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2019
The transition to high school is a volatile time for adolescents and a precarious point in the course of their education. Students who successfully navigate this transition and pass their ninth-grade classes are far more likely to graduate from high school with their peers and attend college than those who fail courses in the ninth grade.1 For example, a study has shown that being “on-track” (earning credits in core courses with no failing grades) at the end of the first year of high school is associated with an 85 percent chance of graduating from high school on time, compared with a 28 percent chance for students who are “off-track.”2 The growing awareness of the importance of the first year of high school for future success has prompted schools and districts across the country to develop interventions designed for ninth-graders.
Professional School Counseling
Impact of a Growth Mindset Intervention on Academic Performance of Students at Two Urban High SchoolsDeveloping 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.
2014 •
Policy Analysis for California Education, PACE
Students with Growth Mindset Learn More in School: Evidence from California's CORE School Districts. Working Paper2019 •
2019 •
Journal of Economic Behavior & Organization
The effects of growth mindset on college persistence and completion2022 •
Teachers College Record: The Voice of Scholarship in Education
Improving High School Success: Searching for Evidence of PromiseImproving the nation's high schools—particularly those that are low-per-forming—involves challenges that are far easier to catalog than to surmount. In this article, the authors identify a handful of promising approaches that can help to achieve the goal that all students will graduate from high school well-prepared for further learning, successful careers, and engaged citizenship. The authors explain the theories that drive these high school improvement models, review evidence of their effectiveness to date, and suggest what it will take to make them work well. The authors stress that no single school improvement model or approach, no matter how powerful, can ensure the success of all students or schools. The reasons for poor performance are complex and determined by multiple intersecting personal, community, and organizational factors. These inequities have very real consequences for schooling and makes the job of improvement that much more challenging. The article concludes w...
Frontiers in Psychology
How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades2017 •
The present study examined the effectiveness of a Growth Mindset intervention based on Dweck et al.'s (1995) theory in the Hungarian educational context. A cluster randomized controlled trial classroom experiment was carried out within the framework of a train-the-trainer intervention among 55 Hungarian 10th grade students with high Grade Point Average (GPA). The results suggest that students' IQ and personality mindset beliefs were more incremental in the intervention group than in the control group 3 weeks after the intervention. Furthermore, compared to both the baseline measure and the control group, students' amotivation decreased. However, no intrinsic and extrinsic motivation change was found. Students with low grit scores reported lower amotivation following the intervention. However, in the second follow-up measurement—the end of the semester—all positive changes disappeared; and students' GPA did not change compared to the previous semester. These results show that mindset beliefs are temporarily malleable and in given circumstances, they can change back to their pre-intervention state. The potential explanation is discussed in the light of previous mindset intervention studies and recent findings on wise social psychological interventions.
2017 •
This study examined student and teacher attitudes and beliefs about growth mindset (beliefs about the malleability of ability and the payoff for student 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) in Nevada’s Clark County School District. Most students reported beliefs that are consistent with a growth mindset. Students’ reported levels of growth mindset, performance avoidance, and academic behaviors differed significantly by grade level, prior academic achievement, English learner status, and race/ethnicity. By contrast, for the most part teachers’ beliefs did not vary significantly according to the characteristics of the students in their schools.
2019 •
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. 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. 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.
Estudos em Homenagem ao Prof. Doutor António Pinto Monteiro
O conceito críptico de "constitucionalização do Direito Privado" e uma proposta de sistematização (Estudos em homenagem a António Pinto Monteiro, 2023)2023 •
Archäologischer Anzeiger
Metallfunde aus den neuen Ausgrabungen des DAI in Olympia (2006–2017): Die Waffen und Rüstungsstücke2023 •
2022 •
A. BASSANI, E. FUSAR POLI, M.L. MANGINI, F. SCIREA (a cura di), Notai tra ars e arte. Mediazione, committenza e produzione tra Medioevo ed Età Moderna, Genova, Società ligure di Storia Patria
Notariato e sapere araldico: i disegni di stemmi dei notai piacentini alla fine del Medioevo2023 •
International Journal of Education, Culture and Society
Foresight is Partially Formed from Resilience: The Relationship Between Self-Esteem and Future Time Perspective Among Japanese High School Students2017 •
Zeitschrift für Naturforschung B
Activated Nitriles in Heterocyclic Syntheses, I Novel Synthesis of Pyrrolones and 1,2,4-Triazol-3-oyl nitriles1983 •
Energy and Buildings
Building energy optimization: An extensive benchmark of global search algorithms2019 •
Journal of Religion & Health
Spiritual Beliefs of Jordanian Adult Patients Receiving Palliative Care2020 •
2011 •
Academic Medicine
Blockchain Technology: A Data Framework to Improve Validity, Trust, and Accountability of Information Exchange in Health Professions Education2018 •
ICASSP, IEEE International Conference on Acoustics, Speech and Signal Processing - Proceedings
Fusion of cleavage site detection and pairwise alignment for fast subcellular localization2008 •