The Science behind the T-Kids project: Keys to Growing Success

Growth Mindset

Dweck, C.S. (2006).
Mindset. New York: Random House (published in 18 other languages)

Dweck, C.S. (2007). Self theories: The mindset of a champion. In Morris, T., Terry, P, & Gordon, S. Eds.), Sport and exercise psychology: International perspectives. Morgantown, WV: Fitness Information

Dweck, C.S. (2007). The secret to raising smart kids.
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Mangels, J. A., Butterfield, B., Lamb, J., Good, C.D., & Dweck, C.S. (2006). Why do beliefs about intelligence influence learning success? A social-cognitive-neuroscience model. Social, Cognitive, and Affective Neuroscience,1, 75-86.

Yeager, D.S., & Dweck, C.S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed.
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Benenson, J. & Dweck, C.S. (1986) The development of trait explanations and self evaluations in the academic and social domains.
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Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality, Psychological Review,95, 256-273.

Heyman, G.D., Dweck, C.S., & Cain, K. (1992) Young children’s vulnerability to self-blame and helplessness. Child Development, 63, 401-415.

Paunesku, D., Walton, G., Romero, R., Smith, E.,Yeager, D., & Dweck, C.S. (in press). Mindset interventions are a scalable treatment for academic underachievement. Psychological

Dweck, C. S. (1996). Capturing the dynamic nature of personality. Journal of Research in Personality, Special Issue: The Future of Personality, 30, 348-362.

Brain Points: A growth mindset incentive structure boosts persistence in an educational game. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI 2014). ACM: New York, NY. (Acceptance rate: 22.8%)

Dweck, C.S. (2006). Is math a gift? Beliefs that put females at risk. In S.J. Ceci and W.M. Williams (Eds.)

Why aren’t more women in science? Top researchers debate the evidence. Washington, DC: American Psychological Association. Dweck, C.S., & Ehrlinger, J. (2006).

Self-theories and conflict resolution. In M. Deutsch & P. Coleman (Eds.), Handbook of conflict resolution: Theory and practice. San Francisco: Jossey Bass.

Olson, K., Banaji, M., Dweck, C.S., & Spelke, E. (2006). Children’s biased evaluations of lucky vs, unlucky people and their social groups. Psychological Science,17, 845.

Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development,78.246-263.

Cimpian, A., Arce, H., Markman, E.M.,& Dweck, C.S. (2007). Subtle linguistic cues impact children's motivation. Psychological Science, 18, 314-316.

Good, C., Dweck, C.S., & Aronson, J. (2007). Social identity, stereotype threat, and self-theories. In A. Fuligni (Ed.), Contesting stereotypes and constructing identities. New York: Russell Sage.

Dweck, C.S., & Master, A. (2008). Self theories motivate self-regulated learning. In D. Schunk & B. Zimmerman (Eds).  Motivation and self-regulated learning: Theory, Research, and Applications.

Mahwah, NJ: Erlbaum.Dweck, C.S., & Grant, H. (2008). Self-theories, goals, and meaning. In J. Shah & W. Gardner (Eds.), The handbook of motivational science. New York: Guilford.

Dweck, C.S. (2008). Can personality be changed? The role of beliefs in personality and change. Current Directions in Psychological Science, 17, 391-394.

Dweck, C.S. (2009). Augmenting cognition: Psychological studies of children. Frontiers in Neuroscience.

Dweck, C.S. (2009). Why we don’t need built-in misbeliefs. Behavioral and Brain Sciences. (Commentary on R. McKay and D. Dennett, The evolution of misbelief.), 32, 518-519.

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Rattan, A., Good, C., & Dweck, C.S. (2012). "It's ok -¬‐not everyone can be good at math": Instructors with an entity theory comfort (and demotivate) students.Journal of Experimental Social Psychology, 48,731–737.

Master, A., Markman, E.M., & Dweck, C.S. (2012) Thinking in categories or along a continuum: Consequences for children’s social judgments. Child Development, 83, 1145-1163.

