LOGO LIFE

RESEARCH

LOGO LIFE

RESEARCH

Problem

Self Efficacy correlates with lower levels of stress, anxiety, higher life satisfaction, wellbeing, and positive emotions.

Verification

Inherently, each one of us has the substance within to achieve whatever our goals and dreams define. What is different for each of us is the training, education, knowledge and insight to utilize what we already have.

-Mark Twain

Past studies have found that self-efficacy is also a determinant of teen wellbeing (Caprara et al., 2006), and has been classified as a basic human need (Ryan and Deci, 2000; Bandura, 2008). Self-efficacy is a general sense of one’s competence and ability to fulfill goals in life (Schwarzer and Jerusalem, 1995; Zimmerman, 2000). Like other components of wellbeing, self-efficacy and associated causal and control beliefs are variously placed under the banners of non-cognitive, social-emotional, soft, character and positive education skills (Durlak et al., 2011; Waters, 2011). Several prominent theories of optimal human functioning, including self-determination theory (SDT) and social-cognitive theory (SCT), place a sense of agency as a basic human need (Ryan and Deci, 2000; Bandura, 2008). In a recent study of life satisfaction in 437 Swiss adolescents, self-efficacy was a significant predictor of life satisfaction, even after accounting for personality and self-esteem (Marcionetti and Rossier, 2016). In a German study of university students (N = 180), general self-efficacy was found to mediate the well-established connection between personality and SWB (Strobel et al., 2011).

References

https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01707/full

Problem

Self Efficacy correlates with lower levels of stress, anxiety, higher life satisfaction, wellbeing, and positive emotions.

Verification

Inherently, each one of us has the substance within to achieve whatever our goals and dreams define. What is different for each of us is the training, education, knowledge and insight to utilize what we already have.

-Mark Twain

Past studies have found that self-efficacy is also a determinant of teen wellbeing (Caprara et al., 2006), and has been classified as a basic human need (Ryan and Deci, 2000; Bandura, 2008). Self-efficacy is a general sense of one’s competence and ability to fulfill goals in life (Schwarzer and Jerusalem, 1995; Zimmerman, 2000). Like other components of wellbeing, self-efficacy and associated causal and control beliefs are variously placed under the banners of non-cognitive, social-emotional, soft, character and positive education skills (Durlak et al., 2011; Waters, 2011). Several prominent theories of optimal human functioning, including self-determination theory (SDT) and social-cognitive theory (SCT), place a sense of agency as a basic human need (Ryan and Deci, 2000; Bandura, 2008). In a recent study of life satisfaction in 437 Swiss adolescents, self-efficacy was a significant predictor of life satisfaction, even after accounting for personality and self-esteem (Marcionetti and Rossier, 2016). In a German study of university students (N = 180), general self-efficacy was found to mediate the well-established connection between personality and SWB (Strobel et al., 2011).

References

https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01707/full

Problem

Kids struggle to deal with suffering and later in life resort to drugs and alcohol and other unhealthy habits

Verification

“The self-medication theory of addiction suggests that suffering is at the heart of addictive disorders (Khantzian, 2012). That is, individuals with deficits in emotion-regulation skills (i.e., skills relevant for modifying emotional reactions and tolerance for negative emotions) use drugs in an attempt to manage negative or distressing affective states. Alcohol is frequently used as a way of coping with social anxiety. The drinking removes, at least temporarily, the stress of anxiety. Mate (2010) suggests that addictive behaviors ultimately driven by our unwillingness to allow ourselves to really feel and experience pain, frustration, fear, and all the negative emotions that are part of being human. Instead, we choose the chemical shortcut to avoid those emotions and become trapped there.”

A large-scale, long-term, longitudinal study from New Zealand found that undercontrolled three-year-olds were more than three times as likely to become addicted to drugs and twice as likely to have problems with gambling as young adults than their peers with the most self-control.” (Slutske, Moffitt, Poulton, Caspi 2012)

“Children who delayed longer were later described by their parents as follows; are verbally fluent, can express ideas well in language; use and respond to reason; are attentive and able to concentrate; are planful, think ahead; are competent, skillful, and do not tend to go to pieces under stress, become rattled and disorganized.” (Mischel, Shoda, and Peake 691)

“The correlations found in the present longitudinal study depict the child who delayed in preschool as an adolescent who is seen by parents as more academically and socially competent than peers and as more able to cope effectively” (Mischel, Shoda, and Peaker 693)

References

https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01707/full

Problem

Kids struggle to deal with suffering and later in life resort to drugs and alcohol and other unhealthy habits

Verification

“The self-medication theory of addiction suggests that suffering is at the heart of addictive disorders (Khantzian, 2012). That is, individuals with deficits in emotion-regulation skills (i.e., skills relevant for modifying emotional reactions and tolerance for negative emotions) use drugs in an attempt to manage negative or distressing affective states. Alcohol is frequently used as a way of coping with social anxiety. The drinking removes, at least temporarily, the stress of anxiety. Mate (2010) suggests that addictive behaviors ultimately driven by our unwillingness to allow ourselves to really feel and experience pain, frustration, fear, and all the negative emotions that are part of being human. Instead, we choose the chemical shortcut to avoid those emotions and become trapped there.”

