Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-27T21:42:49.740Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  03 December 2020

Stephen Vassallo
Affiliation:
American University, Washington DC
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Neoliberal Selfhood , pp. 160 - 177
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, G., Estrada-Villalta, S., Sullivan, D., & Markus, H. R. (2019). The psychology of neoliberalism and the neoliberalism of psychology. Journal of Social Issues, 75(1), 189216.Google Scholar
Ahl, H. (2008). Motivation theory as power in disguise. In Fejas, N & Nicoll, K (eds.), Foucault and Lifelong Learning: Governing the Subject (pp. 151163). Routledge.Google Scholar
Ainsworth, J. (2018). Inheriting Possibility: Social Reproduction and Quantification in Education. Oxford University Press.Google Scholar
Albahari, M. (2016). Analytical Buddhism: The Two-Tiered Illusion of Self. Palgrave Macmillan.Google Scholar
Ali, S. S. (2019). Problem based learning: A student-centered approach. English Language Teaching, 12(5), 7378.CrossRefGoogle Scholar
Allvin, R. E. (2017). Early childhood educators and the American economy: A new story. Young Children; Washington, 72(5), 5659.Google Scholar
Amabile, T. M. (2018). Creativity in Context: Update to the Social Psychology of Creativity. Routledge.Google Scholar
Amabile, T. M. & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157183. https://doi.org/10.1016/j.riob.2016.10.001Google Scholar
American Enterprise Institute & Brookings Institute (2015). Opportunity, responsibility, and security: A consensus plan for reducing poverty and restoring the American dream. American Enterprise Institute and Brookings Institute. www.brookings.edu/wp-content/uploads/2016/07/Full-Report.pdfGoogle Scholar
Amsel, E. (2015). Conceptual and pedagogical challenges in understanding the whole person. New Ideas in Psychology, 38, 13.Google Scholar
Amstadter, A. (2008). Emotion regulation and anxiety disorders. Journal of Anxiety Disorders, 22(2), 211221. https://doi.org/10.1016/j.janxdis.2007.02.004Google Scholar
Apple, M. W. (2006). Understanding and interrupting neoliberalism and neoconservatism in education. Pedagogies: An International Journal, 1, 2126. https://doi.org/10.1207/s15544818ped0101_4CrossRefGoogle Scholar
Apple, M. W. (2017). What is present and absent in critical analyses of neoliberalism in education. Peabody Journal of Education, 92(1), 148153.Google Scholar
Arfken, M. (2014). Creativity. In Teo, T (ed.), Encyclopedia of Critical Psychology (pp. 325327). Springer-Verlag.Google Scholar
Arnold, L. E. (1990). Childhood Stress. John Wiley.Google Scholar
Ashton, K. (2015). How to Fly a Horse: The Secret History of Creation, Invention, and Discovery. Anchor Books.Google Scholar
Association for Supervision and Curriculum Development (2020). The Learning Compact Renewed: Whole Child for the Whole World (pp. 148). Association for Supervision and Curriculum Development. Retrieved August 2nd from http://files.ascd.org/pdfs/programs/WholeChildNetwork/2020-whole-child-network-learning-compact-renewed.pdfGoogle Scholar
Association for Supervision and Curriculum Development (2007). The Learning Compact Redefined: A Call to Action (pp. 1-32). Association for Supervision and Curriculum Development. Retrieved August 2nd from www.ascd.org/ASCD/pdf/Whole%20Child/WCC%20Learning%20Compact.pdfGoogle Scholar
Atasay, E. (2014). Neoliberal schooling and subjectivity: Learning to desire lack. Subjectivity, 7(3), 288307. https://doi.org/10.1057/sub.2014.12CrossRefGoogle Scholar
Azzam, A. M. (2009). Why creativity now? A conversation with Sir Ken Robinson. Educational Leadership, 67(1), 2226.Google Scholar
Beghetto, R. A. & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 5369. https://doi.org/10.1080/13598139.2014.905247Google Scholar
Benedek, M., Jauk, E., Sommer, M., Arendasy, M., & Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 7383. https://doi.org/10.1016/j.intell.2014.05.007Google Scholar
Berglund, G. (2008). Pathologizing and medicalizing lifelong learning: A deconstruction. In Fejes, A & Nicoll, K (eds.), Foucault and Lifelong Learning: Governing the Subject (pp. 138150). Routledge.Google Scholar
Business and Industry Advisory Committee to the OECD (2004). Creativity, innovation and economic growth in the 21st century: An affirmative case for intellectual property rights.Google Scholar
Bialostok, S. & Kamberelis, G. (2012). The play of risk, affect, and the enterprising self in a fourth-grade classroom. International Journal of Qualitative Studies in Education, 25, 417434.CrossRefGoogle Scholar
Bilton, H. (2010). Outdoor Learning in the Early Years: Management and Innovation. Taylor & Francis.Google Scholar
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246263. https://doi.org/10.1111/j.1467–8624.2007.00995.xCrossRefGoogle ScholarPubMed
Boddice, R. (2017). The history of emotions: Past, present, future. Revista de Estudios Sociales, 62, 1015.Google Scholar
Boden, M. (1996). Dimensions of Creativity. MIT Press.Google Scholar
Boler, M. (1999). Feeling Power: Emotions and Education. Psychology Press.Google Scholar
Bollington, A. (2015). Why Isn’t Everyone Lifelong Learning? Organization for Economic Development. https://search.proquest.com/openview/9efc974bf187bd7f55c4a119b372ae6f/1?pq-origsite=gscholar&cbl=35885Google Scholar
Bonneville-Roussy, A., Vallerand, R. J., & Bouffard, T. (2013). The roles of autonomy support and harmonious and obsessive passions in educational persistence. Learning and Individual Differences, 24, 2231.Google Scholar
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In Karabel, J & Halsey, A. H. (eds.), Power and Ideology in Education (pp. 487511). Oxford University Press.Google Scholar
Bowles, S. & Gintis, H. (1976). Schooling in Capitalist America. Basic Books.Google Scholar
Boyatzis, R. & Boyatzis, R. E. (2009). Competencies in the 21st century. Journal of Management Development, 28(9), 749770. https://doi.org/10.1108/02621710910987647Google Scholar
Boyatzis, R., Smith, M. L., & Van Oosten, E. (2019). Helping People Change: Coaching with Compassion for Lifelong Learning and Growth. Harvard Business Press.Google Scholar
Bradberry, T. (2020). The Massive Benefits of Boosting Your Emotional Intelligence. World Economic Forum. www.weforum.org/agenda/2020/02/emotional-intelligence-career-life-personal-development/Google Scholar
