A Research Study On Celeste Kidd 's The Marshmallow Challenge

At a young age, we as a collective society have experienced the first-hand the struggles of attempting to be successful. We are told that excellence inevitably leads to success. We are told as children that one must go to college in order to be successful. As a result, children aspire to go to college only because we are told it is essential to be successful in life. The path to be a success is a stressful one and requires a great deal of work. There is too much homework, too many tests, and too much needless pressure is put upon the shoulders of young children by their parents. In her essay “Is the Drive for Success Making Our Children Sick?” Vicki Abeles argues and exposes the harmful effects of the drive for success. Abeles incorporates other ways to improve a child’s drive for success with consideration to the children’s health. One of her strategies for a healthier drive that would be beneficial and adopted by both college educators and fellow students is a limit on homework and weekend and holiday homework ban. Although a drive to be successful is essential for achieving excellence, limiting homework would be beneficial because it is less overwhelming for students, provokes less stress and

lex Lickerman, author of the article “The Power of Delaying Gratification”, discuss the experiment psychologist Walter Mischel did on the kids to understand their self-control. Basically, he gives a group of children a cookie and gives them to option either they could eat the cookie immediately or they can wait until he comes back, however, if they wait for him to back they will receive another cookie. Based on his experiment he concludes that the kid who resist to eat a cookie and wait for him to gain another cookie they will do better in the school than the kids who did not resist. For instances, they will get higher sat scores than who eat the cookie immediately. Likewise, I attempt to do the same experiment instead of using cookie I use candy because teenager loves candy, therefore it will be difficult for them to refuse candy. So, I did experiment on students who are in regular classes and they are in different grades. Based on the results, I realize that only freshman and sophomore find it difficult to candy but seniors are also found difficult to resist the candy. This interacts with Walter ideology because I did experiment students who are in regular class and Walton states that kids who resist eating candy straightway will do better in the school. Therefore, the students find difficult to resist the candy so they are in regular class instead of honors class.

For this reason many parents should advocate raising self-reliant and responsible kids that learn from their mistakes and grow from them.

There was an experiment using marshmallows as rewards to kids to see how being patient influences their achievement. In the experiment, if the kids were able to wait for a longer while, they were rewarded with more marshmallows than they originally would have. The results show that if the kids are willing to delay gratitude, they will have better educational achievement.

With the increase of financial aid and assistance in the college admissions process, it has made it easier for families to afford to send their children to college. This has lead to a spike in the competitive nature seen in high schools throughout the nation as students strive to outshine their peers. Instead of focusing on getting good grades to better themselves, students now strive for the better grade in order to stand out amongst their class. This pressure to excel above their peers indeed causes detrimental effects to a student’s mental health and academic performances as they consume a large portion of their time focusing on bettering their grades and ignore bettering themselves and their actual education.

Projects, assignments, assessments, studies, sports, arts such like whatever activity it is, all we crave is to shine everywhere and gain as much compliments we can from our teachers and classmates. Time management and putting first things first is what all of us struggle with. There is so much to do and not enough time and then we feel stressed out. Our inner voice put us in to dilemma most of the time, studies , tuitions , homework and assignment are super important and top on priority list while the heart pleads to attend a party and " chill "out with friends just to maintain a status quo in cool people list.

The Marshmallow challenge was more stressful to me because I had no idea what to do. Unlike during Jenga I had a clearer mindset going in because I’ve played it before. With the Marshmallow challenge you didn’t have a lot of time to think about what you were going to do. It was the exact opposite with Jenga. You had plenty of time to think over which blocks you might want to pull. The timing part of the Marshmallow challenge I think got our group the most stressed, it made us rush through the process. Jenga gave me fun stress while the Marshmallow challenge gave me failure stress which is not to pleasant. Jenga was a much more enjoyable activity for me and I would bet my teammates would agree with me as well.

In Florez’s article talks about why self-regulation is important for infant’s growth because it regulates their thinking and behavior. Children use information to regulate thoughts, emotion and behaviors. Then they choose appropriate responses to respond back and maintain levels of arousal that aid in learning. Teachers teach students to self-regulate by modeling and scaffolding them. It is important for parents to set low expectations for child to meet

To succeed in school, adolescents develop diverse self-regulatory skills, such as goal setting, self-monitoring, time management, and self-evaluation. Homework assignments must be transformed into personal goals; study time needs to be allocated prudently; and completion of the goals needs to be self-monitored closely. Adolescents also must learn powerful strategies to enhance various forms of learning, such as note taking, help-seeking, storing and recalling information, reading, writing, and test preparation (Zimmerman, Bonner, & Kovach, 1996). Strategies are also beneficial in assisting them to manage out-of-school extracurricular activities, such as music or sports (Cleary & Zimmerman, 2001; McPherson & Zimmerman, 2002). Unfortunately,

