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Different Routes to the Similar Outcomes: Improving Students' Well-Being in Addition to Achievement in School
Tue, April 12, 10:35am to 12:05pm, Convention Center, Floor: Level One, Room 150 ASession Type: Symposium
Abstract
Managing stress and negative emotions can have important implications across the lifespan, but stress’ harmful effects can be particularly damaging and enduring during childhood and adolescence, given the importance of these stages of development. Students begin a motivational decline that can correspond with their well-being in middle school and this decline can continue across the educational process. Recently, brief but precise psychological interventions have been fielded successfully to stop this decline in students’ achievement by providing them with a variety of psychological resources. This session focuses on five distinct psychological interventions that converge on related mechanisms to help students to regulate their negative emotions and thereby improve their well-being and health as well as achievement.
Sub Unit
Chair
Papers
Translating the Science of Mindfulness Into the Classroom - Lisa Flook, University of Wisconsin - Madison; Richard J Davidson, University of Wisconsin - Madison
An Emotion Regulation Intervention for Adolescents - Eric Smith, Stanford University; Carissa Romero, Stanford University; Brian Donovan, Stanford University; Ihno Lee; David Paunesku, Stanford University; Rachel Herter, Stanford University; Geoffrey L. Cohen, Stanford University; Carol Dweck, Stanford University; James J Gross, Stanford University
Reappraising Adversity Improves Students' Academic Achievement, Behavior, and Well-Being - Geoffrey D. Borman, University of Wisconsin - Madison; Chris Rozek, University of Chicago; Jaymes Ray Pyne, University of Wisconsin; Paul Hanselman, University of California - Irvine; Rachel Feldman, University of Wisconsin - Madison
Changing a Simple Belief Alters Adolescents' Cardiovascular and Neuroendocrine Responses to Social Stress - Jeremy Jamieson, University of Rochester; David Scott Yeager, Stanford University; Haekyung Lee, The University of Texas - Austin
Reappraising Test Anxiety Increases Academic Performance of First-Year College Students - Shannon Brady, Stanford University; Bridgette Martin Hard, Stanford University; James J Gross, Stanford University