Braunstein, L. M., Gross, J. J., & Ochsner, K. N. (2017). Explicit and implicit emotion regulation: A multi-level framework. Social Cognitive and Affective Neuroscience, 12(10), 15451557. https://doi.org/10.1093/scan/nsx096Google Scholar
Brenner, M. (1978). Interviewing: The social phenomenology of a research instrument. In: Brenner, M, Marsh, P, & Brenner, M (eds.), The Social Contexts of Method (pp. 122139). Croom Helm.Google Scholar
Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Education Policy Review, 111(2), 4850. https://doi.org/10.1080/10632910903455785Google Scholar
Bröckling, U. (2015). The Entrepreneurial Self: Fabricating a New Type of Subject. Sage.Google Scholar
Bruce, T. (2015). Friedrich Froebel. In David, T, Goouch, K, & Powell, S (eds.), The Routledge International Handbook of Philosophies and Theories of Early Childhood Education and Care (pp. 4349). Routledge.Google Scholar
Buckingham Shum, S. & Crick, R. D. (2016). Learning analytics for 21st century competencies. Journal of Learning Analytics, 3(2), 621.Google Scholar
Burman, E. (2008). Deconstructing Developmental Psychology (2nd ed.). Routledge.Google Scholar
Burns, E. & Martin, A. J. (2014). ADHD and adaptability: The roles of cognitive, behavioural, and emotional regulation. Journal of Psychologists and Counsellors in Schools, 24(2), 227242. https://doi.org/10.1017/jgc.2014.17Google Scholar
Burstein, R. (2019). Educators Don’t Agree on What Whole Child Education Means. Here’s Why It Matters. – EdSurge News. EdSurge.Google Scholar
Calhoun, C. & Solomon, R. C. (1984). What is an Emotion?: Classic Readings in Philosophical Psychology. Oxford University Press.Google Scholar
Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75(2), 377394. https://doi.org/10.1111/j.1467–8624.2004.00681.xGoogle Scholar
Centeno, V. (2011). Lifelong learning: A policy concept with a long past but a short history. International Journal of Lifelong Education, 30(2), 133150. https://doi.org/10.1080/02601370.2010.547616CrossRefGoogle Scholar
Chamberlin, S. A. & Moon, S. M. (2005). Model-eliciting activities as a tool to develop and identify creatively gifted mathematicians. Journal of Secondary Gifted Education, 17(1), 3747. https://doi.org/10.4219/jsge-2005–393Google Scholar
Chen, X.-P., Liu, D., & He, W. (2015). Does passion fuel entrepreneurship and job creativity? A review and preview of passion research. In Shalley, C. E., Hitt, M. A., & Zhou, J (eds.), The Oxford Handbook of Creativity, Innovation and Entrepreneurship (pp. 159175). Oxford University Press.Google Scholar
Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. https://doi.org/10.1787/db1d8e59-enGoogle Scholar
Claiborne, L. (2014). The potential of critical educational psychology beyond its meritocratic past. In Corcoran, T (ed.), Psychology in Education: Critical Theory∼ Practice (pp. 116). Springer.Google Scholar
Clark, K. N. & Malecki, C. K. (2019). Academic grit scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72, 4966.Google Scholar
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 86648668.CrossRefGoogle ScholarPubMed
Coleman, L. J. & Guo, A. (2013). Exploring children’s passion for learning in six domains. Journal for the Education of the Gifted, 36(2), 155175.Google Scholar
Collins, J. (2009). Lifelong learning in the 21st century and beyond. Radiographics, 29(2), 613622.Google Scholar
Cooper, R. K. & Sawaf, A. (1997). Executive EQ: Emotional Intelligence in Leadership and Organizations. Grosset/Putnam.Google Scholar
Corcoran, T. (2016). Ontological constructionism. In Williams, A. J., Billington, T, Goodley, D, & Corcoran, T (eds.), Critical Educational Psychology (pp. 2633). John Wiley.Google Scholar
Craft, A. (2005). Creativity in Schools: Tensions and Dilemmas. Psychology Press: London, UK.Google Scholar
Cropley, A. (2000). Defining and measuring creativity: Are creativity tests worth using? Roeper Review, 23, 7279. https://doi.org/10.1080/02783190009554069Google Scholar
Cruikshank, B. (1999). The Will to Empower: Democratic Citizens and Other Subjects. Cornell University Press.Google Scholar
Curtis, D. & Carter, M. (2011). Reflecting Children’s Lives: A Handbook for Planning Your Child-Centered Curriculum. Redleaf Press.Google Scholar
Dahl, M. (2016). Don’t believe the hype about grit, pleads the scientist behind the concept. The New Yorker, May 9. www.thecut.com/2016/05/dont-believe-the-hype-about-grit-pleads-the-scientist-behind-the-concept.htmlGoogle Scholar
Darling-Hammond, L., Cook-Harvey, C. M., Flook, L., Gardner, M., & Melnick, H. (2018). With the Whole Child in Mind: Insights from the Comer School Development Program. Association for Supervision and Curriculum Development.Google Scholar
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97140. https://doi.org/10.1080/10888691.2018.1537791Google Scholar
Davidson, A. (2020). The Passion Economy: The New Rules for Thriving in the Twenty-First Century. Alfred Knopf.Google Scholar
Davies, B. & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247259. https://doi.org/10.1080/09518390701281751Google Scholar
Davies, P. B. & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247259. https://doi.org/10.1080/09518390701281751Google Scholar
Davis, V. (2015). 5 Ways of bringing student passions to student learning. Edutopia, August 19. www.edutopia.org/blog/bringing-student-passions-to-learningGoogle Scholar
Day, C. & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403415. https://doi.org/10.1016/S0742-051X(01)00003-8Google Scholar
De Lissovoy, N. (2015). Education and Emancipation in the Neoliberal Era: Being, Teaching, and Power. Palgrave Macmillan.Google Scholar
Del Giudice, M. (2014). Grit trumps talent and IQ: A story every parent (and educator) should read. National Geographic, October 14). www.nationalgeographic.com/news/2014/10/141015-angela-duckworth-success-grit-psychology-self-control-science-nginnovators/Google Scholar
Denby, D. (2016). The limits of grit. The New Yorker, June 21. Retrieved August 2nd, 2020 from www.newyorker.com/culture/culture-desk/the-limits-of-gritGoogle Scholar
Dewey, J. (1938/1991). Logic: The Theory of Inquiry,. Southern University Press.Google Scholar
Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education & Development, 21(5), 780793. https://doi.org/10.1080/10409289.2010.514522Google Scholar
Doyle, O., Harmon, C. P., Heckman, J. J., & Tremblay, R. E. (2009). Investing in early human development: Timing and economic efficiency. Economics & Human Biology, 7, 16.CrossRefGoogle ScholarPubMed
Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. Scribner.Google Scholar
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 10871101.Google Scholar
Duckworth, A. L. & Yeager, D. S. (2015). Measurement matters assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44, 237251.Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions: Social and emotional learning. Child Development, 82(1), 405432. https://doi.org/10.1111/j.1467-8624.2010.01564.xGoogle Scholar
Dweck, C. (2006). Mindset: The New Psychology of Success. Ballantine Books.Google Scholar
Dweck, C. S. (2000). Self-theories: Their Role in Motivation, Personality, and Development. Psychology Press.Google Scholar
Dweck, C. S. & Leggett, E. L. (1988). Ovid: A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256273.Google Scholar
Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109132. https://doi.org/10.1146/annurev.psych.53.100901.135153Google Scholar
EdSurge. (2019). From Vision to Practice: How Educators are Changing Practice to Meet the Needs of All Learners. EdSurge. https://d3e7x39d4i7wbe.cloudfront.net/uploads/pdf/file/166/K-1587491206.pdfGoogle Scholar
Educational Testing Service. (2018). The Praxis Study Companion: Education of Young Children. ETS Praxis. www.ets.org/s/praxis/pdf/5024.pdfGoogle Scholar
Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241273. https://doi.org/10.1207/s15327965pli0904_1Google Scholar
Elias, M. J., Zins, J. E., & Weissberg, R. P. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Association for Supervision and Curriculum Development .Google Scholar
Epictetus. (2004). Enchiridion (G. Long, Trans.). Dover Publications.Google Scholar
Falk, C. (1999). Sentencing learners to life: Retrofitting the academy for the information age. Theory, Technology and Culture, 22, 1927.Google Scholar
Fang He, V., Sirén, C., Singh, S., Solomon, G., & von Krogh, G. (2018). Keep calm and carry on: Emotion regulation in entrepreneurs’ learning from failure. Entrepreneurship Theory and Practice, 42(4), 605630. https://doi.org/10.1177/1042258718783428Google Scholar
Fejes, A. & Nicoll, K. (2008). Mobilizing foucault in studies of lifelong learning. In Fejes, A & Nicoll, K (eds.), Foucault and Lifelong Learning: Governing the Subject (pp. 118). Routledge. https://doi.org/10.4324/9780203933411Google Scholar
Fendler, L. (2001). Educating flexible souls: The construction of subjectivity through developmentality and interaction. In Hultqvist, K & Dahlberg, G (eds.), Governing the Child in the New Millennium (pp. 119142). RoutledgeFalmer.Google Scholar
Fendler, Lynn. (n.d.). Fendler, L. (2001). Educating flexible souls: The construction of subjectivity through developmentality and interaction. In Hultqvist, K & Dahlberg, G, (Eds.), Governing the Child in the New Millennium (pp. 119142). RoutledgeFalmer.Google Scholar
Ferree, M. M. & Merrill, D. A. (2000). Hot movements, cold cognition: Thinking about social movements in gendered frames. Contemporary Sociology, 29(3), 454462. https://doi.org/10.2307/2653932Google Scholar
Field, J. (2000). Lifelong Learning and the New Educational Order. Trentham Books, Ltd.Google Scholar
Fitzsimons, P. (2011). Governing the Self: A Foucauldian Critique of Managerialism in Education. Peter Lang.Google Scholar
Ford, B. Q. & Mauss, I. B. (2015). Culture and emotion regulation. Current Opinion in Psychology, 3, 15. https://doi.org/10.1016/j.copsyc.2014.12.004Google Scholar
Foucault, M. (2008). The Birth of Biopolitics: Lectures at the Collège de France, 1978–1979 (G. Burchell, Trans.). Palgrave Macmillan.Google Scholar
Framework for 21st Century Learning. (2009). Partnership for 21st century skills. www.p21.org/storage/documents/P21_Framework.pdfGoogle Scholar
Frank, R. H. (2016). Success and Luck: Good Fortune and the Myth of Meritocracy. Princeton University Press.Google Scholar
Freeman, M. (2015). Can there be a science of the whole person? Form psychology, in search of a soul. New Ideas in Psychology, 38, 3743.Google Scholar
Freire, P. (1968/2000). Pedagogy of the Oppressed. Continuum.Google Scholar
French II, R. P. (2016). The fuzziness of mindsets: Divergent conceptualizations and characterizations of mindset theory and praxis. International Journal of Organizational Analysis, 24(4), 673691. https://doi.org/10.1108/IJOA-09-2014-0797Google Scholar
Fried, L. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education, 36(3). https://doi.org/10.14221/ajte.2011v36n3.1Google Scholar
Fried, L. (2010). Understanding and enhancing emotion and motivation regulation strategy use in the classroom. International Journal of Learning, 17(6), 115129.Google Scholar
Froebel, F. (1885). The Education of Man (W. N. Hailmann, Trans.). Dover Publications.Google Scholar
Gabrieli, C., Ansel, D., & Bartolino Krachman, S. (2015). Ready To Be Counted: The Research Case for Education Policy Action on Non-cognitive Skills. Transforming Education. www.casel.org/wp-content/uploads/2016/06/ReadytoBeCounted_Release.pdfGoogle Scholar
Garcia, E. (2016). The need to address non-cognitive skills in the education policy agenda. In Khine, M. S. & Areepattamannil, S (eds.), Non-cognitive Skills and Factors in Educational Attainment (pp. 3264). Springer.Google Scholar
Garcia, E. & Weiss, E. (2016). Making Whole-Child Education the Norm: How Research and Policy Initiatives Can Make Social and Emotional Skills a Focal Point of Children’s Education. Economic Policy Institute. www.epi.org/publication/making-whole-child-education-the-norm/Google Scholar
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.Google Scholar
Gendron, B. (2004). Why emotional capital matters in education and in labour? Toward an optimal exploitation of human capital and knowledge management. https://hal.archives-ouvertes.fr/hal-00201223Google Scholar
Gerguri, S. & Ramadani, V. B. (2010). The impact of innovation into the economic growth. Retrieved August 2nd, 2020 from https://ideas.repec.org/p/pra/mprapa/22270.htmlGoogle Scholar
Gerhards, J. (1989). The changing culture of emotions in modern society. Information (International Social Science Council), 28(4), 737754. https://doi.org/10.1177/053901889028004005Google Scholar
Giroux, H. A. (2001). Theory and Resistance in Education: Towards a Pedagogy for the Opposition (Revised and expanded edition). Greenwood Publishing Group.Google Scholar
Gladwell, M. (2008). Outliers: The Story of Success. Little, Brown.Google Scholar
