Previous research strongly suggests that beliefs regarding the nature of ability and the payoff to effort (academic mindsets) and the related actions (academic behaviors) play an important role in supporting student success. Not much is known about the distribution of these beliefs among teachers and students in different academic contexts. This study examined the distribution of reported academic mindsets and behaviors in Nevada's Clark County School District. The analysis revealed that most students reported beliefs that are largely consistent with a growth mindset. However, reported beliefs and behaviors differed significantly depending on students' English learner status, race/ethnicity, grade level and prior achievement. For example, Black and Hispanic students reported lower levels of growth mindset than White students. English learner students reported significantly lower levels of growth mindset and higher levels of performance avoidance than their non-English learner counter parts. Lower achieving students reported significantly lower levels of growth mindset and significantly higher levels of performance avoidance than their higher achieving peers. Teachers reported greater beliefs in growth mindset than students, and their beliefs regarding growth mindset did not, for the most part, vary significantly depending on the characteristics of the students attending their schools. The following are appended: (1) Sample selection and characteristics; (2) Clark County School District early indicator; and (3) Using logistic regression to predict on-track status.
ERIC DescriptorsAcademic Failure, At Risk Students, Attendance, Beliefs, Credits, Dropout Prevention, Fear of Success, Grade 8, Grade 9, Grade Point Average, High School Students, Middle School Students, Predictive Validity, School Districts, Student Attitudes, Student Behavior
West | Publication Type: Descriptive Study | Publication
Date: December 2016