The power of feedback.

Long-standing social problems such as poor achievement, personal and intergroup conflict, bad health, and unhappiness can seem like permanent features of the social landscape. We describe an approach to such problems rooted in basic theory and research in social psychology. This approach emphasizes subjective meaning-making-working hypotheses people draw about themselves, other people, and social situations; how deleterious meanings can arise from social and cultural contexts; how interventions to change meanings can help people flourish; and how initial change can become embedded to alter the course of people's lives. We further describe how this approach relates to and complements other prominent approaches to social reform, which emphasize not subjective meaning-making but objective change in situations or in the habits and skills of individuals. In so doing, we provide a comprehensive theoretical review and organization of a psychologically informed approach to social problems, one that encompasses a wide-range of interventions and applies to diverse problem areas. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Wise interventions: Psychological remedies for social and personal problems.

Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of se...

Self-Control and Academic Achievement.

We provide a developmental perspective on two related issues: (a) why traditional preventative school-based interventions work reasonably well for children but less so for middle adolescents and (b) why some alternative approaches to interventions show promise for middle adolescents. We propose the hypothesis that traditional interventions fail when they do not align with adolescents' enhanced desire to feel respected and be accorded status; however, interventions that do align with this desire can motivate internalized, positive behavior change. We review examples of promising interventions that (a) directly harness the desire for status and respect, (b) provide adolescents with more respectful treatment from adults, or (c) lessen the negative influence of threats to status and respect. These examples are in the domains of unhealthy snacking, middle school discipline, and high school aggression. Discussion centers on implications for basic developmental science and for improvements to youth policy and practice.

/pdf/why-interventions-to-influence-adolescent-behavior-often-2xse0s42p8.pdf

Why Interventions to Influence Adolescent Behavior Often Fail but Could Succeed.

The development of grit and growth mindset during adolescence

Deliberate practice leads to world-class excellence across domains. In the current investigation, we examined whether psychologically "wise" interventions targeting expectancies and values-stock antecedents of ordinary effortful behaviors-could motivate nonexperts to engage in deliberate practice and improve their achievement. As a preliminary, we developed and validated a novel task measure of deliberate practice and confirmed its association with (a) expectancy-value beliefs, and (b) achievement in the nonexpert setting (Study 1). Next, across 4 longitudinal, randomized-controlled, field experiments, we intervened. Among lower-achievers, wise deliberate practice interventions improved math performance for 5th and 6th graders (Study 2), end-of-semester grades for undergraduates (Study 3), and end-of-quarter grades for 6th graders (Study 4); the same pattern of results emerged in end-of-quarter grades for 7th graders (Study 5). Following the intervention, expectancy-value beliefs and deliberate practice improved for 1 month (Study 4), but not 4 (Study 5). Treatment proved beneficial over and above 2 control conditions: 1 that taught standard study skills (Studies 2 and 3), and 1 that discussed deep interests, generalized motivation, and high achievement (Studies 4 and 5). Collectively, these findings provide preliminary support for the heretofore untested hypothesis that deliberate practice submits to the same laws that govern typical forms of effortful behavior, and that wise interventions that tap into these laws can spur short-term gains in adaptive beliefs, deliberate practice, and objectively measured achievement. (PsycINFO Database Record

Using wise interventions to motivate deliberate practice.

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Using wise interventions to motivate deliberate practice.