Download or read book How Students Beliefs about Their Intelligence Influence Their Academic Performance Information Capsule written by Christie Blazer and published by . This book was released on 2011 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' academic success may be influenced not only by their actual ability, but also by their beliefs about their intelligence. Studies have found that students enter a classroom with one of two distinct conceptions of their intellectual ability: some students believe their intelligence is expandable (growth mindset), while others believe their intelligence is a fixed trait (fixed mindset). A review of the research suggests that students with growth mindsets outperform their classmates who hold fixed mindsets. In addition, the adoption of a growth mindset may decrease or even close achievement gaps. This Information Capsule also summarizes strategies that teachers can use to foster growth mindsets. For example, studies indicate that teachers should emphasize effort and progress over final outcomes; encourage in-depth learning; and praise students for their effort, not for their intellect.
Download or read book Understanding the Relations Among Students Beliefs about Intelligence Academic Goals Study Behavior and Achievement in the Context of a College Course written by Joylynn Tenee Miller and published by . This book was released on 2010 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students Beliefs about Learning and Intelligence written by Ian A. Matheson and published by . This book was released on 2013 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the present study, the researcher examined the motivational variables of students within the Ontario Secondary School system, where groups based on course stream, LD status, gender, and achievement level were compared. This research was partially exploratory, where the researcher aimed to validate existing research on gender, LD status, and achievement, as well as to examine how motivational variables relate to course stream. Past research has shown that endorsing an entity theory of intelligence, having a preference for performance goals, attributing success to ability rather than effort, and having low confidence in one's ability to self-regulate are all associated with lower achievement, and with the presence of a learning disability (e.g., Baird, Scott, Dearing & Hamill, 2009). A total of 243 secondary school students (127 male, 116 female) from one rural school in Ontario participated in this study. The participants completed a 28-item questionnaire made up of several subscales, including the Implicit Theories of Intelligence Scale (Dweck, 1999), the Learning vs. Performance Goal Preference Scale (Dweck, 1999), the Effort Attribution Scale (Dweck & Leggett, 1988), and the Self-Efficacy for Self-Regulated Learning Scale (Zimmerman et al., 1992). Regarding stream, an independent t-test revealed that students in the university English course had significantly more confidence in their ability to self-regulate than their peers in the college English course. A MANOVA revealed that individuals who had received a mid-term English grade of A (80-100%), regardless of stream, had significantly more confidence their ability to self-regulate than students who received lower grades. Finally, an independent t-test revealed that participants with a learning disability were more concerned with their personal growth than their performance when compared to participants without a learning disability. No differences in motivational variables were found between males and females. These findings suggest that educators and parents should place more emphasis on helping students to develop confidence in their self-regulatory abilities, as this appears to be an important variable in students' achievement, as well as related to the academic stream in which they are enrolled.
Download or read book Implicit Theories of Intelligence and Their Effects on the Elementary Classroom written by and published by . This book was released on 2016 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this literature review thesis was to determine the effects of implicit self-theories on the elementary classroom. This research focused on the implications of an incremental self-theory versus an entity self theory in elementary students as well as its relationship with both motivation and academic achievement. Self-theory is the belief individuals have about themselves, their qualities, and their abilities. An entity theory, also referred to as a fixed mindset, is the belief that intelligence is innate within us and cannot be changed. An incremental theory, also referred to as a growth mindset, is the belief that intelligence can be increased through effort and strategy use. Studies showed that students with an incremental mindset were more likely to demonstrate characteristics associated with high academic achievement and longevity in education than an entity mindset. As a result, this research studies and discuses strategies to foster an incremental mindset in elementary students. When employed, these strategies displayed a possibility for an entity mindset to shift to an incremental mindset , and subsequently develop and/or increase characteristics associated with high academic success."--leaf 4.
Download or read book Beliefs about Intelligence and Achievement related Behaviors written by Randall Scott Bergen and published by . This book was released on 1991 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Dweck & Leggett (1988) hypothesized that people's "theories" of intelligence (beliefs about the degree to which intelligence can be increased) make them vulnerable to helpless or mastery-oriented behavior following failure. I hypothesized that "generality beliefs" (beliefs about the degree to which intelligence is generally instrumental for achieving goals) would influence the intensity and scope of reactions to failure. Results of two studies supported the hypotheses. Students who believed intelligence was unchangeable but generally instrumental tended to perform better than others before and after an intellectual failure, but withdrew and showed defensive tendencies in the face of prolonged failure. Students who believed intelligence could be changed and that it was generally instrumental showed greater persistence in the face of prolonged failure. Students who believed intelligence had a narrow influence in life showed relatively neutral reactions. Implications for current attribution models of achievement-related behaviors are discussed.
