Jessica D Hoffmann
Biographic Data
| ID | 6790904 |
|---|---|
| NAME | Jessica D Hoffmann |
| GIVEN NAMES | Jessica D |
| FAMILY NAME | Hoffmann |
| SIGNATURE | HOFFMANN J D |
| AFFILIATIONS | Yale University |
| ORCID | 0000-0003-4339-2836 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Adolescent technology use and affective well-being
Taking a nuanced look at adolescent technology use and negative affect
Adolescents are online more than any other age group, with the majority of their time on social media. Increases in technology use among adolescents have heightened conversations regarding its effects on their negative affect. There have been mixed findings regarding the relationship between technology use and adolescent negative affect; some studies present a negative association or no association, and some show a positive association. To clarif…
Scaffolding Positive Creativity in Secondary School Students
Guided by research in creativity studies, moral development, and positive youth development, this paper proposes four principles to guide education toward positive creativity: (1) building prosocial motivation, (2) building emotion skills to build persistence, (3) building an understanding of creativity as dynamic, and (4) building self-concept of positive creativity. To illustrate applying these theoretically derived principles to teaching posit…
Developmental trends in creative ability
Studies of creative ability across ages and grade levels show inconsistent results. Further, past studies have rarely used tasks from multiple creativity domains. The current study examined the differences in creative ability across grade levels (1st-10th grade), task domains (verbal and figural), and performance criteria (creativity, novelty/originality, elaboration, emotion use). Results showed that (1) within task domain, ratings of creativity…
The Creativity Dare
In a sample of high school students (preliminary study: N = 224; main study: N = 235 and 194 at two time points in the beginning and the end of the school year), we developed and tested a self‐report measure of attitudes toward creativity. Exploratory factor analyses identified and replicated one factor of positive attitudes toward creativity—valuing creativity, and two factors describing negative attitudes—anticipating negative social consequenc…
Teaching emotion regulation in schools
Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss c…
Intended persistence
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Intended persistence
Teaching emotion regulation in schools
Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss c…
Scaffolding Positive Creativity in Secondary School Students
Guided by research in creativity studies, moral development, and positive youth development, this paper proposes four principles to guide education toward positive creativity: (1) building prosocial motivation, (2) building emotion skills to build persistence, (3) building an understanding of creativity as dynamic, and (4) building self-concept of positive creativity. To illustrate applying these theoretically derived principles to teaching posit…
Developmental trends in creative ability
Studies of creative ability across ages and grade levels show inconsistent results. Further, past studies have rarely used tasks from multiple creativity domains. The current study examined the differences in creative ability across grade levels (1st-10th grade), task domains (verbal and figural), and performance criteria (creativity, novelty/originality, elaboration, emotion use). Results showed that (1) within task domain, ratings of creativity…
The Creativity Dare
In a sample of high school students (preliminary study: N = 224; main study: N = 235 and 194 at two time points in the beginning and the end of the school year), we developed and tested a self‐report measure of attitudes toward creativity. Exploratory factor analyses identified and replicated one factor of positive attitudes toward creativity—valuing creativity, and two factors describing negative attitudes—anticipating negative social consequenc…
Taking a nuanced look at adolescent technology use and negative affect
Adolescents are online more than any other age group, with the majority of their time on social media. Increases in technology use among adolescents have heightened conversations regarding its effects on their negative affect. There have been mixed findings regarding the relationship between technology use and adolescent negative affect; some studies present a negative association or no association, and some show a positive association. To clarif…
Adolescent technology use and affective well-being
Psychology (6 works) · Social Psychology (5 works) · Creativity in Education and Neuroscience (4 works) · Creativity (3 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Motivation and Self-Concept in Sports (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Child Development and Digital Technology (2 works)