A few years ago, psychologist David Yeager and his colleagues noticed something interesting while interviewing high school students in the San Francisco Bay Area about their hopes, dreams and life goals.
It was no surprise that students often said that making money, attaining fame or pursuing a career that they enjoyed were important to them. But many of them also spoke of additionally wanting to make a positive impact on their community or society — such as by becoming a doctor to take care of people, or a pastor who “makes a difference.” What’s more, the teens with these “pro-social” types of goals tended to rate their schoolwork as more personally meaningful.
Given this information, Yeager and his colleagues wanted to know: could such a bigger sense of purpose that looks beyond one’s own self-interests be a real and significant inspiration for learning? They believe the answer is yes. And they’ve devised a new social psychology intervention to foster a “purposeful learning” mindset as another way to motivate pupils to persevere in their studies. Yeager, now based at the University of Texas (UT) at Austin, conducted the work in collaboration with UT colleague Marlone Henderson, David Paunesku and Greg Walton of Stanford, “grit” guru Angela Duckworth of the University of Pennsylvania, and others.
They recently explored purposeful learning in a series of four studies and put their intervention to the test against one of the banes of learning: boredom. Initial promising results suggest the psychology strategy could encourage pupils to plug away at homework or learning tasks that are challenging or tedious, yet necessary to getting an education that’ll help them reach their greater life goals…READ MORE
Category: College Access in the News , National