Download or read book Transformation of Teacher Beliefs Regarding Intelligence Theory written by Bridget Kilmer Mowbray and published by . This book was released on 2014 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the transformation of teacher beliefs regarding intelligence theory in an effort to understand how one's views of intelligence change over time. The study focused on teachers participating in a book study of Carol Dweck's book Mindset: The New Psychology of Success: How We Can Learn to Fulfill Our Potential. The following question guided the research: How do teachers change their mindset about student intelligence on a continuum from fixed to growth? This qualitative study used phenomenology to investigate the lived experience of teachers who participated in a book study of Carol Dweck's book. Data collected in one-on-one interviews, along with archival data collected from a school-wide online discussion regarding the book were used to understand how teachers changed from a fixed to growth mindset as a result of the book study. The results of the study indicated that the transformation in teacher mindset took place in three phases: Contemplation, Preparation and Action. These phases correspond with three of the stages of the Transtheoretical Model of Behavioral Change (Prochaska & Diclemente, 1983). Recommendations were made regarding leadership, reflection, book study, supporting change, and expanding the impact. This study suggests the need to plan for time for reflection by offering the book study at a time when teachers are on break from the regular duties of the school year. Also suggested is the importance of leadership being mindful of the stages of change and creating conditions to support those stages, such as: collaborative reflection, shared experience and support that arose from the book study. Continued research is needed to determine the scalability and impact of the book study. For example, further research to determine whether this would be true for teacher in different contexts or if it could be replicated with students is needed. Further, additional research to determine whether changes in teacher and/or student mindset impacts student achievement is suggested.
Download or read book Growth Mindset Performance Avoidance and Academic Behaviors in Clark County School District REL 2017 226 written by Jason Snipes and published by . This book was released on 2017 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest has been growing in the role of students' attitudes, beliefs, and dispositions as key factors that can support or inhibit student success. A large body of emerging evidence, including multiple randomized controlled trials, shows that interventions that target academic mindsets, attitudes, and beliefs about the nature of ability and the payoff to effort can lead to improved academic outcomes through changes in student disposition toward academic work and increased academic effort. The evidence and theory on academic mindsets and outcomes suggest an important role for teachers and peers in generating, supporting, and reinforcing these attitudes and beliefs, thereby facilitating improved academic outcomes, or, conversely, in undermining these attitudes and beliefs, thereby disrupting students' academic progress. However, little is known about the distribution of these attitudes and beliefs among students and teachers in different academic contexts, such as schools with different average academic achievement levels or schools with students with different demographic characteristics. With this in mind Regional Educational Laboratory West, in collaboration with Nevada's Clark County School District, collected and analyzed survey data from students and teachers throughout the district on attitudes, beliefs, and dispositions toward academic mindsets. This study focused on measures of three constructs: growth mindset (believing in the malleability of ability and payoffs from student academic effort), performance avoidance (hiding one's effort or refraining from making an effort due to concerns of failure or embarrassment), and academic behaviors (such as completing homework and participating in class). Most students reported beliefs that are consistent with a growth mindset. Most students reported that they engage in behaviors that support academic achievement at least "most of the time" and that it was either "not at all true" or "a little true" that they engaged in performance avoidance in a typical class. However, student measures of growth mindset varied significantly by grade level, prior academic achievement, English learner status, and race/ethnicity. Growth mindset scores were 0.2-0.8 standard deviation lower for students with lower prior academic achievement, English learner students, and Black students than for their higher achieving, non-English learner, and White counterparts. Performance avoidance scores were higher for students with lower prior academic achievement, English learner students, and Black students. And growth mindset scores and academic behaviors scores were lower for students in lower achieving schools and schools with higher percentages of English learner students and economically disadvantaged students. Though the differences (0.1-0.2 standard deviation) were not as large as the differences associated with prior academic achievement and English learner status, growth mindset, performance avoidance, and academic behaviors scores also varied by grade level; growth mindset scores and academic behaviors scores were lower for students at higher grade levels while performance avoidance scores were higher. A majority of teachers also reported beliefs about the malleability of their students' academic abilities that were consistent with a growth mindset. In fact, teachers' growth mindset scores were significantly higher than students' scores. Moreover, teachers' scores did not vary significantly by the average academic achievement or percentage of English learner students or economically disadvantaged students in the school. However, teachers' growth mindset scores were lower for teachers at higher grade levels than for teachers at lower grade levels. The presence of significant differences in students' self-reported beliefs and behaviors by prior academic achievement, English learner status, and race/ethnicity is consistent with the hypothesis that attitudes and beliefs about the nature of academic ability and about the payoff for academic effort play a role in disparities among students in academic achievement. The finding of such differences is also consistent with the hypothesis that students' academic experiences shape their academic beliefs and behaviors. Further research using longitudinal data and designs capable of isolating causality are necessary to understand the relationship between academic mindsets and academic outcomes. Because previous research has shown that interventions targeting academic mindsets have positive effects on academic achievement, the disparities in academic mindsets across student subgroups suggest that these beliefs may be important targets for interventions. They also suggest that intervening to support the development of a growth mindset could be particularly useful for English learner students, as well as for low-achieving, Black, and Hispanic students. The presence of significant differences in growth mindset, performance avoidance, and academic behaviors across schools with different average academic achievement and schools with different percentages of economically disadvantaged students suggests that school context and its relationship to students' academic mindsets and behaviors may be an important area for further investigation. The following are appended: (1) Survey constructs; (2) Survey response rates; (3) Clark County School District survey sampling strategy; (4) Pairwise significance tests; and (5) Confirmatory factor analysis.
