Creating Student Agency Through Self-Efficacy and Growth Mindset

2017 ◽  
pp. 67-92
Keyword(s):  
Self Efficacy ◽  
Growth Mindset ◽  
Student Agency

Passion, Perseverance, and Purpose

2019 ◽  
pp. 38-55
Author(s):  
Jennifer L. Waldron
Keyword(s):  
Cultural Identity ◽  
Cultural Competency ◽  
Self Efficacy ◽  
Creative Thinking ◽  
Growth Mindset ◽  
Self Determination ◽  
Innovative Approaches

This chapter is about a multicultural GATE teacher, Jennifer Waldron, and her circuitous journey on becoming the educator that she is today. Having lived on three continents by the age of 13, she struggled with cultural identity exacerbated by the inevitable awkwardness that accompanies key developmental junctures. Central to this piece are acculturation, assimilation, self-determination and self-efficacy, and learning to manage the awareness of belonging nowhere, yet everywhere at once. This is an educational journey of finding, appreciating, and using one's strengths and growth mindset in the pursuit of re-educating oneself to become a more empowered person and educator. This chapter underscores the relevance of cultural competency and the need for tolerance of difference at all levels of education. Jennifer Waldron embraces research based and innovative approaches to thinking and learning. She strives to break down barriers through design and creative thinking so as to find relevant connections between seemingly disparate subjects.

IGNITE: Empowering high ability underachieving students to become focused learners in mainstream classes

2020 ◽  
Vol 36 (3) ◽  
pp. 237-249
Author(s):  
Lye Chan Long ◽  
Adrienne Erwin
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Environmental Perceptions ◽  
High Ability ◽  
Student Agency ◽  
Achievement Orientation ◽  
School Based ◽  
Orientation Model ◽  
High Ability Students ◽  
Academic Self Efficacy

IGNITE, a high school-based programme, was developed for high ability underachievers using the Achievement Orientation Model (AOM), Maker Model, and Bibliotherapy in a mainstream setting. This paper reports on the effects discovered while implementing the programme over the course of 2 years. Year 7 (13 year olds) and Year 9 (15 year olds) students were trained to use the two interventions, incorporating one of these interventions to challenge their learning in the classroom. The programme for each cohort lasted approximately 10 weeks. Identification alone appeared to increase academic self-efficacy for many of these underachievers. Students were empowered by the student agency involved which supports many of the AOM’s assertions, in particular, environmental perceptions and goal valuation. The interventions, Maker Model and Bibliotherapy, should be used concurrently to produce self-directed students and reduce underachievement in high ability students as they appear to target different factors in the Achievement Orientation Model.

scholarly journals Introducing a Mindset Intervention to Improve Student Success

10.28945/4465 ◽  
2019 ◽  
Vol 15 ◽  
pp. 135-155
Author(s):  
Nicole A. Buzzetto-Hollywood ◽  
Bryant C. Mitchell ◽  
Austin J. Hill
Keyword(s):  
Professional Development ◽  
College Students ◽  
Student Success ◽  
Goal Setting ◽  
Self Efficacy ◽  
First Generation ◽  
Growth Mindset ◽  
Positive Outcomes ◽  
Development Course ◽  
Mindset Intervention