Glăveanu, V. P. (2015). Creativity as a sociocultural act. The Journal of Creative Behavior, 49(3), 165180. https://doi.org/10.1002/jocb.94CrossRefGoogle Scholar
Glăveanu, V. P. (2018). Creativity in perspective: A sociocultural and critical account. Journal of Constructivist Psychology, 31(2), 118129. https://doi.org/10.1080/10720537.2016.1271376Google Scholar
Glăveanu, V. P., Gillespie, A., & Valsiner, J. (2014). Rethinking Creativity: Contributions from Social and Cultural Psychology. Routledge.Google Scholar
Gold, J., Kauderer, S., Schwartz, F., & Solodow, W. (2015). The space between. The Psychoanalytic Study of the Child, 69(1), 372393. https://doi.org/10.1080/00797308.2016.11785537Google Scholar
Golden, N. A. (2017). “There’s still that window that’s open”: The problem with “grit.” Urban Education, 52(3), 343369.Google Scholar
Goodwin, B. & Miller, K. (2013). Grit+ talent= student success. Educational Leadership, 71(1), 7476.Google Scholar
Gormley, K. (2018). Neoliberalism and the discursive construction of “creativity.Critical Studies in Education, 61(3), 313328. https://doi.org/10.1080/17508487.2018.1459762Google Scholar
Grandey, A., Diefendorff, J., & Rupp, D. E. (2013). Emotional Labor in the 21st Century: Diverse Perspectives on Emotion Regulation at Work. Routledge.Google Scholar
Graver, M. (2008). Stoicism and Emotion. University of Chicago Press.Google Scholar
Gray, P. (2013). Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-reliant, and Better Students for Life. Basic Books.Google Scholar
Graziano, P. A., Keane, S. P., & Calkins, S. D. (2010). Maternal behaviour and children’s early emotion regulation skills differentially predict development of children’s reactive control and later effortful control. Infant and Child Development, 19(4), 333353. https://doi.org/10.1002/icd.670Google Scholar
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 319.Google Scholar
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6–7), 466474. https://doi.org/10.1037/0003-066X.58.6-7.466Google Scholar
Greene, J. A., Bolick, C. M., & Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning. Computers & Education, 54, 230243.Google Scholar
Greene, M. (1988). The Dialectic of Freedom. Teachers College Press.Google Scholar
Greene, Maxine. (2000). Imagining futures: The public school and possibility. Journal of Curriculum Studies, 32(2), 267280.Google Scholar
Griese, V. (2016). The struggle for creativity: The effect of systems on principal creativity a systems theory perspective [ProQuest Dissertations Publishing]. http://search.proquest.com/docview/1777582118/?pq-origsite=primoGoogle Scholar
Griffin, B. & Hesketh, B. (2003). Adaptable behaviours for successful work and career adjustment. Australian Journal of Psychology, 55(2), 6573. https://doi.org/10.1080/00049530412331312914CrossRefGoogle Scholar
Griffin, C., Holford, J., & Jarvis, P. (2013). International Perspectives on Lifelong Learning. Routledge.Google Scholar
Griffith, D. & Slade, S. (2018). A whole child umbrella. Educational Leadership, 76(2), 3638.Google Scholar
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271299. https://doi.org/10.1037/1089-2680.2.3.271Google Scholar
Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281291. https://doi.org/10.1017/S0048577201393198Google Scholar
Gross, J. J. (2011). Handbook of Emotion Regulation, First Edition. Guilford Press.Google Scholar
Gross, J. J. & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348362. https://doi.org/10.1037/0022-3514.85.2.348Google Scholar
Gumora, G. & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395413. https://doi.org/10.1016/S0022-4405(02)00108-5Google Scholar
Hacking, I. (2002). Historical Ontology. Harvard University Press.Google Scholar
Hall, N. C. & Goetz, T. (2013). Emotion, Motivation, and Self-Regulation: A Handbook for Teachers. Emerald Publishing Limited.Google Scholar
Halliwell, B., Cohen, T., Cruz, T., Gallen, I., Mullarkey, F., & Petrozzino, J. (2017). The effects of growth mindset intervention on vocabulary skills in first to third grade children. Retrieved August 2nd, 2020 from https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1061&context=acadfestGoogle Scholar
Hampton, D. (2015). What’s the difference between feelings and emotions? The Best Brain Possible, January 12. www.thebestbrainpossible.com/whats-the-difference-between-feelings-and-emotions/Google Scholar
Harari, Y. N. (2016). Sapiens: A Brief History of Human Kind. Harper Collins.Google Scholar
Harvey, D. (2007). A Brief History of Neoliberalism. Oxford University Press.Google Scholar
Heckman, J. & Kautz, T. (2013). Fostering and measuring skills: Interventions that improve character and cognition. NBER Working Paper Series, 19656. https://doi.org/10.3386/w19656Google Scholar
Hetland, L. (2013). Connecting creativity to understanding. Educational Leadership, 70(5), 6570.Google Scholar
Hochanadel, A. & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11(1), 4750.Google Scholar
Hoerr, T. R. (2013). Principal connection/Good failures. Educational Leadership, 71(1), 8687.Google Scholar
Hoeschler, P., Balestra, S., & Backes-Gellner, U. (2018). The development of non-cognitive skills in adolescence. Economics Letters, 163, 4045.Google Scholar
Hoggett, P. (2017). Shame and performativity: Thoughts on the psychology of neoliberalism. Psychoanalysis, Culture & Society, 22(4), 364382.Google Scholar
Holbein, J. B., Hillygus, D. S., Lenard, M. A., Gibson-Davis, C., & Hill, D. V. (2016). The development of students’ engagement in school, community and democracy. British Journal of Political Science, 119. https://doi.org/10.1017/S000712341800025XGoogle Scholar
Howkins, J. (2011). Creative Ecologies: Where Thinking is a Proper Job. Transaction Publishers.Google Scholar
Hughes, C. & Tight, M. (1995). The myth of the learning society. British Journal of Educational Studies, 43(3), 290304. https://doi.org/10.1080/00071005.1995.9974038Google Scholar
Humphries, J. E. & Kosse, F. (2017). On the interpretation of non-cognitive skills – What is being measured and why it matters. Journal of Economic Behavior & Organization, 136, 174185.Google Scholar
Illeris, K. (2018). Learning, Development and Education From Learning Theory to Education and Practice. Routledge.Google Scholar
Isen, A. M. (2001). An influence of positive affect on decision making in complex situations: Theoretical issues with practical implications. Journal of Consumer Psychology, 11(2), 7585. https://doi.org/10.1207/S15327663JCP1102_01Google Scholar
