Mental contrasting facilitates academic performance in school children |
| |
| Authors: | Anton Gollwitzer Gabriele Oettingen Teri A. Kirby Angela L. Duckworth Doris Mayer |
| |
| Affiliation: | (1) Department of Psychology, New York University, 6 Washington Place, 7th Floor, New York, NY 10003, USA;(2) Department of Psychology, University of Washington, Seattle, WA, USA;(3) Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA;(4) Department of Psychology, University of Hamburg, Hamburg, Germany; |
| |
| Abstract: | Two brief intervention studies tested whether teaching students to mentally contrast a desired future with its present reality resulted in better academic performance than teaching students to only think about the desired future. German elementary school children (N = 49; Study 1) and US middle school children (N = 63; Study 2) from low-income neighborhoods who were taught mental contrasting achieved comparatively higher scores in learning foreign language vocabulary words after 2 weeks or 4 days, respectively. Results have implications for research on the self-regulation of commitment to solve assigned tasks in classroom settings, and for increasing academic performance in school children in low-income areas. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
