Date of Award
6-26-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Committee Members
LaToya Anderson; Michael Wesolek
Call Number
LD 251 .A566d 2024 K37
Abstract
The COVID-19 pandemic impacted education around the world. To help close the achievement gaps incurred from the effects of the pandemic, the state of Tennessee created summer schools programs to remediate learning loss for those students identified as academically at-risk at being retained. The current study addressed how to improve the academic and social-emotional behavioral outcomes of academically at-risk middle school students through the implementation of a growth mindset intervention. The purpose of this quasi-experimental research study was to examine the impact of a growth mindset intervention on academically at-risk middle school students participating in the Tennessee Summer Learning Loss Bridge Camp from one rural southwest Tennessee school district. Carol Dweck’s Mindset Theory and Albert Bandura’s Social Cognitive Theory are the foundations underpinning this research. The quasi-experimental design allowed for one control group and one intervention group with a total of 32 participants. The intervention group read a mindset article and then completed a writing assignment. The researcher used MANOVAs and ANOVAs data analyses to determine whether the intervention led to any statistically significant impacts. A statistically significant impact was found on students’ behavior when factoring for grade level and students’ self-efficacy in the area of observational comparison. However, results suggested that the mindset intervention did not have a significant impact on students’ mindset, academic achievement, or self-efficacy in the areas of progress, social feedback, and physiological states.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Kaste, Rebecca Anne, "Impact of Implementing a Growth Mindset Intervention on Academically At-Risk Students" (2024). Student Theses and Dissertations. 89.
https://arch.astate.edu/all-etd/89