Ivcevic, Z. & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 2936. https://doi.org/10.1016/j.jrp.2014.06.005Google Scholar
Jachimowicz, J. M., Wihler, A., Bailey, E. R., & Galinsky, A. D. (2018). Why grit requires perseverance and passion to positively predict performance. Proceedings of the National Academy of Sciences, 115(40), 99809985.Google Scholar
James, W. (1884). What is an emotion? Mind Association, 9(34), 188205.Google Scholar
Jaramillo, J. A. (1996). Vygotsky’s sociocultural theory and contributions to the development of constructivist curricula. Education, 117(1), 133.Google Scholar
Jarvis, P. (2007). Globalization, Lifelong Learning and the Learning Society: Sociological Perspectives. Routledge.Google Scholar
Jarvis, P. (2008). Democracy, Lifelong Learning and the Learning Society: Active Citizenship in a Late Modern Age. Routledge.Google Scholar
Jenkins, J. M., Duncan, G. J., Auger, A., Bitler, M., Domina, T., & Burchinal, M. (2018). Boosting school readiness: Should preschool teachers target skills or the whole child? Economics of Education Review, 65, 107125.Google Scholar
Jiang, W., Xiao, Z., Liu, Y., Guo, K., Jiang, J., & Du, X. (2019). Reciprocal relations between grit and academic achievement: A longitudinal study. Learning and Individual Differences, 71, 1322.Google Scholar
Johnson, E. J. (2015). Reprint of: Mapping the field of the whole human: Toward a form psychology. New Ideas in Psychology, 38, 424.Google Scholar
Johnson, S. B., Riis, J. L., & Noble, K. G. (2016). State of the art review: Poverty and the developing brain. Pediatrics, 137(4). https://doi.org/10.1542/peds.2015-3075Google Scholar
Jung, C. G. (1954). The Development of Personality. Routledge.Google Scholar
Kakouris, A. (2015). Entrepreneurship pedagogies in lifelong learning: Emergence of criticality? Learning, Culture and Social Interaction, 6, 8797.Google Scholar
Kalin, N. M. (2016). We’re all creatives now: Democratized creativity and education. Journal of the Canadian Association for Curriculum Studies, 13(2), 3244.Google Scholar
Kautz, T., Heckman, J. J., Diris, R., ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (Working Paper No. 20749; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w20749CrossRefGoogle Scholar
Keeling, D. M. & Lehman, M. N. (2018). Posthumanism. Oxford Research Encyclopedia of Communication. https://doi.org/10.1093/acrefore/9780190228613.013.627Google Scholar
Khine, M. S. & Areepattamannil, S. (2016). Non-Cognitive Skills and Factors in Educational Attainment. Springer.Google Scholar
Klein, N. (2007). The Shock Doctrine: The Rise of Disaster Capitalism. Metropolitan Books.Google Scholar
Klein, P. D. (1997). Multiplying the problems of intelligence by eight: A critique of Gardner’s theory. Canadian Journal of Education, 22(4), 377394.Google Scholar
Knox, A. (2011). Creativity and learning. Journal of Adult and Continuing Education, 17(2), 96111. https://doi.org/10.7227/JACE.17.2.9Google Scholar
Kohn, A. (2008). Why self-discipline is overrated: The (troubling) theory and practice of control from within. Phi Delta Kappan, 90(3), 168176.Google Scholar
Kohn, A. (2014). The Myth of the Spoiled Child: Challenging the Conventional Wisdom about Children and Parenting. Da Capo Press.Google Scholar
Kohn, A. (2015). The “Mindset” Mindset: What We Miss by Focusing on Kids’ Attitudes. Alfie Kohn. www.alfiekohn.org/article/mindset/Google Scholar
Kyllonen, P. (2005). The case for noncognitive assessments. R&D Connections, 17. Retrieved August 2nd, 2020 from www.ets.org/Media/Research/pdf/RD_Connections3.pdfGoogle Scholar
Laal, M. & Salamati, P. (2012). Lifelong learning: Why do we need it? Procedia-Social and Behavioral Sciences, 31, 399403.Google Scholar
Lee, A. (1997). Lifelong learning: Workforce development and economic success. In Hatton’s, M. J (ed.) Lifelong Learning: Policies, Practices and Programs, School of Media Studies (pp. 303315). Humber College of Applied Media Studies.Google Scholar
Lee, J. & Lee, M. (2020). Is “whole child” education obsolete? Public school principals’ educational goal priorities in the era of accountability. Educational Administration Quarterly (first published online March 20, 2020). https://doi.org/10.1177/0013161X20909871Google Scholar
Lee, M. & Morris, P. (2016). Lifelong learning, income inequality and social mobility in Singapore. International Journal of Lifelong Education, 35(3), 286312.Google Scholar
Levin, H. M. (2015). The importance of adaptability for the 21st century. Society, 52(2), 136141. https://doi.org/10.1007/s12115-015-9874-6Google Scholar
Lindgren, T. (2019). The figuration of the posthuman child. Discourse: Studies in the Cultural Politics of Education, 112. https://doi.org/10.1080/01596306.2019.1576589Google Scholar
Linnenbrink, E. A. & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In Sansone, C & Harackiewicz, J. M. (eds.), Intrinsic and Extrinsic Motivation (pp. 195227). Academic Press.Google Scholar
Lipman, P. (2013). The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. Taylor & Francis.Google Scholar
London, M. (2011). Lifelong learning: Introduction. In London, M (ed.), The Oxford Handbook of Lifelong Learning (pp. 311). Oxford University Press.Google Scholar
Long, A. A. (2002). Epictetus: A Stoic and Socratic Guide to Life. Clarendon Press.Google Scholar
Lopes, P. N., Mestre, J. M., Guil, R., Kremenitzer, J. P., & Salovey, P. (2012). The role of knowledge and skills for managing emotions in adaption to school: Social behavior and misconduct in the classroom. American Educational Research Journal, 49(4), 710742.Google Scholar
Lorenzini, D. (2018). Governmentality, subjectivity, and the neoliberal form of life. Journal for Cultural Research, 22(2), 154166. https://doi.org/10.1080/14797585.2018.1461357Google Scholar
Lubart, T. I. (1994). Creativity. In Sternberg’s, R. J. (ed.), Thinking and Problem Solving (pp.289332). Academic Press.Google Scholar
Ludmer, R., Dudai, Y., & Rubin, N. (2011). Uncovering camouflage: Amygdala activation predicts long-term memory of induced perceptual insight. Neuron, 69(5), 10021014. https://doi.org/10.1016/j.neuron.2011.02.013Google Scholar
Lundberg, S. (2017). Non-cognitive skills as human capital. In Hulten, C. R. and Ramey’s, V. A. (eds.), Education, Skills, and Tecchnical Change: Implications for future US GDP Growth (pp. 219243). University of Chicago Press.Google Scholar