In the study, What else do college students “do” while studying?, the authors investigated, how often and long college students multitasked, when completing homework. The authors established a six-part hypothesis. First, they tested if a negative mood and multitasking were positively correlated, or if a positive mood and multitasking behaviors were negatively correlated. Next, the experimenters tested if fatigue and multitasking behavior were positively correlated. Finally, they tested if homework motivation and multitasking behaviors would be positively correlated, or if self-motivation and multitasking behaviors would be negatively correlated. The experimenters used a correlation study, because the test compared the relationship

In the textbook the authors talk about delay of gratification and how it is learned. The authors refer to delay of gratification as controlling impulsive reactions for long term benefits (Cervone & Pervin, 2013). They relate delay of gratification to self-control due to the fact that delaying gratification generally means putting off something enjoyable in the present in order to get something even better in the future (Cervone & Pervin, 2013). For example, not going to your friend’s house tonight so that you can practice the speech you have tomorrow in your English class so you can get a better grade. The textbook also posits that there are two components to delays of gratification. The first component is the impulsive desire to get a reward, and the second component is the cognitive tactics that people use to avoid acting on that impulse (Cervone & Pervin, 2013). Research in the area of social-cognitive theory even shows that children can learn to withstand greater delays of gratification when they witness models displaying such delay behavior (Cervone & Pervin, 2013). The textbook also talks about self-efficacy, which was a component in this particular study. Self-efficacy can be defined as an individual’s perceptions about their own capabilities for performing some act in the future (Cervone & Pervin, 2013). It has been found that self-efficacy perceptions impact various types of behavior that are essential for human achievement (Cervone & Pervin, 2013). Self-efficacy

I learned that i have been restrainted stereotype for long years, but I could change it through marshmallow challenge.

Walter Mischel was a psychologist who focused on “personality structure, process, and development, and in self-regulation” (Plous). His primary interests, when looking at his studies, all include the relation to the mind, and its effect on action. They consist of emotion, mood, motivation, goal setting, self and identity, and social cognition (Plous). The fact that his studies all relate to each other, gives an advantage when creating an experiment. The advantage is the fact that he will be comfortable with what is being studied and the results that come in.

Alex Lickerman, author of the article “The Power of Delaying Gratification”, discuss about the experiment psychologist Walter Mischel did on the kids to understand their self-control. Basically, he give a group of children a cookie and he give them to option either they could eat the cookie immediately or they can wait until he come back however if they wait for him to back they will receive another cookie. Based on his experiment he conclude that the kid who resist to eat cookie and wait for him to gain another cookie they will do better in the school than the kids who did not resist. For instances, they will get higher sat scores than who eat the cookie immediately. Likewise, I attempt to do the same experiment instead of using cookie I use candy because teenager loves candy therefore it will be difficult for them to refuse candy. So, I try to do the experiment on students who are in regular classes and they need special helps from the teacher. Based on the results, I realize only freshman and sophomore find it difficult to candy seniors are also found difficult to resist candy. This interacts with Walter ideology because I did experiment students who are in regular classes and Walton states that kids who resist to eat candy straightway will do better in the school. Therefore, the students I did experiment they find difficult to resist the candy so they are in regular class.

The second theme that was threaded throughout the literature was the notion of students being off task and unable to self-manage themselves. Many authors connected this back to why they believe students with behavior disorders are academically challenged and behind their peers because they are unable to sustain on a task (Mooney, Ryan et al. 2005). The first piece of work I will focus on is a literature review that was done reporting on academic self-management interventions. Literature was coded and calculated prior to reporting on results. The results showed that implementing a self-management intervention improvements were made in the students’ academic skills (Mooney, Ryan et al. 2005). Although the study was not mainly conducted in students actual placement the authors did have evidence that could support the claim of generalization and maintenance of findings (Mooney, Ryan et al. 2005). Knowing that self-management is important for students to be academically successful Cancio and colleagues tested that theory through homework completion (Cancio, West et al. 2004). This study concentrated on working with parents and students around self-managing their own behavior and ability to complete homework. They argued that students who are unable to complete their homework will not achieve or preform as well in school (Cancio, West et al. 2004). Students who ranged in age from 11 to 15 and their parents were a part of this study and showed a massive improvement in homework