scholarly journals Impact of a Growth Mindset Intervention on Academic Performance of Students at Two Urban High Schools

2017 ◽  
Vol 21 (1) ◽  
pp. 2156759X1876493
Author(s):  
Lisa Brougham ◽  
Susan Kashubeck-West
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Research Study ◽  
Growth Mindset ◽  
Practitioner Research ◽  
Future Research ◽  
School Students ◽  
Grade Point ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

Developing a growth mindset has been shown to improve academic performance. The goal of this practitioner research study was to help urban high school students ( N = 69) challenged by poor grades, poor attendance, and poor graduation rates change their beliefs about their own potential. Results indicated that the intervention increased growth mindset scores of students in the treatment group but did not improve core grade point average. The authors discuss implications for school counseling practice and recommendations for future research.

scholarly journals Can Mindfulness Help People Implement a Growth Mindset? Two Field Experiments in Hungary

2020 ◽  
Author(s):  
Gabor Orosz ◽  
Gregory M Walton ◽  
Beáta Bőthe ◽  
István Tóth-Király ◽  
Amelia Henderson ◽  
...  
Keyword(s):  
High School Students ◽  
Field Experiments ◽  
Research Study ◽  
Maximum Level ◽  
Growth Mindset ◽  
School Students ◽  
Present Sample ◽  
Negative Thoughts ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

Does holding a growth mindset prevent people from experiencing potentially negative or maladaptive thoughts and feelings following academic setbacks? Not necessarily: In our Hungarian sample, a culture high in negative affect, three-fourths of people who endorsed a growth mindset at a maximum level nonetheless reported at least sometimes being judgmental of themselves and ruminating about setbacks. Thus, in two field experiments performed in Hungary, we incorporated mindfulness elements into an existing growth-mindset intervention (Yeager et al., 2019). These elements focused on accepting but distancing the self from negative thoughts and feelings in response to setbacks. This enhanced growth-mindset treatment significantly raised semester grades among university (N=251, Study 1, d=0.29) and reported grades among high school students (N=3,095, Study 2, d=0.17). A growth-mindset intervention alone also raised GPA with an effect size similar to the effect sizes found in prior research (Study 2); however, this effect did not consistently reach significance across models with the present sample size. Although just a first step, the present studies suggest the value of incorporating mindfulness elements to help people manage a tendency toward negative and counterproductive reactions that may remain even following a mindset intervention.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

Alcohol consumption and academic performance among higher secondary students in Thimphu, Bhutan

2016 ◽  
Vol 2 (2) ◽  
pp. 1-5 ◽  
Author(s):  
Tashi Dendup
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Binge Drinking ◽  
Secondary Students ◽  
Age Of Onset ◽  
School Students ◽  
Grade Point ◽  
Males And Females ◽  
Structured Questionnaire

Introduction: Despite known alcohol abuse among adolescence, precise information on the prevalence and pattern of drinking in Bhutan remain sparse. This study, therefore, assesses the pattern of alcohol drinking and consequences including its effects on academic performance among high school students in Thimphu. Methods: Multistage random sampling was employed and a survey was conducted in November 2014 using a self-administered semi-structured questionnaire. A total of 403 students were invited, however, 3 students were absent during the time of survey and 13 respondents were rejected due to incompleteness of the questionnaire. Thus, the findings are based on a sample size of 387. Results: Prevalence of long term alcohol drinkers were 38.8% and 26.6% were current drinkers. The mean age of onset of alcohol use was 15.5 (± 2.6). Binge drinking (greater than or less than four times a week) and GPA (Grade Point Average) were significantly  orrelated (p less than or equal to 0.01, r = - 0.120). Therefore, students involved in binge drinking greater than or equal to four times a week are likely to obtain less GPA. Conclusions: Students, comprising both males and females, drink alcohol and those who are involved in frequent binge drinking are more likely to have lower GPA.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Confronting BDS in the Classroom: Jewish High School Students Build Community by Watching BDS Demonstrations on University Campuses

2021 ◽  
Vol 31 ◽  
pp. 69-88
Author(s):  
Matt Reingold
Keyword(s):  
High School ◽  
High School Students ◽  
Research Study ◽  
Practitioner Research ◽  
University Student ◽  
School Students ◽  
University Campuses ◽  
De Se ◽  
Student Newspapers ◽  
Surprising Finding

