Parsing Science - Differing Interpretations of Difficulty

2018-08-12T22:02:29Z (GMT) by Doug Leigh Neil Lewis, Jr.
In episode 29 of Parsing Science, <a href="https://neillewisjr.com/" rel="noopener" target="_blank">Neil Lewis, Jr.</a> of <a href="http://www.cornell.edu/" rel="noopener" target="_blank">Cornell University</a> talks with us about about his research into what differentiates students who experience difficulty in college as signaling its importance from those that make it mean that completing college is impossible. His article “<a href="https://dornsife.usc.edu/assets/sites/782/docs/Aeleni_Lewis_Oyserman_2016.pdf" rel="noopener" target="_blank">No pain no gain? Social demographic correlates and identity consequences of interpreting experienced difficulty as importance</a>” was published with <a href="http://lps.recherche.parisdescartes.fr/membres-statutaires/aelenei-cristina-mcf/" rel="noopener" target="_blank">Cristina Aelenei</a> and <a href="https://dornsife.usc.edu/daphna-oyserman" rel="noopener" target="_blank">Daphna Oyserman</a> in the January 2017 issue of <a href="https://www.journals.elsevier.com/contemporary-educational-psychology/" rel="noopener" target="_blank"><em>Contemporary Educational Psychology</em></a>.<div><br></div><div><a href="https://www.parsingscience.org/2018/08/07/neil-lewis-jr/">https://www.parsingscience.org/2018/08/07/neil-lewis-jr/</a><br></div>