Lutz, C. (1988). Unnatural Emotions: Everyday Sentiments on a Micronesian Atoll and their Challenge to Western Theory. University of Chicago Press.Google Scholar
Macklem, G. L. (2007). Practitioner’s Guide to Emotion Regulation in School-Aged Children. Springer Science & Business Media.Google Scholar
Marenholtz-Bülow, B. von. (1895). Reminiscences of Friedrich Froebel. Lee and Shepard.Google Scholar
Martin, J. (2004). The educational inadequacy of conceptions of self in educational psychology. Interchange, 35, 185208. https://doi.org/10.1007/BF02698849Google Scholar
Martin, J. (2007). The selves of educational psychology: Conceptions, contexts, and critical considerations. Educational Psychologist, 42, 7989. https://doi.org/10.1080/00461520701263244Google Scholar
Martin, J. (2015). A unified psychology of the person? New Ideas in Psychology, 38, 3136.Google Scholar
Martin, J. (2014). Psychologism, individualism and the limiting of the social context in educational psychology. In: Corcoran, T. (eds.), Psychology in Education. Bold Visions in Educational Research (pp. 167180). SensePublishers. https://doi.org/10.1007/978-94-6209-566-3_11Google Scholar
Martin, J.& McLellan, A.M. (2013). The Education of Selves: How Psychology Transformed Students. Oxford University Press.Google Scholar
Martin, R. E. & Ochsner, K. N. (2016). The neuroscience of emotion regulation development: Implications for education. Current Opinion in Behavioral Sciences, 10, 142148. https://doi.org/10.1016/j.cobeha.2016.06.006Google Scholar
McGuigan, J. (2016). Neoliberal Culture. Springer.Google Scholar
McLaren, P. (2007). Life in Schools. An Introduction to Critical Pedagogy in the Foundations of Education (5th ed.). Addison Wesley Longman, Inc.Google Scholar
McRobbie, A. (2015). Is passionate work a neoliberal delusion? Open Democracy: Free Thinking for the World, April 22. www.opendemocracy.net/en/transformation/is-passionate-work-neoliberal-delusion/Google Scholar
Michelman, B. (2015). A lexicon for educating the whole child (and preparing the whole adult). ASCD Learn. Teach. Lead., 21(2), 17.Google Scholar
Milić, N. S., Nedimović, P., & Sturza, S. (2018). The frequency with which creativity development strategies are used in various fields. The Journal of Elementary Education, 11(3), 202214.Google Scholar
Mills, K. & Kim, H. (2017). Teaching problem solving: Let students get “stuck” and “unstuck.” Brookings. www.brookings.edu/blog/education-plus-development/2017/10/31/teaching-problem-solving-let-students-get-stuck-and-unstuck/Google Scholar
Mohr, K. M. (2017). The Role of Integrated Curriculum in the 21st Century School [Ed.D., University of Missouri – Saint Louis]. http://search.proquest.com/docview/1984331853/abstract/32AE1A5CD55E4CCFPQ/1Google Scholar
Montessori, M. (1948). The Discovery of the Child (M. A. Johnstone, Trans.). Aakar Books.Google Scholar
National Advisory Committee on Creative and Cultural Education (NACCCE) (1999). All Our Futures: Creativity, Culture and Education. Retrieved August 2nd, 2020 from http://sirkenrobinson.com/pdf/allourfutures.pdfGoogle Scholar
Nettles, M. (n.d.). Why the “Whole Child” Matters – ETS Open Notes. Open Notes. Retrieved April 26, 2020, from https://news.ets.org/stories/whole-child-matters/Google Scholar
Newberry, M., Gallant, A., & Riley, P. (2013). Emotion and School: Understanding How the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning. Emerald Group Publishing.Google Scholar
Newton, L. D. & Newton, D. P. (2014). Creativity in 21st-century education. Prospects, 44(4), 575589. https://doi.org/10.1007/s11125-014-9322-1Google Scholar
Noddings, N. (2005). What does it mean to educate the whole child? Educational Leadership, 63, 311.Google Scholar
Oatley, K., Parrott, W. G., Smith, C., & Watts, F. (2011). Cognition and emotion over twenty-five years. Cognition and Emotion, 25(8), 13411348. https://doi.org/10.1080/02699931.2011.622949Google Scholar
Ochsner, K. N. & Gross, J. J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9(5), 242249. https://doi.org/10.1016/j.tics.2005.03.010Google Scholar
Ogata, A. F. (2013). Designing the Creative Child: Playthings and Places in Midcentury America. University of Minnesota Press.Google Scholar
Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. https://doi.org/10.1787/db1d8e59-enGoogle Scholar
Oliver, P. (2019). Lifelong and Continuing Education: What is a Learning Society? Routledge.Google Scholar
Olson, S. L., Sameroff, A. J., Lansford, J. E., Sexton, H., Davis-Kean, P., Bates, J. E., Pettit, G. S., & Dodge, K. A. (2013). Deconstructing the externalizing spectrum: Growth patterns of overt aggression, covert aggression, oppositional behavior, impulsivity/inattention, and emotion dysregulation between school entry and early adolescence. Development and Psychopathology, 25(3), 817842.Google Scholar
Olssen, M. (2008). Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility and knowledge capitalism. In Fejes, A & Nicoll, K (eds.), Foucault and Lifelong Learning: Governing the Subject (pp. 3447). Routledge.Google Scholar
Ooi, C. S. & Stöber, B. (2011). Creativity unbound – policies, government and the creative industries. Culture Unbound: Journal of Current Cultural Research, 3(2), 113117. https://doi.org/10.3384/cu.2000.1525.113113Google Scholar
Organisation for Economic Co-operation and Development (OECD). (2001). Lifelong Learning for All: Policy Directions. OECD. www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=DEELSA/ED/CERI/CD(2000)12/PART1/REV2&docLanguage=EnGoogle Scholar
Organisation for Economic Co-operation and Development (OECD). (2006). Starting Strong II: Early Childhood Education and Care. OECD. www.oecd.org/education/school/startingstrongiiearlychildhoodeducationandcare.htm#ESGoogle Scholar
Organisation for Economic Co-operation and Development (OECD). (2012). Nature of Learning: Using Research to Inspire Practice. www.oecd.org/education/ceri/50300814.pdfGoogle Scholar
Organisation for Economic Co-operation and Development (OECD). (2019). Education at a Glance. OECD. https://read.oecd-ilibrary.org/education/education-at-a-glance-2019_f8d7880d-en#page1Google Scholar
Park, C.-Y. (2019). Lifelong learning and education policies to capture digital gains. G20 Insights. www.g20-insights.org/policy_briefs/lifelong-learning-and-education-policies-to-capture-digital-gains/Google Scholar
Partnership for 21st Century Skills. (2009). P21 framework definitions. Retrieved September 20, 2010 from www.p21.org/documents/P21_Framework.pdfGoogle Scholar
