LaTasha R Holden
Biographic Data
| ID | 5759848 |
|---|---|
| NAME | LaTasha R Holden |
| GIVEN NAMES | LaTasha R |
| FAMILY NAME | Holden |
| SIGNATURE | HOLDEN L R |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-1163-1433 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Brief Mindset Intervention Changes Attitudes but Does Not Improve Working Memory Capacity or Standardized Test Performance
There has been extensive research conducted on mindset and grit, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective—if we still do not have a good understanding of how mindset works, then more research is needed. We implemented a mindset intervention with undergraduate women to improve cognitive performance m…
Educational experiences of U.S. children during the 2020–2021 school year in the context of the Covid-19 pandemic
The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of …
Developmental behavioral genetics research on school achievement is missing vulnerable children, to our detriment
Gene-environment processes tell us how genetic predispositions and environments work together to influence children in schools. One type of gene-environment process that has been extensively studied using behavioral genetics methods is a gene-by-environment interaction. A gene-by-environment interaction shows us when the effect of your context on a phenotype differs depending on your genetic predispositions, or vice versa, when the effect of your…
Examining mindset and grit in concurrent and future reading comprehension: A twin study
Noncognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in read…
Educational experiences of U.S. children during the 2020–2021 school year in the context of the Covid-19 pandemic
The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of …
Developmental behavioral genetics research on school achievement is missing vulnerable children, to our detriment
Gene-environment processes tell us how genetic predispositions and environments work together to influence children in schools. One type of gene-environment process that has been extensively studied using behavioral genetics methods is a gene-by-environment interaction. A gene-by-environment interaction shows us when the effect of your context on a phenotype differs depending on your genetic predispositions, or vice versa, when the effect of your…
Examining mindset and grit in concurrent and future reading comprehension: A twin study
Noncognitive factors have gained attention in recent years as potential intervention targets for academic achievement improvement in students. Two notable facets, intelligence mindset and grit, have been of particular interest. Both have been shown to consistently improve educational outcomes, although little work has focused on reading ability. As such, we examined the relation between both grit and mindset on current, future, and change in read…
Brief Mindset Intervention Changes Attitudes but Does Not Improve Working Memory Capacity or Standardized Test Performance
There has been extensive research conducted on mindset and grit, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective—if we still do not have a good understanding of how mindset works, then more research is needed. We implemented a mindset intervention with undergraduate women to improve cognitive performance m…
Educational experiences of U.S. children during the 2020–2021 school year in the context of the Covid-19 pandemic
The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of …
Psychology (4 works) · Developmental psychology (3 works) · Cognitive Abilities and Testing (2 works) · Computer Science (2 works) · Context (archaeology (2 works) · Education, Achievement, and Giftedness (2 works) · Grit, Self-Efficacy, and Motivation (2 works) · Mindset (2 works) · Social Psychology (2 works) · Sociology (2 works)