Guoyi Zhang, Ph.D., University of Arizonaįletcher Christensen, Ph.D., University of California, Irvine Janet Vassilev, Ph.D., University of California, Los Angeles Mohammad Motamed, Ph.D., Royal Institute of Technology (Sweden) Stephen Lau, Ph.D., University of North Carolina, Chapel Hill
Hongnian Huang, Ph.D., University of Wisconsin, Madison James Degnan, Ph.D., University of New MexicoĮrik B. Chaudhry, Ph.D., University of Illinois Urbana, Champaign Maxim Zinchenko, Ph.D., University of Missouri Helen Wearing, Ph.D., Heriot-Watt University (Scotland) Monika Nitsche, Ph.D., University of MichiganĪnna Skripka, Ph.D., University of Missouriĭimiter Vassilev, Ph.D., Purdue University Landau Institute for Theoretical Physics of the Russian Academy of Sciences Ronald Christensen, Ph.D., University of MinnesotaĪlexander O. Matthew Blair, Ph.D., University of Washington Loring, Ph.D., University of California, Berkeley (SOUNDBITE OF MUSIC) Transcript provided by NPR, Copyright NPR.Alexandru Buium, Ph.D., University of Bucharest (Romania) Clarke says it's time for schools to start cultivating eudaimonia in teenagers.ĬLARKE: To actually help adolescents make connections between the learning and the wider world, what does this mean for them, their interests, their personal goals.ĭOUCLEFF: And to help them make connections between what they're learning and what they want to do with their lives. YEAGER: This study is the latest version of an important narrative that has been bubbling up in the scientific literature, but has been mostly ignored in the people who plan our education systems and our narratives about education.ĭOUCLEFF: He and Tania Clarke say it's time for that to change. He says despite all this evidence, many school systems haven't incorporated it into the classroom. He's a psychologist at the University of Texas at Austin. But the study supports a whole slew of other studies looking at how sense of purpose and competence can motivate kids.ĭAVID YEAGER: I find the same thing in, like, huge studies.ĭOUCLEFF: That's David Yeager. It's relatively small, and it only shows a link to academic performance, not that it actually helps to improve grades. Clarke and her colleagues found that the kids who perform really well in math also had higher levels of eudaimonia, about 50% higher.ĬLARKE: They have a higher sense of purpose, meaning, fulfillment and competence.ĭOUCLEFF: The study, which was published in School Psychology Review, does have major limitations. One stuck out above the others.ĭOUCLEFF: Eudaimonia - what does that mean?ĬLARKE: It's about having the opportunity to understand what purpose in life feels like for you and having opportunities to cultivate your unique personal strengths and talents.ĭOUCLEFF: So feeling like you're competent, functioning well, and what you do matters to others. TANIA CLARKE: Our study was conducted with just over 600 adolescents aged 14 to 15 across seven schools in England.ĭOUCLEFF: She asked them questions about how confident they feel, and do they have a sense of purpose? The goal was to see what aspects of mental health are associated with doing well in math and English.
She's a psychologist at the University of Cambridge.
MICHAELEEN DOUCLEFF, BYLINE: Two years ago, Tania Clarke and her colleagues sent out a survey to teenagers asking about their well-being. NPR's Michaeleen Doucleff has this report. But now a new study suggests that parents and schools should focus on another aspect of mental health. The thinking goes, when kids feel happier, they tend to get better grades. One ongoing question in child psychology is what can help kids do better in school? For a long time, researchers have focused on happiness.
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