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Capstone Latest Questions and Answers Rated 100% Correc

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Kress 2004: social and emotional learning broadens the framework of learning and addresses the complex interplay of emotions and cognition in learning, remembering, and understanding. <~~> SEL expands depth of learning Learning is not a purely cognitive phenomenon Rather, it is a proce...

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  • September 21, 2024
  • 36
  • 2024/2025
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Capstone Latest Questions and
Answers Rated 100% Correct
Kress 2004: social and emotional learning broadens the framework of

learning and addresses the complex interplay of emotions and cognition in

learning, remembering, and understanding.


✓ <~~> SEL expands depth of learning




Learning is not a purely cognitive phenomenon Rather, it is a process closely

linked to students' social and emotional needs, as well as the context of their

learning environment. Brandt, R. (2003).


✓ <~~> "Learning" also includes SEL and context, not just cognitive




social and emotional variables have the greatest influence on learning and

are essential components of a positive, lasting educational experience.

Osterman, K. F. (2000).


✓ <~~> SEL is an essential part of effective learning




Many previous correlational and longitudinal studies have documented

connections between social- emotional variables and academic

performance (e.g., Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo,

2000; Wang et al., 1997). Durlak 2011 Meta-analysis of 213 school-based,




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universal social and emotional learning (SEL) programs involving 270,034

kindergarten through high school students revealed significant positive

effects on targeted social-emotional competencies and attitudes and

enhanced students' behavior and improved academic performance on

achievement tests and grades. (Although based on a small subset of all

reviewed studies, the 11-percentile gain in academic performance achieved

in these programs is noteworthy,) Results from this review add to a growing

body of research indicating that SEL programming enhances students'

connection to school, classroom behavior, and academic achievement (Zins

et al., 2004


✓ <~~> Research supports connection between SEL and academic

performance




Carol Dweck and her colleagues began investigating why certain students

viewed challenges positively and were able to "bounce back" from failures,

while others were less resilient in the face of challenge and adversity. Out of

years of research came her groundbreaking finding: the type of mindset

individuals adopt can have profound implications for how they conceive

their learning and personal characteristics (Dweck, 2006; Dweck et al., 1995;

Dweck & Leggett, 1988; Molden & Dweck, 2006).


✓ <~~> Origin of mindset theory




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Research suggests that students' mindsets may be partially due to their

academic achievement goals. Researchers have identified two different

categories of achievement goals: mastery and performance. With mastery

goals, the key concern is long-term skill development; learning process itself is

appreciated and it is understood that mastery is dependent on effort (Ames

& Archer, 1988). Conversely, performance goals are tied to external

outcomes (e.g. grades, teacher praise) and the primary concern is

demonstrating ability, usually by outperforming others or by achieving

success with little effort (Ames & Archer, 1988).


✓ <~~> Two categories of achievement goals and role in mindset

mastery and performance




Dweck (2006) suggests that a growth mindset evolves from an attitude of

hard work, learning, training, and perseverance. A growth mindset is viewed

as changeable and can be developed through work ethic and

perseverance.


✓ <~~> Growth mindset creation through effort and persevernace




Students with a growth mindset view failures as potential chances for

instructive feedback and are more likely to learn from mistakes (Dweck,

2006)Those with a growth mindset (or incremental theory of intelligence)

believe that intelligence is malleable (Dweck & Leggett, 1988; Murphy &

Dweck, 2010) and can be improved (Dweck, 2008; Dweck & Leggett, 1988;


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Yeager & Dweck 2012). Individuals with a growth mindset prioritize learning,

persistence, and hard work (Dweck, 2008). Growth mindset does not posit

that everyone has equal intelligence and recognizes that people possess

inherent qualities to different extents but that everyone has the potential to

strengthen and build upon their intelligence (Blackwell et al., 2007).


✓ <~~> Growth mindset attributes




Two traits that predict achievement within a growth mindset are grit and self-

control. The mindset held in any domain has a great influence on how gritty

an individual will be in the pursuit of accomplishments.


✓ <~~> GM and grit lead to achievement




Yeager 2020. Mind- set theory (Dweck, 1999; Dweck & Leggett, 1988; see

Dweck & Yeager, 2019) grows out of two traditions of motivational research:

attribution theory and achievement goal theory.


✓ <~~> Mindset theory from attribution theory and achievement goal

theory




Attribution theory proposed that people's explanations for a success or a

failure (their attributions) can shape their reactions to that event, with

attributions of failure to lack of ability leading to less persistent responses to




Master01 | September, 2024/2025 | Latest update

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