Works cited
Here are the resources cited throughout this section of the toolkit, in the order in which they appeared.
- Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410-421. pubmed.ncbi.nlm.nih.gov/16045394.
- Keltner, D., Haidt, J., (2003). Approaching awe, a moral spiritual and esthetic emotion. Cognition and Emotion 17 (2). 297-314 greatergood.berkeley.edu/dacherkeltner/docs/keltner.haidt.awe.2003.pdf
- Gallagher, M.W., Marques, S.C. & Lopez, S.J. (2017) Hope and the academic trajectory of college students. J Happiness Stud 18, 341–352. doi.org/10.1007/s10902-016-9727-z
- Parashar, F. (2009, October 14). The Psychology of Optimism and Pessimism: Theories and Research Findings.
positivepsychology.org.uk/optimism-pessimism-theory/ - Shapiro, S. L., Schwartz, G. E., & Santerre, C. (2002). Meditation and positive psychology. Handbook of positive psychology, 2, 632-645. doi: 10.1093/oxfordhb/9780199396511.013.50
- Davies, S. T., (2017, March 11). The 20-Second Rule: How to Build Better Habits (in 1/3 of a Minute). Sam Thomas Davies
www.samuelthomasdavies.com/the-20-second-rule/ - Carney, C., (2020, May 20) The DOZE App: A Unique Approach to Overcoming Sleep Problems in Young Adults. Scientia
www.scientia.global/dr-colleen-carney-the-doze-app-a-unique-approach-to-overcoming-sleep-problems-in-young-adults/ - Eva, A. L. (2017, November 28) Why we should embrace mistakes in school. If students can see the beauty in spilled milk, research suggests they’ll learn better. Greater Good Berkeley. greatergood.berkeley.edu/article/item/why_we_should_embrace_mistakes_in_school
- Shapiro, S. L., Schwartz, G. E., & Santerre, C. (2002). Meditation and positive psychology. Handbook of positive psychology, 2, 632-645. DOI: 10.1093/oxfordhb/9780199396511.013.50 www.researchgate.net/profile/Hooria_Jazaieri/publication/329718661_Meditation_and_Positive_Psychology/
links/5c1826bb299bf139c76060d5/Meditation-and-Positive-Psychology.pdf - Neff, K. (2011). Self‐Compassion, self-esteem, and well-being. Social and Personality Psychology Compass, 5(1), 1-12. doi:10.1111/j.1751-9004.2010.00330.x
- Weir, K. (2012). What you need to know about Willpower: The Psychological Science of Self-Control. American Psychological Association website www.apa.org/topics/personality/willpower
- Duckworth, A. l., Gendler, T. S., Gross, J. J. (2016) Situational strategies for self-control. Perspectives on Psychological Science, 11(1), 35–55, journals.sagepub.com/doi/10.1177/1745691615623247
- Galla, B. M., Shulman, E. P., Plummer, B. D., Gardner, M., Hutt, S. J., Goyer, J. P., D’Mello, S. K., Finn, A. S., & Duckworth, A. L. (2019). Why high school grades are better predictors of on-time college graduation than are admissions test scores: The roles of self-regulation and cognitive ability. American Educational Research Journal, 56(6), 2077-2115. doi.org/10.3102/0002831219843292
- Marano, H.E. (1999). The power of play. Psychology Today.
www.psychologytoday.com/ca/articles/199907/the-power-play - Schwartz, B. (2004). The tyranny of choice. Scientific American. (pp. 71-75)
- Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote academic achievement: Policy recommendations. Perspectives on Psychological Science, 10(6), 721-726. doi:10.1177/1745691615599383
- Dweck, C. (2015, September 22). Carol Dweck revisits the ‘growth mindset’. Education Week.
www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html - Samsom, L., Bretherton, L., Neimic, N. (2016). PsycCRITIQUES Vol. 61, No. 25, Article 10, American Psychological Association. Doing the Right Thing: Character, Moral Goodness, and Star Wars
- Lavy, S. (2020). A Review of Character Strengths Interventions in Twenty-First-Century Schools: Their importance and how they can be fostered. Applied Research Quality Life, 15, 573–596.
doi.org/10.1007/s11482-018-9700-6 - Brecher, D. (2021). Mindset Toolkit.
- Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). doi.org/10.1126/sciadv.aau4734
- Brecher, D. (2020). Feedback to encourage resilience.