ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book argues that well-being is often determined by the successful resolution of common developmental tasks. It explores the importance of fit, particularly with regard to goal type, pace of instruction, and task value. The book focuses on the potential risks associated with classroom work that is too easy, noting that work that requires little to no effort may encourage a fixed mindset because children do not have the opportunity to learn the causal relationship between effort and outcome. It explores the nonlinear and dynamic nature of many of the phenomena in which the field is interested. The book argues that there are a great many factors that impact well-being and people often ignore some essential ones. It describes nonlinear, dynamic models to explain what appears to be a curvilinear relationship between high creative ability and psychological functioning.