A practitioner research study was carried out with 31 students who were enrolled in a course on contemporary Israeli society at a Zionist Jewish high school. As part of a unit designed to introduce students to criticisms against Israel, students watched 3 videos produced by the Boycott, Divestment, and Sanctions (BDS) movement and by university student newspapers. The study assessed whether watching videos of BDS behaviours negatively affected the ways that pro-Israel students learned and thought about Israel. Reflective exercises and interviews revealed that the videos did not harm students’ relationships with the country. Instead, while some students reported feeling intimidated and scared by BDS’ tactics, all 31 students reported that watching the videos was crucial for helping them prepare for life after high school and for understanding the criticisms made against Israel. A surprising finding of the study was that many students shared that having the opportunity to discuss BDS together as a group not only helped them better understand BDS but, more importantly, allowed them to feel less alone by forming a community that banded together through the learning of difficult and upsetting content.Une étude par un praticien en éducation a été menée auprès de 31 étudiants inscrits à un cours sur la société israélienne contemporaine dans une école secondaire juive sioniste. Dans le cadre d’un module conçu pour initier les étudiants aux critiques d’Israël, les étudiants ont regardé 3 vidéos produites par le mouvement Boycott, Désinvestissement et Sanctions (BDS) et par des journaux étudiants universitaires. L’étude a évalué si le visionnement de vidéos qui mettaient en scène des manifestations BDS affectait négativement la manière dont les étudiants pro-israéliens apprenaient et pensaient à propos d’Israël. Des exercices de réflexion et des entretiens ont révélé que les vidéos n’avaient pas nui aux relations des élèves avec le pays. Plutôt, alors que certains étudiants ont déclaré se sentir intimidés et effrayés par les tactiques de BDS, les 31 étudiants ont tous déclaré que regarder les vidéos était crucial pour les aider à se préparer à la vie après le lycée et pour comprendre les critiques dirigées à l’endroit d’Israël. Une découverte surprenante de l’étude est que de nombreux étudiants ont partagé que le fait d’avoir l’opportunité de discuter du mouvement BDS en tant que groupe les a non seulement aidés à mieux comprendre le BDS mais, plus important encore, leur a permis de se sentir moins seuls en formant une communauté qui s’est regroupée tout au long de l’apprentissage de contenu difficile et bouleversant.

scholarly journals Emotional intelligence and academic motivation in high school students with adequate grade point average

Nova Scientia ◽  
2020 ◽  
Vol 12 (24) ◽  
Author(s):  
Norma Amador-Licona ◽  
Juan Manuel Guízar-Mendoza ◽  
Irma Briceño-Martínez ◽  
Biviana Alexandra Rodríguez-Bogarín ◽  
Luis Manuel Villegas-Elizarrarás
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
High School Students ◽  
Stress Management ◽  
Grade Point Average ◽  
Academic Motivation ◽  
School Students ◽  
Grade Point ◽  
Emotional Quotient

Introduction: In many populations and school grades, the academic performance has been compared in students according to their sex. Emotional intelligence has been related to academic performance, however even in students with adequate grade point average, this and other variables such as motivation, could be involved. The objective was to evaluate the relationship between emotional intelligence and academic motivation in men and women students with adequate grade point average.Method: We performed a cross sectional study in 119 high school students (75 women and 44 men) from the Universidad De La Salle Bajio. The Emotional Quotient Inventory in its Version for Adolescents was applied. In each participant the average educational school level and academic performance was obtained.Results: In women higher grade point average and academic performance but lower stress management and general mood than in men were found. Academic motivation (r=0.24; p= 0.008), stress management (r=0.18; p= 0.05), adaptability (r=0.19; p= 0.03) and total emotional quotient (r=0.19; p= 0.03) were positively related to academic performance, while age was negative related to academic performance (r=-0.23; p= 0.01). Academic motivation was the only variable related to both, grade point average (r=0.21; p= 0.02) and academic performance in the entire group. In men, no variables related to grade point average were found. However, academic motivation (r=0.35; p= 0.02), interpersonal intelligence (r=0.33; p= 0.02), stress management (r=0.32; p= 0.03), adaptability (r=0.52; p= 0.0001), general mood (r=0.40; p= 0.006), positive impression (r=0.31; p= 0.04) and total emotional quotient (r=0.43; p= 0.003) were all positively related to academic performance. In women only stress management was related to grade point average and academic performance (r=0.23 and r= 0.24; p=0.04 in both cases), respectively.Discussion or Conclusion: The results show higher academic performance in women than in men, even in those students with adequate academic performance. Emotional intelligence participates in different mode by sex in high school students and only stress management seems to be related to academic performance in women. So, these results are useful to focus on programs and counselling in this population to increase emotional competences and academic motivation.