A large-scale, long-term, longitudinal study from New Zealand found that undercontrolled three-year-olds were more than three times as likely to become addicted to drugs and twice as likely to have problems with gambling as young adults than their peers with the most self-control.” (Slutske, Moffitt, Poulton, Caspi 2012)

“Children who delayed longer were later described by their parents as follows; are verbally fluent, can express ideas well in language; use and respond to reason; are attentive and able to concentrate; are planful, think ahead; are competent, skillful, and do not tend to go to pieces under stress, become rattled and disorganized.” (Mischel, Shoda, and Peake 691)

References

https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01707/full

“The correlations found in the present longitudinal study depict the child who delayed in preschool as an adolescent who is seen by parents as more academically and socially competent than peers and as more able to cope effectively” (Mischel, Shoda, and Peaker 693)

Problem

Low levels of critical thinking are directly correlated with a higher number of negative life events. Kids lack the ability to critically think because critical thinking is rarely taught in today’s educational system

Verification

“We began this study by (a) asking if critical thinking ability would be a better predictor of real-life behaviors than IQ scores, and (b) whether the combination of these two measures would be a better predictor than either one alone. Our results support both of these hypotheses—critical thinking ability had a greater association with real life decisions, and it added significantly to explained variance, beyond what was accounted for by intelligence alone.” (Butler, Pentoney, Bong)

Researchers studying 1,500 classrooms found that only 3 percent of them were teaching their students higher-order thinking skills (Schmoker, 2006).

“Many claims that critical thinking is not widespread are based on anecdotal evidence. However, more systematic research also suggests that most high school and college students do no perform extremely well on the kinds of tasks that are used to indicate critical thinking competence.” (Norris 40)

Evidence from Watson and Glaser Tests (designed to measure ability to recognize assumptions, evaluate 4arguments, and appraise inferences.
High IQ 8th grade students (median score 29 out of 71) Highschool Students (median score 41-47 out of 80) College students (median score 52-60 out of 80)
Synthesis of Research on Critical Thinking - Stephen P. Norris

Children “will ‘overimitate”, reproducing apparently unnecessary parts of a causal sequence or copying an actor’s precise behavior, when a more efficient action for accomplishing the goal is available” (Buchsbaum 331-332)

References

Thinking Skills and Creativity, 9/2017, ISSN: 1871-1871, Volume 25, p. 38 Wilson, D. and Conyers, M. (2014).

"The Boss of My Brain" - Educational Leadership. [online] Ascd.org.

http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/£The-Boss-of-My-Brain£.aspx.

Educational Leadership, 1985, Volume 42, Issue 8, p. 40

Cognition, 9/2011, ISSN: 0010-0277, Volume 120, Issue 3, p. 331

Problem

Low levels of critical thinking are directly correlated with a higher number of negative life events. Kids lack the ability to critically think because critical thinking is rarely taught in today’s educational system

Verification

“We began this study by (a) asking if critical thinking ability would be a better predictor of real-life behaviors than IQ scores, and (b) whether the combination of these two measures would be a better predictor than either one alone. Our results support both of these hypotheses—critical thinking ability had a greater association with real life decisions, and it added significantly to explained variance, beyond what was accounted for by intelligence alone.” (Butler, Pentoney, Bong)

Researchers studying 1,500 classrooms found that only 3 percent of them were teaching their students higher-order thinking skills (Schmoker, 2006).

“Many claims that critical thinking is not widespread are based on anecdotal evidence. However, more systematic research also suggests that most high school and college students do no perform extremely well on the kinds of tasks that are used to indicate critical thinking competence.” (Norris 40)

References

Thinking Skills and Creativity, 9/2017, ISSN: 1871-1871, Volume 25, p. 38 Wilson, D. and Conyers, M. (2014).

"The Boss of My Brain" - Educational Leadership. [online] Ascd.org.

http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/£The-Boss-of-My-Brain£.aspx.