Download or read book Resources in Education written by and published by . This book was released on 1976 with total page 1024 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Shaping Academic Success written by Susan Harris Warner and published by . This book was released on 2006 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book When Students Perceive a HEAP of Expectations written by Emily J. Hangen and published by . This book was released on 2019 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of the current work was to examine the different types of parental expectations students believe their parents hold for them and to identify which type of believed parental expectations elicits student distress, anxiety, and depression. First, a systemic review was used to detect inconsistencies in how believed and actual parental "expectations" were conceptualized across various measures. To reconcile these inconsistencies, a new scale was developed and validated that assessed young adult students' beliefs about their parents' expectations (Study 1): The High Expectations for Academic Performance scale (HEAP). Importantly, the HEAP scale was designed to assess student beliefs about their parents' educational expectations. The HEAP scale consisted of three subscales: 1) students' beliefs about whether their parents thought they were capable of academic excellence (Ability) 2) students' beliefs about whether their parents would predict that they would actually achieve academic excellence (Predict), and 3) students' beliefs about whether their parents demanded academic excellence of them (Demand). The HEAP scale was used to investigate which of these student beliefs was primarily associated with student distress outcomes and moderators of these relations were tested (Study 2). Lastly, in a projective study design, temporal precedence of believed parental expectations, student distress outcomes, and student performance was established (Study 3). The association between student beliefs about their parents' expectations were tested on both pre-exam distress outcomes and students' emotional responses to their exam scores (Study 3). Consistent across studies, only student beliefs about parental demands positively predicted student distress outcomes such as anxiety, depression, and worry. Furthermore, students who believed that their parents demanded academic excellence of them also experienced greater shame and less pride in response to their exam performance. Student beliefs about parental demands also negatively predicted student GPA and exam scores. Implications and future directions for research on educational expectations on student outcomes are discussed"--Pages vii-viii.
Download or read book The Role of Mindsets on Southeast Asian Youth written by Amy C. Allen and published by . This book was released on 2018 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Positive academic mindsets, which are one's attitudes or beliefs that specifically pertain to academic performance, have been found to create an impetus for students to persist in their schoolwork, propelling oneself towards better academic behaviors, and ultimately improved academic performance. Although mindset research has examined the impact of mindsets on Hispanic and African-American youth, little is known about its effects on Asian American youth, specifically Southeast Asian youth. The present study examined the effects of a 3-session growth mindset training on ninth and tenth grade students who identified as Southeast Asian, and 2 Southeast Asian families. Questionnaires were completed by the participants to obtain demographic information, mindset status, and other variables of interest (e.g., interest in school, grit). Results indicated that growth mindset and grit were positively correlated; however, results showed that there was no significant improvement in academic performance after the targeted training. Findings from this study suggest that trainings aimed to change mindsets may be insufficient for students to engage in positive academic outcomes based on the adoption of a growth mindset. Additionally, further examination into the subjective experiences of adolescents in school due to the seemingly context-dependent nature of mindset trainings would provide increased understanding into the complexities of a student's lowered academic achievement. Limitations, reasons for the lack of statistical significance, and recommendations for future studies are discussed.
Download or read book Perspectives on Thinking Learning and Cognitive Styles written by Robert J. Sternberg and published by Routledge. This book was released on 2014-04-08 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Psychology of Intelligence Analysis written by Richards J Heuer and published by Pickle Partners Publishing. This book was released on 2020-03-05 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this seminal work, published by the C.I.A. itself, produced by Intelligence veteran Richards Heuer discusses three pivotal points. First, human minds are ill-equipped ("poorly wired") to cope effectively with both inherent and induced uncertainty. Second, increased knowledge of our inherent biases tends to be of little assistance to the analyst. And lastly, tools and techniques that apply higher levels of critical thinking can substantially improve analysis on complex problems.
Download or read book Engaging Schools written by Institute of Medicine and published by National Academies Press. This book was released on 2003-12-21 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
Download or read book The Advocate written by and published by . This book was released on 2005-01-18 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Advocate is a lesbian, gay, bisexual, transgender (LGBT) monthly newsmagazine. Established in 1967, it is the oldest continuing LGBT publication in the United States.
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
