The Student Resilience and Well-Being Project: Opportunities, Challenges, and Lessons Learned

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10.1007/s42413-021-00138-2

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Hoyle, Rick H, Molly S Weeks and undefined The Student Resilience and Well-Bei (n.d.). The Student Resilience and Well-Being Project: Opportunities, Challenges, and Lessons Learned. International Journal of Community Well-Being. 10.1007/s42413-021-00138-2 Retrieved from https://hdl.handle.net/10161/23661.

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Scholars@Duke

Hoyle

Rick Hoyle

Professor of Psychology and Neuroscience

Research in my lab concerns the means by which adolescents and emerging adults manage pursuit of their goals through self-regulation. We take a broad view of self-regulation, accounting for the separate and interactive influences of personality, environment (e.g., home, school, neighborhood), cognition and emotion, and social influences on the many facets of goal management. Although we occasionally study these influences in controlled laboratory experiments, our preference is to study the pursuit of longer-term, personally meaningful goals “in the wild.” Much of our work is longitudinal and involves repeated assessments focused on the pursuit of specific goals over time. Some studies span years and involve data collection once or twice per year. Others span weeks and involve intensive repeated assessments, sometimes several times per day. We use these rich data to model the means by which people manage real goals in the course of everyday life.

In conjunction with this work, we spend considerable time and effort on developing and refining means of measuring or observing the many factors at play in self-regulation. In addition to developing self-report measures of self-control and grit and measures of the processes we expect to wax and wane over time in the course of goal pursuit, we are working on unobtrusive approaches to tracking goal pursuit and progress through mobile phones and wearable devices.

Weeks

Molly Weeks

Research Project Manager

As a psychological scientist with a background in human development, I take a scientifically rigorous approach to understanding the factors that contribute to emotional and academic adjustment during childhood, adolescence, and early adulthood, with a particular focus on the college years. I currently serve as Director of Research for the Office of Undergraduate Education (OUE) at Duke, providing leadership for research, assessment, and evaluation efforts in furtherance of our mission to facilitate transformational educational experiences for all undergraduates.  Prior to joining OUE, I was a Research Scientist in the Department of Psychology & Neuroscience at Duke, and project director for the four-campus Student Resilience and Well-Being Project funded by The Duke Endowment.


Education
Ph.D., Duke University, 2013
M.A., Duke University, 2010
B.A., North Carolina State University, 2006

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