Seana Moran
Biographic Data
| ID | 4501173 |
|---|---|
| NAME | Seana Moran |
| GIVEN NAMES | Seana |
| FAMILY NAME | Moran |
| SIGNATURE | MORAN S |
| AFFILIATIONS | Stanford University |
| ORCID | 0000-0002-5210-6718 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
Ethical Ripples of Creativity and Innovation
If we are going to promote creativity as an ideal to strive toward, shouldn't we make sure we also instil ethical anticipation so our creative contributions produce a better world rather than chaos an
Extrinsic and Intrinsic Motivation
Intrinsic motivation is the motivation to do something for its own sake, for the sheer enjoyment of a task. Extrinsic motivation is the motivation to do something in order to attain some external goal or meet some externally imposed constraint. Feelings of self‐determination, control, and satisfaction have long been linked to an intrinsically motivated state. Environmental constraints such as the imposition of time limits, an expected reward, or …
What “Purpose” Means to Youth
This study explores how youths' own definitions of purpose correspond with the dimensions of Damon, Menon, and Bronk's (2003 Damon , W. , Menon , J. , & Bronk , K. C. ( 2003 ). The development of purpose during adolescence . Applied Developmental Science , 7 ( 3 ), 119 – 128 .[Taylor & Francis Online] , [Google Scholar]) definition, and whether youths' definitions form bases for cultures of purpose that encompass youths' content of, confidence in…
Adolescent Purpose Development
The development of youth purpose was explored in a qualitative, cross‐sequential study. Interviews about life goals and reasons for pursuing them were conducted with 146 adolescents from four age groups (6th grade, 9th grade, 12th grade, and college sophomores or juniors). Participants completed the interview twice in 2 years. Each cohort focused on different aspects of purpose: middle school youth desired to be empathic; high school youth focuse…
How Supportive of Their Specific Purposes Do Youth Believe Their Family and Friends Are
Prior studies have found that youth reporting a general sense that “I have a purpose” also describe having social supports that enhance thriving. This study links specific social supports to specific purposes described by youth. We examined whether developmental level, social-structural supports of gender and ethnicity, and close relationship supports of family and friends explained (a) how likely youth were to describe three dimensions of a spec…
The Cambridge Handbook of Creativity
The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to in…
Multiple intelligences around the world
Multiple intelligences (MI) theory has been introduced and implemented successfully in numerous countries around the world. This is the first collection to review, synthesize, and reflect on this unique cross-cultural and educational phenomenon. Through this synthesis and reflection, the book's authors provide a fresh and fuller understanding of MI theory. In addition, they develop more specific knowledge about why MI theory has been welcomed in …
Adolescent Purpose Development
The development of youth purpose was explored in a qualitative, cross‐sequential study. Interviews about life goals and reasons for pursuing them were conducted with 146 adolescents from four age groups (6th grade, 9th grade, 12th grade, and college sophomores or juniors). Participants completed the interview twice in 2 years. Each cohort focused on different aspects of purpose: middle school youth desired to be empathic; high school youth focuse…
How Supportive of Their Specific Purposes Do Youth Believe Their Family and Friends Are
Prior studies have found that youth reporting a general sense that “I have a purpose” also describe having social supports that enhance thriving. This study links specific social supports to specific purposes described by youth. We examined whether developmental level, social-structural supports of gender and ethnicity, and close relationship supports of family and friends explained (a) how likely youth were to describe three dimensions of a spec…
Multiple intelligences around the world
Multiple intelligences (MI) theory has been introduced and implemented successfully in numerous countries around the world. This is the first collection to review, synthesize, and reflect on this unique cross-cultural and educational phenomenon. Through this synthesis and reflection, the book's authors provide a fresh and fuller understanding of MI theory. In addition, they develop more specific knowledge about why MI theory has been welcomed in …
The Cambridge Handbook of Creativity
The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to in…
How Supportive of Their Specific Purposes Do Youth Believe Their Family and Friends Are
Prior studies have found that youth reporting a general sense that “I have a purpose” also describe having social supports that enhance thriving. This study links specific social supports to specific purposes described by youth. We examined whether developmental level, social-structural supports of gender and ethnicity, and close relationship supports of family and friends explained (a) how likely youth were to describe three dimensions of a spec…
Adolescent Purpose Development
The development of youth purpose was explored in a qualitative, cross‐sequential study. Interviews about life goals and reasons for pursuing them were conducted with 146 adolescents from four age groups (6th grade, 9th grade, 12th grade, and college sophomores or juniors). Participants completed the interview twice in 2 years. Each cohort focused on different aspects of purpose: middle school youth desired to be empathic; high school youth focuse…
What “Purpose” Means to Youth
This study explores how youths' own definitions of purpose correspond with the dimensions of Damon, Menon, and Bronk's (2003 Damon , W. , Menon , J. , & Bronk , K. C. ( 2003 ). The development of purpose during adolescence . Applied Developmental Science , 7 ( 3 ), 119 – 128 .[Taylor & Francis Online] , [Google Scholar]) definition, and whether youths' definitions form bases for cultures of purpose that encompass youths' content of, confidence in…
Extrinsic and Intrinsic Motivation
Intrinsic motivation is the motivation to do something for its own sake, for the sheer enjoyment of a task. Extrinsic motivation is the motivation to do something in order to attain some external goal or meet some externally imposed constraint. Feelings of self‐determination, control, and satisfaction have long been linked to an intrinsically motivated state. Environmental constraints such as the imposition of time limits, an expected reward, or …
Ethical Ripples of Creativity and Innovation
If we are going to promote creativity as an ideal to strive toward, shouldn't we make sure we also instil ethical anticipation so our creative contributions produce a better world rather than chaos an
Psychology (6 works) · Social Psychology (6 works) · Creativity (3 works) · Early Childhood Education and Development (3 works) · Epistemology (3 works) · Social Psychology (3 works) · Sociology (3 works) · Youth Development and Social Support (3 works) · Computer Science (2 works) · Creativity in Education and Neuroscience (2 works)