Aim/Purpose: The purpose of this paper is to introduce, describe, and document the methods involved in the preparation of a mindset intervention built into a freshmen development course, and established after years of longitudinal research, that is designed to have a positive impact on the outlook, achievement, and persistence of first generation and under-prepared students. Background: A number of studies conducted in the past fifteen years have concluded that grit, the persistence and perseverance to achieve goals, and growth mindset, the belief that skills and intelligence can be developed, are positive predictors of achievement; however, little focus has been placed on the implications at institutions purposed to educate minorities, first generation college students, and learners from diminished socio-economic backgrounds. Methodology: A series of models were created, custom self-assessment scales designed, and a lesson plan prepared purposed to deliver a mindset intervention to edify students about and change perceptions of grit, locus of control/self-efficacy, growth mindset, and goal setting. The mindset intervention, as presented in this paper, was delivered as part of a pilot implementation to students enrolled in a freshmen professional development course at a Mid-Atlantic HBCU in the Fall of 2019. Contribution: This qualitative paper documents an ongoing initiative while providing a workable template for the design and delivery of a mindset intervention that is believed will be highly effective with first generation and socio-economically disadvantaged learners. It represents the third paper in a five paper series. Findings: Prior research conducted by the authors shed light on the need to explore non-cognitive factors that may affect student performance such as grit, mindset, engagement, self-efficacy, and goal setting. The authors postulate that a carefully crafted mindset intervention delivered to freshmen students from traditionally underserved populations attending a minority serving institution in the mid-atlantic region of the United States will yield positive outcomes in terms of student success. Recommendations for Practitioners: As part of a commitment to positive student outcomes, faculty and administrators in higher education must be constantly exploring factors that may, or may not, impact student success. Recommendation for Researchers: Research is needed that explores elements that may help to contribute to the success of under prepared college students, in particular those who are from low income, first generation, and minority groups Impact on Society: Since, mindset interventions have been shown to be particularly effective with underserved students, it stands to reason that they should be adopted widely, and be effective at delivering positive outcomes, at HBCUs Future Research: The authors have introduced the mindset intervention with freshmen business students enrolled in a required professional development course. Results of the self-assessments and reflection questions are being collected and coded. Additionally, students are being administered a survey designed to measure the perceived efficacy of the initiative.

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

2019 ◽  
pp. 136216881985992 ◽  
Author(s):  
Barry Bai ◽  
Wenjuan Guo
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Primary School Students ◽  
School Students ◽  
English Writing ◽  
Self Regulated Learning

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4thgrade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.

A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development

2019 ◽  
Vol 44 (5) ◽  
pp. 878-908 ◽  
Author(s):  
Jeni L. Burnette ◽  
Jeffrey M. Pollack ◽  
Rachel B. Forsyth ◽  
Crystal L. Hoyt ◽  
Alexandra D. Babij ◽  
...  
Keyword(s):  
Career Development ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Open Science ◽  
Growth Mindset ◽  
Task Persistence ◽  
Career Interest ◽  
Growth Mindset Intervention ◽  
Mindset Intervention

Despite mounting interest in growth mindset interventions, this approach has yet to be applied to the domain of entrepreneurship. In the present research, we developed and tested if a growth mindset intervention could be leveraged to promote students’ entrepreneurial self-efficacy and if this, in turn, predicted career development (i.e., academic interest, career interest, task persistence, and academic performance). We report on our findings, from an Open Science Framework (OSF) preregistered study, that is a randomized controlled trial implementing a growth mindset intervention. We randomly assigned undergraduate students ( N = 238) in an introduction to entrepreneurship class to either the growth mindset intervention or to a knowledge-based attention-matched control. Students in the growth mindset intervention, relative to the control, reported greater entrepreneurial self-efficacy and task persistence on their main class project. The intervention also indirectly improved academic and career interest via entrepreneurial self-efficacy. However, the intervention failed to directly or indirectly impact performance on a classroom assignment. Additionally, and somewhat surprisingly, gender and past experience in the field failed to moderate any effects of the intervention on outcomes. Theoretical implications, limitations, and future directions are discussed.

Growth Mindset Messaging in Stigma-Relevant Contexts: Harnessing Benefits Without Costs

2020 ◽  
Vol 7 (2) ◽  
pp. 157-164
Author(s):  
Crystal L. Hoyt ◽  
Jeni L. Burnette
Keyword(s):  
Attribution Theory ◽  
Self Efficacy ◽  
Personal Responsibility ◽  
Growth Mindset ◽  
Current Work ◽  
Positive Outcomes ◽  
Psychological Essentialism ◽  
The Future ◽  
Learning Development

Growth mindsets are increasingly used to promote learning, development, and health. The increased popularity resulted in scrutiny and disputes about utility. The current work reviews a perspective critical to the debate. Namely, we focus on emerging research that examines both the favorable and potentially adverse consequences of growth mindset messaging in stigma-relevant contexts. This double-edged sword model merges the mindset perspective with attribution theory and the psychological essentialism literature. In stigmatizing contexts and in isolation, growth mindsets can indirectly predict less positive outcomes, via personal responsibility for the problem, but more positive outcomes, via expectations for the potential to manage conditions in the future. Programmatic research illustrates how to tailor growth mindset messages and interventions, to avoid the potential costs of blame, yet keep the benefits of self-efficacy and weakened essentialism.

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