "Influences of Adolescents' Developing Epistemological Understanding and Theories of Intelligence on Their Aspirations" (Doctoral dissertation, Teachers College, Columbia University, 2006). Interestingly, high school-aged students who believed ability is fixed were more likely than those who believed it is developed to have made the transition to evaluativist thinking and to have specific future plans. Those who believed that ability develops over time were more likely to remain open with respect to possibilities for their personal futures.
22. Deanna Kuhn and Seung-Ho Park, "Epistemological Understanding and the Development of Intellectual Values," International Journal of Educational Research, vol. 43, 2005, pp. 111-24.
23. Suzanne Hidi and Judith M. Harackiewicz, "Motivating the Academically Unmotivated: A Critical Issue for the 21st Century," Review of Educational Research, Summer 2000, pp. 151-79