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In multiple studies of undergraduate students, researchers have found that students are more likely to prefer options framed positively. This could be attributed to a variety of factors such as an inclination for novelty-seeking, a more optimistic outlook on outcomes, or even a reduced aversion to risk which is inherent in youth. [ 26 ]
In follow-up studies, Mischel found unexpected correlations between the results of the marshmallow experiment and the success of the children many years later. [5] The first follow-up study, in 1988, showed that "preschool children who delayed gratification longer in the self-imposed delay paradigm, were described more than 10 years later by ...
Most theoretical analyses of risky choices depict each option as a gamble that can yield various outcomes with different probabilities. [2] Widely accepted risk-aversion theories, including Expected Utility Theory (EUT) and Prospect Theory (PT), arrive at risk aversion only indirectly, as a side effect of how outcomes are valued or how probabilities are judged. [3]
An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. [1] At risk students, sometimes referred to as at-risk youth or at-promise youth, [2] are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. [3]
Some researchers include a metacognitive component in their definition. In this view, the Dunning–Kruger effect is the thesis that those who are incompetent in a given area tend to be ignorant of their incompetence, i.e., they lack the metacognitive ability to become aware of their incompetence.
Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades and qualifications), but in understanding the material and incorporating or internalizing it in their lives."
Mental health in education is the impact that mental health (including emotional, psychological, and social well-being) has on educational performance.Mental health often viewed as an adult issue, but in fact, almost half of adolescents in the United States are affected by mental disorders, and about 20% of these are categorized as “severe.” [1] Mental health issues can pose a huge problem ...
Evidence shows that education and intelligence have a complex interaction, and this is demonstrated in a longitudinal study by Richards and Sacker. [9] They collected data from the British 1946 birth cohort and investigated how childhood intelligence was predictive of other outcomes later in life including educational attainment and mental ability at 53 years old (using the National Adult ...