Pavletich, J. (1998). Emotions, experience, and social control in the twentieth century. Rethinking Marxism, 10(2), 5164.Google Scholar
Pearse, M. & Dunwoody, M. (2013). Learning that Never Ends: Qualities of a Lifelong Learner. Rowman & Littlefield.Google Scholar
Pekrun, R. & Stephens, E. J. (2009). Goals, emotions, and emotion regulation: Perspectives of the control-value theory. Human Development, 52(6), 357365. http://dx.doi.org.proxyau.wrlc.org/10.1159/000242349Google Scholar
Perkins-Gough, D. (2013). The significance of grit: A conversation with Angela Lee Duckworth. Educational Leadership, 71, 1421.Google Scholar
Peters, M. A. & Tesar, M. (2017). Philosophy and performance of neoliberal ideologies: History, politics and human subjects. In Peters, M. A. & Tesar, M (eds.), Contesting Governing Ideologies (pp. 218). Routledge.Google Scholar
Piaget, J. & Inhelder, B. (1969). The Psychology of the Child. Basic Books.Google Scholar
Piaget, J. (1976). Piaget’s theory. In Inhelder, B, Chipman, H. H., & Zwingmann, C (eds.), Piaget and His School: A Reader in Developmental Psychology (pp. 1123). Springer.Google Scholar
Piaget, J. (2003). The Psychology of Intelligence. Routledge.Google Scholar
Pink, D. H. (2011). Drive: The Surprising Truth about What Motivates Us. Riverhead Books.Google Scholar
Pinos, V., Twigg, N. W., Parayitam, S., & Olson, B. J. (2013). Leadership in the 21st century: The effect of emotional intelligence. Academy of Strategic Management Journal, 12(1), 14.Google Scholar
Plucker, J., A. Beghetto, R., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 8396. https://doi.org/10.1207/s15326985ep3902_1Google Scholar
Pope, R. (2005). Creativity: Theory, History, Practice. Psychology Press.Google Scholar
Ravitch, D. (2014). Poverty matters. Diane Ravitch’s Blog, March 2. http://dianeravitch.net/2014/03/02/poverty-matters/Google Scholar
Reichelt, M., Collischon, M., & Eberl, A. (2019). School tracking and its role in social reproduction: Reinforcing educational inheritance and the direct effects of social origin. The British Journal of Sociology, 70(4), 13231348.Google Scholar
Ria, L., Sève, C., Saury, J., Theureau, J., & Durand, M. (2003). Beginning teachers’ situated emotions: A study of first classroom experiences. Journal of Education for Teaching, 29(3), 219234. https://doi.org/10.1080/0260747032000120114Google Scholar
Richardson, F. C., Bishop, R. C., & Garcia-Joslin, J. (2018). Overcoming neoliberalism. Journal of Theoretical and Philosophical Psychology, 38(1), 15.Google Scholar
Robinson, K. (2005). How creativity, education and the arts shape a modern economy. www.ecs.org/clearinghouse/60/51/6051.pdfGoogle Scholar
Rose, N. (1999). Governing the Soul: The Shaping of the Private Self. Free Associations Books.Google Scholar
Rose, Nikolas & Abi-Rached, J. M. (2013). Neuro: The New Brain Sciences and the Management of the Mind. Princeton University Press.Google Scholar
Ruiz-Alfonso, Z. & León, J. (2016). The role of passion in education: A systematic review. Educational Research Review, 19, 173188.Google Scholar
Runco, M. A. & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 9296. https://doi.org/10.1080/10400419.2012.650092Google Scholar
Saltman, K. J. (2014). The austerity school. Symplokē, 22(1–2), 4157.Google Scholar
Sandoval, M. (2018). From passionate labour to compassionate work: Cultural co-ops, do what you love and social change. European Journal of Cultural Studies, 21(2), 113129. https://doi.org/10.1177/1367549417719011Google Scholar
Sawyer, K. (2012). Extending sociocultural theory to group creativity. Vocations and Learning, 5(1), 5975. https://doi.org/10.1007/s12186-011-9066-5Google Scholar
Scherer, K. R., Schorr, A., & Johnstone, T. (2001). Appraisal Processes in Emotion: Theory, Methods, Research. Oxford University Press, Incorporated. http://ebookcentral.proquest.com/lib/aul/detail.action?docID=430304Google Scholar
Schleicher, A. (2018). Educating learners for their future, not our past. ECNU Review of Education, 1(1), 5875. https://doi.org/10.30926/ecnuroe2018010104Google Scholar
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.Google Scholar
Schutz, P. A. & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125134. https://doi.org/10.1207/S15326985EP3702_7Google Scholar
Scorza, P., Araya, R., Wuermli, A. J., & Betancourt, T. S. (2016). Towards clarity in research on “non-cognitive” skills: Linking executive functions, self-regulation, and economic development to advance life outcomes for children, adolescents and youth globally. Human Development, 58(6), 313317. https://doi.org/10.1159/000443711Google Scholar
Seddon, K. (2006). Epictetus’ Handbook and the Tablet of Cebes: Guides to Stoic Living. Routledge.Google Scholar
Shechtman, N., DeBarger, A. H., Dornsife, C., Rosier, S., & Yarnall, L. (2013). Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century (pp. 1107). United States Department of Education: Office of Educational Technology.Google Scholar
Simonton, D. K. (1975). Sociocultural context of individual creativity: A transhistorical time-series analysis. Journal of Personality, 32(6), 11191133.Google Scholar
Smith, C. D. (1990). Jung’s Quest for Wholeness: A Religious and Historical Perspective. SUNY Press.Google Scholar
Smith, M. K. (2000). The theory and rhetoric of the learning society. The Encyclopedia of Informal Education. Retrieved August 2nd, 2020 from https://infed.org/mobi/the-theory-and-rhetoric-of-the-learning-society/Google Scholar
Smith, T. (2014). Does Teaching Kids To Get “Gritty” Help Them Get Ahead? [Interview]. www.npr.org/2014/03/17/290089998/does-teaching-kids-to-get-gritty-help-them-get-aheadGoogle Scholar
Soder, R., Goodlad, J. I., & McMannon, T. J. (2002). Developing Democratic Character in the Young. John Wiley.Google Scholar
Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking Skills and Creativity, 23, 5866. https://doi.org/10.1016/j.tsc.2016.11.002Google Scholar
Sparks, S. D. (2015). Nation’s report card to gather data on grit, mindset. Education Week, 34(32), 15.Google Scholar
Sternberg, R. J. & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34(1), 131. https://doi.org/10.1159/000277029Google Scholar
Stokas, A. G. (2015). A genealogy of grit: Education in the new gilded age. Educational Theory, 65(5), 513528.Google Scholar
Sugarman, J. (2009). Historical ontology and psychological description. Journal of Theoretical and Philosophical Psychology, 29, 515. https://doi.org/10.1037/a0015301Google Scholar
