Leveraging cognitive science to foster children's persistence

Julia A Leonard; Angela L Duckworth; Laura E Schulz; Allyson P Mackey

doi:10.1016/j.tics.2021.05.005

Leveraging cognitive science to foster children's persistence

Trends Cogn Sci. 2021 Aug;25(8):642-644. doi: 10.1016/j.tics.2021.05.005. Epub 2021 May 29.

Authors

Julia A Leonard¹, Angela L Duckworth², Laura E Schulz³, Allyson P Mackey⁴

Affiliations

¹ Department of Psychology, School of Arts and Sciences, University of Pennsylvania, Philadelphia, PA 19104, USA. Electronic address: julia.leonard@yale.edu.
² Department of Psychology, School of Arts and Sciences, University of Pennsylvania, Philadelphia, PA 19104, USA; The Wharton School, University of Pennsylvania, Philadelphia, PA 19104, USA.
³ Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
⁴ Department of Psychology, School of Arts and Sciences, University of Pennsylvania, Philadelphia, PA 19104, USA.

PMID: 34074578
DOI: 10.1016/j.tics.2021.05.005

Abstract

Persistence is crucial for overcoming academic and interpersonal challenges. However, there has been little progress in developing effective interventions to improve persistence in childhood. Here we outline how recent insights from cognitive science can be leveraged to promote young children's persistence and highlight future directions to bridge research with practice.

Keywords: early childhood; intervention; motivation; persistence; social learning.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Child, Foster*
Child, Preschool
Cognitive Science
Humans