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Mindset

Biography

-Having growth mindset is the only way to reach a person full potential (Sternberg, 2005)-Students that demonstrate growth mindset are able to use effort and strategy for problem solving(Dweck, 2006) -Resilience is any extra step a student takes in an academic or social challenge that can be positive and beneficial for learning

-By doing growth mindset exercises, resilience can by Increased (Paunesku et al., 2012)

-Mindset is important socially:-Ex. is a student using new strategies, putting forth effort in and resolving a social problem calmly (Dweck, 2006)

- A child’s mindset towards learning has been linked to academic achievement as early as the first and second grades (Park et al. 2013)- 7th grade students showed improvement in grades who had growth mindset (Blackwell et al., 2007) -In a longitudinal study of students in middle school found growth mindset achieve at higher levels than their peers with a fixed mindset (Dweck, 2006)

-The idea that the brain is a muscle and it can change as a student learn is important -Fifth grade students given 3 sets of problems half given process praise half giving intelligence praise

-Finding: students that were praised on intelligence showed a fixed mindset towards problems and solved 30% fewer problems (Mueller & Dweck, 1998)

-After growth-mindset workshops, students are seeking more challenges (Yeager, 2016)

-Response To Intervention (RTI) is a 3 tiered educational program that ensures no student faces academic failure -Brench marks are tracked through AIMsweb english and math - AIMsweb english and math are standaizetest giving in the fall and spring -Resistor vs responder -Expensive

How to better approach education Promote growth mindset in the classroom Possible reason students are not responding to RTIHelp students begin to identify the right track for a successful future

Does a fixed or growth mindset correlate with student RTI status?

H1: A fixed mindset will be strongly correlated with a student who is a resistor of RTI.H2: A fixed mindset will be strongly correlated with students who fail to make progress on the AIMSweb English H3: A fixed mindset will be strongly correlated with students who fail to make progress on the AIMSweb MathH0: Fixed mindset will not be correlated with students who do not make progress on the 3 measure

-Ames, Carole, and Jennifer Archer. "Mothers' beliefs about the role of ability and effort in school learning." Journal of educational psychology 79.4 (1987): 409.-Ardoin, S. P., Witt, J. C., Connell, J. E., & Koenig, J. L. (2005). Application of a three-tiered response to intervention model for instructional planning, decision making, and the identification of children in need of services. Journal of Psychoeducational Assessment, 23(4), 362-380.-Blackwell, L. A., Trzesniewski, K. H., & Dweck, C. S. (2007). Theories of intelligence and achievement across the junior high school transition: A longitudinal study and an intervention. Child Development, 78, 246–263. -Chiu, C., Hong, Y., & Dweck, C. S. (1997). Lay dispositionism and implicit theories of personality. Journal of Personality and Social Psychology, 73, 19–30. -Dweck, C. (2006). Mindset: The new psychology of success. Random House.-Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6, 267–285.-Elliott, E. S., & Dweck, C. S. (1988). Goals: an approach to motivation and achievement. Journal of

personality and social psychology, 54(1), 5.-Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotypethreat. Applied Developmental Psychology, 24, 645- 662. -Gutman, L. M., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. Education Endowment Foundation. Available at: h ttp://educationendowmentfoundation. org. uk/uploads/pdf/Non-cognitive skills_ literature review. pdf.Holt, J., & Holt, J. C. (2004). Instead of education: Ways to help people do things better. Sentient Publications.-Laerd Statistics (2016). Point-biserial correlation using SPSS Statistics. Statistical tutorials and software

guides. Retrieved from https://statistics.laerd.com/-Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social cognitive and

affective neuroscience, 1(2), 75-86.-Mangels, Jennifer A., et al. "Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model." Social cognitive and affective neuroscience 1.2 (2006): 75-86.-Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33–52. -Nussbaum, A. D., & Dweck, C. S. (2008). Defensiveness versus remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin, 34(5), 599– 612. doi:10.1177/0146167207312960 -O'Rourke, E., Haimovitz, K., Ballweber, C., Dweck, C., & Popović, Z. (2014). Brain points: A growth mindset incentive structure boosts persistence in an educational game. In Proceedings of the SIGCHI

Conference on Human Factors in Computing Systems (pp. 3339-3348). ACM.-Park, D., Gunderson, E. A., Tsukayama, E., Levine, S. C., & Beilock, S. L. (2016). Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology, 108(3), 300-313. doi:10.1037/edu0000064-Paunesku, D., Yeager, D. S., Romero, C., & Walton, G. (2012). A brief growth mindset intervention

improves academic outcomes of community college students enrolled in developmental mathematics

courses. Unpublished manuscript, Stanford University, Stanford, CA.Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202.-Rheinberg, F., Vollmeyer, R., & Rollett, W. (2000). Motivation and action in self- regulated learning. In --M. Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of self- regulation (pp. 503-529). San Diego: Academic Press -Sternberg, R. J. (2005). The theory of successful intelligence. Revista interamericana de psicología=