scholarly journals A Growth Mind-Set Intervention Improves Interest but Not Academic Performance in the Field of Computer Science

2019 ◽  
Vol 11 (1) ◽  
pp. 107-116 ◽  
Author(s):  
Jeni L. Burnette ◽  
Crystal L. Hoyt ◽  
V. Michelle Russell ◽  
Barry Lawson ◽  
Carol S. Dweck ◽  
...  
Keyword(s):  
Academic Performance ◽  
Computer Science ◽  
Intrinsic Value ◽  
Growth Mindset ◽  
Practical Applications ◽  
Introductory Computer Science ◽  
Mind Set ◽  
Science Classes ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

We investigated whether a growth mindset intervention could be leveraged to promote performance and interest in computer science, through what mechanisms it might do so, and whether effects were stronger for women than for men. In particular, we explored whether the growth mindset intervention improved academic performance and career interest by increasing intrinsic value. We developed and tested a scalable, online, 4-session growth mindset intervention at 7 universities, across 16 introductory computer science classes ( N = 491). The intervention did not have a significant total effect on academic performance, although it indirectly improved grades via value. Additionally, the intervention, relative to the control, improved interest in the field and value also mediated this effect. Counter to expectations, the intervention worked equally well for women and men. Theoretical and practical applications are discussed.

Racial and Linguistic Status Differences in the Effect of Interscholastic Sport Participation on School Engagement and Academic Performance Among High School Students

2018 ◽  
Vol 123 (2) ◽  
pp. 452-471 ◽  
Author(s):  
Hyejin Bang ◽  
Mido Chang ◽  
Cindy Lee
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Grade Point Average ◽  
White Students ◽  
School Engagement ◽  
Sport Participation ◽  
School Students ◽  
Grade Point ◽  
Interscholastic Sport

The purpose of the study was to examine whether the effects of interscholastic sport participation on academic performance and school engagement vary by race and linguistic status of high school students. High school participants ( n = 16,200) were selected from the Education Longitudinal Study: 2002, a nationally representative database. Results of a structural equation model showed that Asian, black, and Hispanic students’ interscholastic sport participation had a positive effect on grade point average, while the effect was not significant for white students. However, white students’ interscholastic sport participation was likely to have a positive, indirect effect on grade point average through their engagement in school. The results showed no linguistic status variation in the effects of interscholastic sport participation on school engagement and grade point average. The findings suggest that supporting high school students in school-sponsored extracurricular sport programs should be continued, highlighting the important role of schools in shaping the proper educational environment for sport participation.

scholarly journals Understanding the Impact of Lifestyle on the Academic Performance of Middle- and High-School Students

2019 ◽  
Vol 10 (2) ◽  
pp. 67
Author(s):  
Suchithra Rajendran ◽  
S. Chamundeswari
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
High Stress ◽  
Negative Relationship ◽  
Negative Influence ◽  
Future Research ◽  
School Students ◽  
Adolescent Students ◽  
The Impact

This paper presents a path analysis investigating the direct and indirect influence of lifestyle on academic performance for middle-school and high-school students. The correlation between the following sets of variables are studied: (a) lifestyle and stress; (b) stress and obesity; (c) lifestyle and obesity; (d) lifestyle on academic performance; (e) stress on academic performance; and (f) obesity on academic performance. Adolescent students from 18 schools in India participated in this study. While academic performance is estimated using GPA, questionnaires are used to capture the lifestyle habits of students as well as to assess various forms of stressors such as academic, psychological and health-related. Our results suggest that, a healthier lifestyle is positively correlated to academic performance, while high-stress level has a negative influence. A significant negative relationship is observed between lifestyle and stress, and stress and obesity are observed to be positively related. Obesity, surprisingly, is not a significant predictor of student academic performance for the collected survey data. Our investigation further exposes the need to consider lifestyle in future research.

How the interpretation of social comparison affects academic performance among high school students

2007 ◽  
Author(s):  
Maike Wehrens ◽  
Bram Buunk ◽  
Miranda Lubbers ◽  
Hans Kuyper ◽  
Greetje van der Werf
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Comparison ◽  
School Students
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