Growth Mindset as a Protective Factor for Middle Schoolers at Academic Risk
Saved in:
| Title: | Growth Mindset as a Protective Factor for Middle Schoolers at Academic Risk |
|---|---|
| Language: | English |
| Authors: | Jessica Wise Younger (ORCID |
| Source: | Social Psychology of Education: An International Journal. 2024 27(3):1283-1304. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1540854 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 8 |
| Descriptors: | Self Efficacy, Beliefs, Middle School Students, At Risk Students, Grade 6, Grade 8, Predictor Variables, Student Attitudes, Academic Achievement, Student Experience, Student Diversity, School Districts, Context Effect |
| Geographic Terms: | California |
| DOI: | 10.1007/s11218-023-09863-2 |
| ISSN: | 1381-2890 1573-1928 |
| Abstract: | Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students' experiences and background characteristics may interact to impact the relation between mindset and academic achievement. We consider whether the risk factors of socioeconomic status (including a student's daily experience of that status) and recent school transition interacted with mindset in predicting academic achievement. We show that mindset is most predictive of academic achievement in students with two academic risk factors. These results highlight the importance of context when considering how mindset might be used to improve academic achievement for students at the greatest academic risk. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1432249 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