Interamerican journal of psychology, 39(2), 189-202.-Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.-LeFevre, J. A. (2001). Storybook reading and parent teaching: Links to language and literacy development. New Directions for Child and Adolescent Development, 2001(92), 39-52.-McDermott, N. Edited by Costa, A. L., & Kallick, B. (2009). Habits of mind across the curriculum:

Practical and creative strategies for teachers. ASCD, 67-76.

-Longitudinal study -Work with more schools and students-More on mixed mindset not just fixed vs. growth -Look students’ progress in school more closely by tracking class room progress and test grades -Teaching Growth Mindset

-Help students -Saving the school district money and time by havign less students struggling in RTI-Improving the learning environment for their students

Fixed Mindset

Growth Mindset

-False growth mindset-Mixture of fixed and growth mindsets. -Teachers were not praising correctly -It’s not just effort, but strategy -Parents teach growth mindset -Teaches teach growth mindset (Dweck, 2016)

-Missing data -Time-Participation numbers -Testing mindset

- Evidence is shown whether in second grade a student mindset effects their potential to grow and if a student’s mindset effects their intervention status -Fixed mindset will be strongly correlated with students who fail to make progress on the AIMSweb English and AIMSweb Math

-Showed no relationship -Fixed mindset will be strongly correlated with a student who is a resistor of RTI.

-students who did not respond to educational interventions, 81.8% had a fixed mindset.

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Why is Mindset Important?

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Research on Mindset

Teaching Mindset

Education System

Rationale

Research Question & Hypotheses

Bibliography

Conclusion/Future Research

Discussion

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Limitations

Recent Work in the Field

-Mindset is a students attitude towards learning and challenging's -Mindset split into two categories -Growth mindset is characterized by an attitude toward learning that focuses on effort, not on simply a correct answer.

- Shows endless effort and a student who is willing to try even harder problems in the hopes of learning the material, not just getting the right answer-See failure as an opportunity to learn.

-Fixed mindset believes he or she is born with fixed capacity, meaning that over time achieved skill level is influenced only by natural talent and intelligence and not effort

-Focuses on demonstrating innate talent -Do not take risks and/or do the hard tasksnecessary to overcome a deficit -Afraid of failure

(Dweck, 2006)

-Above shows a chi-square test of independence it was conducted between student mindset and intervention status-Not all expected cell frequencies were greater than five. -No statistically significant association between student mindset and intervention status (p=0.110). -A point-biserial correlation was run between Mindset and SpringScoreReading score

-Gender and engagement Preliminary analyses showed there were (a) no outliers, as assessed by boxplot; (b) engagement score was normally distributed, as assessed by Shapiro-Wilk's test (p > .05); and (c) there was homogeneity of variances, as assessed by Levene'stest for equality of variances. - There was no statistically significant correlation between gender and engagement score, rpb

(38) = .109, p = .482, with males more engaged with the advertisement than females (5.56 ±.29 versus 5.50 ± .39). Gender accounted for 3.6% of the variability in engagement scores.

- Above shows students receiving RTI intervention were surveyed about their mindset for this study

- Results showed students who were marked as a Resistors, 81.8% demonstrated a fixed mindset

Methods

Results

Participants-Second grade

-3 public schools-10 teachers (1 male 9

female) -102 students (51 boys, 49 girls) 75 parents (14 males,

61females)

Consent and confidentiality -Encode names

-Number/ letter code

Survey-Determine mindset-Parents, teachers

-Student, one on one interview determine mindset

Grades and RTI level-AIMweb English Test Fall 2015/Spring 2016-AIMweb Math Test Fall 2015/ Spring 2016

-RTI level

Analysis-SPSS

-Chi-square test-Testing to see if Student’s Mindset and

Student’s RTI status are associated

Instruments

1 2 3 4 5

Mostly Do Not Agree

Completely Agree

Somewhat Agree

Do Not

Know

Do Not Agree

*Items included are adapted from Heyman & Dweck (1998) and Kinlaw & Kurtz-Costes (2007), both studies involved students ages 7 to 9 years of age and sought to measure motivational frameworks.

Parent Survey

Scale

Student Survey

The Role of Growth and Fixed Mindsets in Elementary Student Academic Performance

and RTI Outcomes in Suburban New York State Public Schools