The Challenge of Community College Student Academic Motivation: The 'Go for Growth!' Intervention
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| Title: | The Challenge of Community College Student Academic Motivation: The 'Go for Growth!' Intervention |
|---|---|
| Language: | English |
| Authors: | Wright, Jonathan Clark |
| Source: | ProQuest LLC. 2018Ph.D. Dissertation, The University of North Carolina at Chapel Hill. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 137 |
| Publication Date: | 2018 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Two Year Colleges Higher Education Postsecondary Education |
| Descriptors: | Community Colleges, Two Year College Students, Student Motivation, Intervention, Self Concept, Intelligence, Academic Achievement, Student Attitudes, Goal Orientation, Mastery Learning, Teacher Influence, Grades (Scholastic) |
| Abstract: | The community college student population has been found to be less academically prepared than their four-year counterparts. This relatively at-risk group is argued to struggle with academic motivation in the college setting. Researchers studying student implicit theories of intelligence have found that students who struggle in academia may do so because of maladaptive beliefs about the nature of their own intelligence. Students who struggle tend to believe their intelligence is stable (i.e. have a "fixed" mindset) whereas students who see their intelligence as malleable (i.e. have a "growth" mindset) have been found to have more adaptive behaviors that are more conducive to learning. Students' goals in the academic context are important, as students with "mastery" orientations (who set goals for learning) had greater persistence and success than students with "performance" orientations (who set goals for "showing" learning or "not showing" a lack of learning). The present study was designed to assess whether an intervention targeting community college students' implicit theories of intelligence was effective in a large southeastern community college at increasing students' academic success, level of growth mindset, and level of mastery goal orientation. Results following implementation of the Go for Growth! intervention suggested that instructors found the intervention easy and worthwhile to implement and found some indications that students receiving the intervention have greater academic success in the course containing intervention, although the theory suggesting that this occurs through improving levels of growth mindset and mastery orientation was not supported. It was also noted that instructors had a significant influence on their students' grades, which might indicate that the intervention may also have impacted the perceptions of the instructors regarding student grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Does Not Meet Evidence Standards |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/study/89603 |
| Entry Date: | 2018 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10751685 |
| Accession Number: | ED585680 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED585680 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
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This relatively at-risk group is argued to struggle with academic motivation in the college setting. Researchers studying student implicit theories of intelligence have found that students who struggle in academia may do so because of maladaptive beliefs about the nature of their own intelligence. Students who struggle tend to believe their intelligence is stable (i.e. have a "fixed" mindset) whereas students who see their intelligence as malleable (i.e. have a "growth" mindset) have been found to have more adaptive behaviors that are more conducive to learning. Students' goals in the academic context are important, as students with "mastery" orientations (who set goals for learning) had greater persistence and success than students with "performance" orientations (who set goals for "showing" learning or "not showing" a lack of learning). The present study was designed to assess whether an intervention targeting community college students' implicit theories of intelligence was effective in a large southeastern community college at increasing students' academic success, level of growth mindset, and level of mastery goal orientation. Results following implementation of the Go for Growth! intervention suggested that instructors found the intervention easy and worthwhile to implement and found some indications that students receiving the intervention have greater academic success in the course containing intervention, although the theory suggesting that this occurs through improving levels of growth mindset and mastery orientation was not supported. It was also noted that instructors had a significant influence on their students' grades, which might indicate that the intervention may also have impacted the perceptions of the instructors regarding student grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: CodeSource Label: What Works Clearinghouse (WWC) Reviewed Group: SrcInfo Data: Does Not Meet Evidence Standards – Name: URL Label: WWC Study Page Group: URL Data: <link linkTarget="URL" linkTerm="https://ies.ed.gov/ncee/wwc/study/89603" linkWindow="_blank">https://ies.ed.gov/ncee/wwc/study/89603</link> – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10751685" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10751685</link> – Name: AN Label: Accession Number Group: ID Data: ED585680 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED585680 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 137 Subjects: – SubjectFull: Community Colleges Type: general – SubjectFull: Two Year College Students Type: general – SubjectFull: Student Motivation Type: general – SubjectFull: Intervention Type: general – SubjectFull: Self Concept Type: general – SubjectFull: Intelligence Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Goal Orientation Type: general – SubjectFull: Mastery Learning Type: general – SubjectFull: Teacher Influence Type: general – SubjectFull: Grades (Scholastic) Type: general Titles: – TitleFull: The Challenge of Community College Student Academic Motivation: The 'Go for Growth!' Intervention Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wright, Jonathan Clark IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2018 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