Sugarman, J. (2015). Neoliberalism and psychological ethics. Journal of Theoretical and Philosophical Psychology, 35(2), 103116. https://doi.org/10.1037/a0038960Google Scholar
Sugarman, J. & Thrift, E. (2017). Neoliberalism and the psychology of time. Journal of Humanistic Psychology (first published online). https://doi.org/10.1177/0022167817716686Google Scholar
Sullivan, A., Parsons, S., Green, F., Wiggins, R. D., & Ploubidis, G. (2018). The path from social origins to top jobs: Social reproduction via education. The British Journal of Sociology, 69(3), 776798.Google Scholar
Sullivan, F. R. (2017). Creativity, Technology, and Learning. Routledge.Google Scholar
Sung, T. K. (2015). The creative economy in global competition. Technological Forecasting and Social Change, 96, 8991. https://doi.org/10.1016/j.techfore.2015.04.003Google Scholar
Sylwester, R. (1994). How emotions affect learning. Educational Leadership, 52(2), 6065.Google Scholar
Teo, Thomas. (2018). Outline of Theoretical Psychology: Critical Investigations. Springer.Google Scholar
Thrift, E. & Sugarman, J. (2019). What is social justice? Implications for psychology. Journal of Theoretical and Philosophical Psychology, 39(1), 117.Google Scholar
Tileagă, C. & Stokoe, E. (2015). Discursive Psychology: Classic and Contemporary Issues. Routledge.Google Scholar
Tough, P. (2012). How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. Houghton Mifflin Harcourt.Google Scholar
Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. Jossey-Bass.Google Scholar
Trilling, Bernie, & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. John Wiley, Incorporated. http://ebookcentral.proquest.com/lib/aul/detail.action?docID=468884Google Scholar
Tröhler, D. (2016). Educationalization of social problems and the educationalization of the modern world. In Smeyers, P & Depaepe, M (eds.), Educational Research: The Educationalization of Social Problems. Educational Research (Vol. 3, pp. 3146). Springer.Google Scholar
Tulis, M., Steuer, G., & Dresel, M. (2016). Learning from errors: A model of individual processes. Frontline Learning Research, 4(2), 1226.Google Scholar
Turner, J. E., Husman, J., & Schallert, D. L. (2002). The importance of students’ goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame. Educational Psychologist, 37(2), 7989. https://doi.org/10.1207/S15326985EP3702_3Google Scholar
Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in Psychology, 8, 122. https://doi.org/10.3389/fpsyg.2017.01454Google Scholar
Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877.Google Scholar
Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., Gagné, M., & Marsolais, J. (2003). Les passions de l’ame: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756767.Google Scholar
Vassallo, S. (2012). Critical pedagogy and neoliberalism: Concerns with teaching self-regulated learning. Studies in Philosophy and Education, 32, 563580 https://doi.org/10.1007/s11217-012-9337-0Google Scholar
Vassallo, S. (2014). The entanglement of thinking and learning skills in neoliberal discourse. In Corcoran, T (ed.), Psychology in Education: Critical theory∼ practice (pp. 145165). Springer.Google Scholar
Wang, S., Zhou, M., Chen, T., Yang, X., Chen, G., Wang, M., & Gong, Q. (2017). Grit and the brain: Spontaneous activity of the dorsomedial prefrontal cortex mediates the relationship between the trait grit and academic performance. Social Cognitive and Affective Neuroscience, 12(3), 452460.Google Scholar
Waters, E. & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3(1), 7997. https://doi.org/10.1016/0273-2297(83)90010-2Google Scholar
Weare, K. (2003). Developing the Emotionally Literate School. SAGE Publications.Google Scholar
Williams, J. (2018). Cultivating a Growth Mindset in Students. National Professional Resources, Inc. www.nprinc.com/cultivating-a-growth-mindset-in-students/Google Scholar
Wilson, R. (2013). Surprise: Creativity is a skill not a gift! Psychology Today, June 30. www.psychologytoday.com/blog/the-main-ingredient/201306/surprise-creativity-is-skill-not-giftGoogle Scholar
Wolfe, D. A. & Bramwell, A. (2008). Innovation, creativity and governance: Social dynamics of economic performance in city-regions. Innovation : Management, Policy & Practice; Maleny, 10(2/3), 170182.Google Scholar
World Economic Forum. (2017). The global human capital report 2017: Preparing people for the future of work. World Economic Forum. http://www3.weforum.org/docs/WEF_Global_Human_Capital_Report_2017.pdfGoogle Scholar
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O’Brien, J., Flint, K., & Roberts, A. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374391.Google Scholar
Yehia, S. & Gunn, C. (2018). Enriching the learning experience for civil engineering students through learner-centered teaching. Journal of Professional Issues in Engineering Education and Practice, 144(4), 16.Google Scholar
Zeidner, M. (1998). Test Anxiety: The State of the Art. Kluwer Academic Publishers.Google Scholar
Zembylas, M. (2006). Teaching with Emotion: A Postmodern Enactment. IAP.Google Scholar
Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935948. https://doi.org/10.1016/j.tate.2005.06.005Google Scholar
Zembylas, M. (2007). Emotional capital and education: Theoretical insights from bourdieu. British Journal of Educational Studies, 55(4), 443463.Google Scholar
Zembylas, M. & Fendler, L. (2007). Reframing emotion in education through lenses of parrhesia and care of the self. Studies in Philosophy and Education, 26(4), 319333.Google Scholar
Ziegler, E. & Kapur, M. (2018). The interplay of creativity, failure and learning in generating algebra problems. Thinking Skills and Creativity, 30, 6475. https://doi.org/10.1016/j.tsc.2018.03.009Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Stephen Vassallo, American University, Washington DC
  • Book: Neoliberal Selfhood
  • Online publication: 03 December 2020
  • Chapter DOI: https://doi.org/10.1017/9781108769402.009
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Stephen Vassallo, American University, Washington DC
  • Book: Neoliberal Selfhood
  • Online publication: 03 December 2020
  • Chapter DOI: https://doi.org/10.1017/9781108769402.009
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Stephen Vassallo, American University, Washington DC
  • Book: Neoliberal Selfhood
  • Online publication: 03 December 2020
  • Chapter DOI: https://doi.org/10.1017/9781108769402.009
Available formats
×