Johnson, S.C., Dweck, C.S., & Dunfield, K. (2013). How universals and individual differences can inform each other: The case of social expectations in infancy.In M.R. Banaji & S. Gelman (Eds). Navigating the Social World: What infants, children, and other species can teach us. New York: Oxford.

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Child Temperament and Learning

Carin Neitzel Parenting behaviours during child problem solving: The roles of child temperament, mother education and personality, and the problem-solving context
International Journal of Behavioral Development Vol 28, Issue 2, 2004

Costa, P.T. , & McCrae, R.R. (1992). NEO Five-Factor Inventory. Odessa, FL: Psychological Assessment Resources
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Green, R.J. (1995). High achievement, underachievement, and learning disabilities: A family systems model. In B.A. Ryan , G.R. Adams , T.P. Gullotta , R.P. Weissberg , & R.L. Hampton (Eds.), The family–school connection: Theory, research, and practice (pp. 207–249). Thousand Oaks, CA: Sage

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Executive Function training, Compassion, Social-Emotional Learning, Emotional intelligence

Nathaniel R. Riggs Executive function and the promotion of social–emotional competence Pediatrics
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An Education of Heart and Mind: Practical and Theoretical Issues in Teaching Cognitive-Based Compassion Training to Children Brendan Ozawa-de Silva and Brooke Dodson Lavelle Practical Matters, Spring 2011, Issue 4, pp. 1-28.

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Philippe Rochat, Others in Mind: Social Origins of Consciousness (Cambridge: Cambridge University Press, 2009)

Susan Kaiser-Greenland, The Mindful Child: How to Help Your Kid Manage Stress and Become Happier, Kinder, and More Compassionate (New York: Free Press, 2010)

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Linda Lantieri, Building Emotional Intelligence: Techniques to Cultivate Inner Strength in Children (Boulder, CO: Sounds True, 2008)
J. Payton, R. P. Weissberg, J. A. Durlak, A. B. Dymnicki, R. D. Taylor, K. B. Schellinger, and M. Pachan, “The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-grade Students: Findings from Three Scientific Reviews,” CASEL, 2008.

Functional Neural Plasticity and Associated Changes in Positive Affect
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Larsen JT, Hemenover SH, Norris CJ, Cacioppo JT. 2003. Turning adversity to advantage: on the virtues of the coactivation of positive and negative emotions. In: Aspinwall LG, Staudinger UM, editors. A psychology of human strengths: perspectives on an emerging field. Washington (DC): American Psychological Association. p. 211–226.

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Fredrickson BL, Tugade MM, Waugh CE, Larkin GR. 2003. What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001. J Pers Soc Psychol. 84:365–376.

Fredrickson BL, Cohn MA, Coffey KA, Pek J, Finkel SM. 2008. Open hearts build lives: positive emotions, induced through loving-kindness meditation, build consequential personal resources.
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Larsen JT, McGraw AP, Cacioppo JT. 2001. Can people feel happy and sad at the same time? J Pers Soc Psychol. 81:684–696.

Lisa B. Thorell Training and transfer effects of executive functions in preschool children. Developmental Science 12:1 (2009), pp 106 –113

Kerns, K.A., Eso, K., & Thomson, J. (1999). Investigation of a direct intervention for improving attention in young children with ADHD.  Developmental Neuropsychology,
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Klingberg, T., Fernell, E., Olesen, P.J., Johnson, M., Gustafsson,P., Dahlström, K., Gillberg, C.G., Forssberg, H., & Westerberg,H. (2005). Computerized training of working memory in
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Healthy Sleep, Movement, and Diet

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Anett Nyaradi The role of nutrition in children's neurocognitive development, from pregnancy through childhood Front Hum Neurosci. 2013; 7: 97.

Alamy M., Bengelloun W. A. (2012). Malnutrition and brain development: an analysis of the effects of inadequate diet during different stages of life in rat. Neurosci. Biobehav. Rev. 36, 1463–1480 10.1016/j.neubiorev.2012

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