ERIC Number: EJ1432249
Record Type: Journal
Publication Date: 2024-Jun
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
EISSN: EISSN-1573-1928
Growth Mindset as a Protective Factor for Middle Schoolers at Academic Risk
Jessica Wise Younger; Zoe D'Esposito; Irene S. Geng; Stephanie L. Haft; Project iLEAD Consortium; Melina R. Uncapher
Social Psychology of Education: An International Journal, v27 n3 p1283-1304 2024
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.
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
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://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 8
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: 1540854