Grit: The Power of Passion and Perseverance

Designing Teacher Evaluation Systems: New Guidance from the
Measures of Effective Teaching Project
, ed. Thomas J. Kane, Kerri A. Kerr, and Robert C. Pianta (San Francisco: Jossey-Bass,
2014), 98–133.
:
David Scott Yeager et al., “Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical
Feedback Across the Racial Divide,” 
Journal of Experimental Psychology
143 (2013): 804–24. For the research on highly effective
tutors that originally inspired this intervention, see Mark R. Lepper and Maria Woolverton, “The Wisdom of Practice: Lessons
Learned from the Study of Highly Effective Tutors,” in 
Improving Academic Achievement: Impact of Psychological Factors on
Education
, ed. Joshua Aronson (New York: Academic Press, 2002), 135–58.
Yeager et al., “Breaking the Cycle”
:
Cody Coleman, PhD candidate in computer science at Stanford University, in conversation with the author, May 24,
2013.
Chantel Smith, mathematics teacher at Winslow Township High School, in conversation with the author, March 15,
2015.
:
Cody Coleman, interview by Stephanie Renée, 900AM-WURD, October 31, 2014.

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CHAPTER 11: THE PLAYING FIELDS OF GRIT
Reed W. Larson and Douglas Kleiber, “Daily Experience of Adolescents,” in 
Handbook of
Clinical Research and Practice with Adolescents
, ed. Patrick H. Tolan and Bertram J. Cohler (Oxford, UK: John Wiley & Sons,
1993), 125–45. Reed W. Larson, “Positive Development in a Disorderly World,” 
Journal of Research on Adolescence
21 (2011):
317–34. Data are originally from Reed W. Larson, Giovanni Moneta, Maryse H. Richards, and Suzanne Wilson, “Continuity, Stability,
and Change in Daily Emotional Experience Across Adolescence,” 
Child Development
73 (2002): 1151–65.
Adapted with permission from Young et al. poster

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See also David J. Shernoff, Mihaly Csikszentmihalyi, Barbara Schneider, and Elisa Steele Shernoff, “Student Engagement in
High School Classrooms from the Perspective of Flow Theory,” 
School Psychology Quarterly
18 (2003): 158–76. David J.
Shernoff and Deborah Lowe Vandell, “Engagement in After-School Program Activities: Quality of Experience from the
Perspective of Participants,” 
Journal of Youth and Adolescence
36 (2007): 891–903. Kiyoshi Asakawa and Mihaly
Csikszentmihalyi, “The Quality of Experience of Asian American Adolescents in Academic Activities: An Exploration of
Educational Achievement,” 
Journal of Research on Adolescence
8 (1998): 241–62.
:
Reed W. Larson, “Toward a Psychology of Positive Youth Development,” 
American Psychologist
55
(2000): 170–83. See also Robert D. Putnam, 
Our Kids: The American Dream in Crisis
(New York: Simon & Schuster, 2015), 174–
82.
For example, see Jennifer Fredricks and Jacquelynne S. Eccles, “Extracurricular Participation Associated
with Beneficial Outcomes? Concurrent and Longitudinal Relations,” 
Developmental Psychology
42 (2006): 698–713.
Bureau of Labor Statistics, “American Time Use Survey,” Average Hours Spent Per Day in Leisure and Sports
Activities, by Youngest and Oldest Populations Graph, 2013, 
http://www.bls.gov/TUS/CHARTS/LEISURE.HTM
. See also Vanessa
R. Wight, Joseph Price, Suzanne M. Bianchi, and Bijou R. Hunt, “The Time Use of Teenagers,” 
Social Science Research
38 (2009):
792–809.
Margo Gardner, Jodie Roth, and Jeanne Brooks-Gunn, “Adolescents’ Participation in Organized Activities and
Developmental Success 2 and 8 Years After High School: Do Sponsorship, Duration, and Intensity Matter?”