The Effects of the Use of a Growth Mindset Intervention on Self-efficacy, Student Motivation, and Academic Achievement of Middle School Students with Vulnerabilities PDF Download
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Author: Varneka Baynard
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 136
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Book Description
Author: Varneka Baynard
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 136
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Book Description
Author: Rebecca Anne Kaste
Publisher:
ISBN:
Category : Affective education
Languages : en
Pages : 0
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Book Description
The COVID-19 pandemic impacted education around the world. To help close the achievement gaps incurred from the effects of the pandemic, the state of Tennessee created summer schools programs to remediate learning loss for those students identified as academically at-risk at being retained. The current study addressed how to improve the academic and social-emotional behavioral outcomes of academically at-risk middle school students through the implementation of a growth mindset intervention. The purpose of this quasi-experimental research study was to examine the impact of a growth mindset intervention on academically at-risk middle school students participating in the Tennessee Summer Learning Loss Bridge Camp from one rural southwest Tennessee school district. Carol Dweck's Mindset Theory and Albert Bandura's Social Cognitive Theory are the foundations underpinning this research. The quasi-experimental design allowed for one control group and one intervention group with a total of 32 participants. The intervention group read a mindset article and then completed a writing assignment. The researcher used MANOVAs and ANOVAs data analyses to determine whether the intervention led to any statistically significant impacts. A statistically significant impact was found on students' behavior when factoring for grade level and students' self-efficacy in the area of observational comparison. However, results suggested that the mindset intervention did not have a significant impact on students' mindset, academic achievement, or self-efficacy in the areas of progress, social feedback, and physiological states.
Author: Paula Wilkins (Benee' Boozer)
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 432
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Book Description
This research investigation examined the effectiveness of Brainology (c), an online/classroom based curriculum, targeted to increase student motivational behavior and academic achievement. Five middle schools within an urban school district in the Piedmont region of North Carolina participated in this study. Seventh-grade students and their teachers were the targeted sample (N=684). -- A number of school motivational constructs were measured (mindset, effort beliefs, academic self-efficacy, interest and engagement in science, motivation in science, and use of study skills strategies). Teacher ratings of student motivational behavior were used and student academic achievement in math and science was calculated by quarterly grades and interim math assessments. ANCOVAS were run on all constructs to determine if statistically significant changes occurred to the intervention group. Correlations were run to determine the relationship among constructs. A path analysis prediction model was run to determine which model was the best predictor of student achievement outcomes. -- This study found no significant changes in students' mindsets, effort beliefs, academic self-efficacy, and use of study skills strategies for learning. Results showed that the full implementation treatment group showed a positive increase in science engagement and motivation. Students in the partial treatment group used significantly less rehearsal learning strategies by the end of the program. All students showed significant changes in science quarter grades over the course of this study. The survey pre and post data and the focus-group dialogue with students and teachers were analyzed and summarized to obtain insight as to the overall impact of the intervention on participants. This study suggests that further study is needed to determine the effectiveness of interventions that improve student motivational and achievement outcomes.
Author: Carol S. Dweck
Publisher: Ballantine Books
ISBN: 0345472322
Category : Psychology
Languages : en
Pages : 322
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Book Description
From the renowned psychologist who introduced the world to “growth mindset” comes this updated edition of the million-copy bestseller—featuring transformative insights into redefining success, building lifelong resilience, and supercharging self-improvement. “Through clever research studies and engaging writing, Dweck illuminates how our beliefs about our capabilities exert tremendous influence on how we learn and which paths we take in life.”—Bill Gates, GatesNotes “It’s not always the people who start out the smartest who end up the smartest.” After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset—those who believe that abilities are fixed—are less likely to flourish than those with a growth mindset—those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment. In this edition, Dweck offers new insights into her now famous and broadly embraced concept. She introduces a phenomenon she calls false growth mindset and guides people toward adopting a deeper, truer growth mindset. She also expands the mindset concept beyond the individual, applying it to the cultures of groups and organizations. With the right mindset, you can motivate those you lead, teach, and love—to transform their lives and your own.
Author: Yves Karlen
Publisher: Frontiers Media SA
ISBN: 2889719103
Category : Science
Languages : en
Pages : 188
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Book Description
Author: Kathryn R. Wentzel
Publisher: Routledge
ISBN: 1135592918
Category : Education
Languages : en
Pages : 1050
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Book Description
The Handbook of Motivation at School presents the first comprehensive and integrated compilation of theory and research on children’s motivation at school. It covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Key Features: Comprehensive – no other book provides such a comprehensive overview of theory and research on children’s motivation at school. Theoretical & Applied – the book provides a review of current motivation theories by the developers of those theories as well as attention to the application of motivation theory and research in classrooms and schools. Chapter Structure – chapters within each section follow a similar structure so that there is uniformity across chapters. Commentaries – each section ends with a commentary that provides clear directions for future research.
Author: Fabio Zander
Publisher: GRIN Verlag
ISBN: 3668452008
Category : Psychology
Languages : en
Pages : 32
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Book Description
Literature Review from the year 2017 in the subject Psychology - Social Psychology, grade: 1,7, Lund University (Department of Psychology), language: English, abstract: The concept of the growth mindset has become better known over the last years and is presented as an important key factor determining failure and success (Dweck, 2006). This paper evaluates the current research on Dweck’s mindset theory as well as its scientific foundation. The main goal of this paper is to critically review the concept of the growth mindset and rate its status appropriately. By taking a closer look at the used methods and statistical inferences, the paper reassesses the science behind the growth mindset and discusses if its application has gone beyond the data. It ascertains an existing discrepancy in the literature regarding the efficacy of mindset intervention and concludes that mindset interventions can be helpful and effective, however not to the degree as pledged. The growth mindset remains an interesting phenomenon which needs future research to clarify if it is benificial at all, and if so under which conditions. With regard to the current replication crisis, Dweck’s research serves as a good example which needs replication, using proper statistical methods and interpretation.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 380
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Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309459672
Category : Education
Languages : en
Pages : 347
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Book Description
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Author: Allan Wigfield
Publisher: Academic Press
ISBN: 0127500537
Category : Education
Languages : en
Pages : 386
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Book Description
This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance. Key Features * Coverage of the major theories and constructs in the motivation field * Focus on developmental issues across the elementary and secondary school period * Discussion of instructional and theoretical issues regarding motivation * Consideration of gender and ethnic differences in motivation