Educational Leadership, 1985, Volume 42, Issue 8, p. 40

Cognition, 9/2011, ISSN: 0010-0277, Volume 120, Issue 3, p. 331

Evidence from Watson and Glaser Tests (designed to measure ability to recognize assumptions, evaluate 4arguments, and appraise inferences.
High IQ 8th grade students (median score 29 out of 71) Highschool Students (median score 41-47 out of 80) College students (median score 52-60 out of 80)
Synthesis of Research on Critical Thinking - Stephen P. Norris

Children “will ‘overimitate”, reproducing apparently unnecessary parts of a causal sequence or copying an actor’s precise behavior, when a more efficient action for accomplishing the goal is available” (Buchsbaum 331-332)

Problem

Lack of meaning/purpose in life can result in a shorter life span

Verification

Low purpose in life was significantly associated with death among 6985 older adults participating in the HRS. (Alimujian, Wiensch, Boss)

A subset of participants filled out psychological questionnaires, including a survey called the Psychological Wellbeing Scale in 2006. This includes questions designed to understand how strong a person's sense of life purpose is. For example, it asks them to rate their responses to questions like, "Some people wander aimlessly through life, but I am not one of them."

A significant association was observed between having a high sense of purpose in life and reduced all-cause mortality.

This study used 10 studies involving a total of 136,265 participants. The mean age for 9 out of the 10 studies in the population was 67 years. The mean follow up was 7.3 years. There were a total of 14,518 all-cause mortality events and 4316 cardiovascular events.

References

Alimujiang A, Wiensch A, Boss J, et al. Association Between Life Purpose and Mortality Among US Adults Older Than 50 Years. JAMA Netw Open. Published online May 24, 20192(5):e194270. doi:10.1001/jamanetworkopen.2019.4270

Psychosomatic medicine, 2/2016, ISSN: 0033-3174, Volume 78, Issue 2, p. 122

Problem

Lack of meaning/purpose in life can result in a shorter life span

Verification

Low purpose in life was significantly associated with death among 6985 older adults participating in the HRS. (Alimujian, Wiensch, Boss)

A subset of participants filled out psychological questionnaires, including a survey called the Psychological Wellbeing Scale in 2006. This includes questions designed to understand how strong a person's sense of life purpose is. For example, it asks them to rate their responses to questions like, "Some people wander aimlessly through life, but I am not one of them."

A significant association was observed between having a high sense of purpose in life and reduced all-cause mortality.

This study used 10 studies involving a total of 136,265 participants. The mean age for 9 out of the 10 studies in the population was 67 years. The mean follow up was 7.3 years. There were a total of 14,518 all-cause mortality events and 4316 cardiovascular events.

References

Alimujiang A, Wiensch A, Boss J, et al. Association Between Life Purpose and Mortality Among US Adults Older Than 50 Years. JAMA Netw Open. Published online May 24, 20192(5):e194270. doi:10.1001/jamanetworkopen.2019.4270

Psychosomatic medicine, 2/2016, ISSN: 0033-3174, Volume 78, Issue 2, p. 122

Teenage Entrepreneurship & Innovation Program

Learn the system on how you can apply your unique self to this new economy and make an impact on the world doing something you love.

First class on January 30th

Age Range: 15+

Age Range: 11-14

What your teen will learn

  • Identifying their passions
  • Strengthening their mindsets
  • Understanding the economics & value creation
  • Improving creativity
  • Understanding Purpose
  • How to manage their time & energy to set and achieve their goals

*set up a call for more details

How it works:

  • 1 hour group classes - 1x a week
  • 1 on 1 with instructor
  • Student collaboration

Description

LogoLife's mission is to equip the world with a system to dream & achieve. The Innovation and Entrepreneurship program is made to help young adults make an impact in the economy doing things they love.

LogoLife's forward-thinking curriculum inspired by world renowned organizations and researchers, educating young adults through the 6 Step Dream System™ which helps students identify their passions, strengthen their mindsets, understand purpose, improve creativity, learn the economics of the 4th industrial revolution, and skills like managing time & energy in order to set and achieve goals.

Teenage Entrepreneurship & Innovation Program

Learn the system on how you can apply your unique self to this new economy and make an impact on the world doing something you love.

First class on January 30th

Age Range: 15+

Age Range: 11-14

*set up a call for more details

What your teen will learn

  • Identifying their passions
  • Strengthening their mindsets
  • Understanding purpose
  • Improving creativity
  • Understanding the economics & value creation
  • How to manage their time & energy to set and achieve their goals

How it works

  • 1 hour classes - 2x a week
  • 1 on 1 with instructor
  • Student Collaboration

Description

LogoLife's mission is to equip the world with a system to dream & achieve. The Innovation and Entrepreneurship program is made to help young adults make an impact in the economy doing things they love.

LogoLife's forward-thinking curriculum inspired by world renowned organizations and researchers, educating young adults through the 6 Step Dream System™ which helps students identify their passions, strengthen their mindsets, understand purpose, improve creativity, learn the economics of the 4th industrial revolution, and skills like managing time & energy in order to set and achieve goals.

Check out our Teenage Entrepreneurship & Innovation Program