Paul Tough

always hovering around, ready to swoop in for the rescue”—but, he said, “that doesn’t mean they’re making emotional connections with their kids, or even spending time with their kids.

The Price of Privilege: How Parental Pressure and Material Advantage Are Creating a Generation of Disconnected and Unhappy Kids.

the most fruitful time to transform pessimistic children into optimistic ones was “before puberty, but late enough in childhood so that they are metacognitive (capable of thinking about thinking)”

One of the most effective techniques, which has now been tested in a variety of settings, is exposing students at risk of stereotype threat to a very specific message: that intelligence is malleable.

They had everything they needed to win, and they lost. If that happens to you once, you can usually find some excuse, or just never think about it again. When it’s part of your life, when it happens to you every single weekend, you have to find a way to separate yourself from your mistakes or your losses. I try to teach my students that losing is something you do, not something you are.”

when children reach early adolescence, what motivates them most effectively isn’t licking and grooming–style care but a very different kind of attention. Perhaps what pushes middle-school students to concentrate and practice as maniacally as Spiegel’s chess players do is the unexpected experience of someone taking them seriously, believing in their abilities, and challenging them to improve themselves.

But if the best chess players don’t have better visual memories, and they don’t analyze potential outcomes more quickly, what does set them apart from novices? The answer may have more to do with their ability to perform one particular mental task that relies as much on psychological strengths as on cognitive ability: a task known as falsification.

Nelson, using instinct more than research, identified five skills, which he called leadership principles, that he wanted OneGoal teachers to emphasize: resourcefulness, resilience, ambition, professionalism, and integrity.

a 2006 paper, Roderick identified as a critical component of college success “noncognitive academic skills,” including “study skills, work habits, time management, help-seeking behavior, and social/academic problem-solving skills.”