پیوندهای مفید
آمار
| تعداد نشریات | 27 |
| تعداد شمارهها | 364 |
| تعداد مقالات | 3,223 |
| تعداد مشاهده مقاله | 4,741,249 |
| تعداد دریافت فایل اصل مقاله | 3,238,580 |
Effectiveness of the Growth Mindset Intervention on Learning Behaviors in the Middle School Gifted Underachievers | ||
| Preventive Counseling | ||
| دوره 1، شماره 3، اردیبهشت 2021، صفحه 61-78 اصل مقاله (367.52 K) | ||
| نوع مقاله: Original Article | ||
| نویسندگان | ||
| Mohaddeseh Taghinejad* 1؛ Ahmad Abedi2؛ Amir Ghamarani3 | ||
| 1department of psychology. faculty of social Sieneses, Raja university, Qazvin, Iran | ||
| 2Associate professor, Department of psychology and education of children with special needs, University of Isfahan, Isfahan, IRAN | ||
| 3Associate professor, Department of psychology and education of children with special needs, University of Isfahan, Isfahan, IRAN. | ||
| چکیده | ||
| Abstract Studies have shown that self-beliefs about intelligence and abilities play an important role in learning and academic achievement at school. A growth mindset is of particular importance for gifted students for the reason that they are at risk of both perfectionism and underachievement, which might deter them from actualizing their potential. This study considers the impact of using a growth mindset intervention during an eight-week course for gifted underachieving students. Learning behaviors were measured pre-course, post-course and three months post-course with LBS (Learning Behaviors Scale by McDermott, 1999). It was hypothesized that the experimental group who took part in the growth mindset workshop would improve their learning behaviors. The results of ANCOVA and repeated measures ANOVA showed that the mean difference between the dimensions of learning behaviors including competency motivation, attention/persistence, attitude toward learning and strategy/flexibility in the three stages of the research (pre-test, post-test, and follow-up) was significant (P <0.05). Based on this finding, the growth mindset intervention can be utilized as an appropriate method to improve the learning behaviors of underachieving gifted students. | ||
| کلیدواژهها | ||
| learning behaviors؛ growth mindset intervention؛ underachieving gifted students | ||
| مراجع | ||
|
Abedi, A., & Hadi pour, M. (2013). An assessment of reliability, validity, and factor structure of Persian form of learning behaviors scale on middle school students. Educational Measurement. 3(12), 23-40 [In Persian].
Abu-Hamour, B., & Al-Hmouz, H. (2013). A study of gifted high, moderate, and low achievers in their personal characteristics and attitudes toward school and teachers. International Journal of Special Education, 28(3), 5-15.
Adelodun, G. A. (2014). Strategies for promoting achievement motivation among the underachieving gifted students. African Journal for The Psychological Studies of Social Issues, 16(1), 106-113.
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125.
Ayoub, A. E. A., & Aljughaiman, A. M. (2016). A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories. Learning and Individual Differences, 51, 11-18.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263.
Boaler, J. (2013, March). Ability and mathematics: The mindset revolution that is reshaping education. In Forum (Vol. 55, No. 1, pp. 143-152). Symposium Journals.
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2012). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin. Advance online publication.
Carlson, A. (2018). Home/school Collaboration and the Development of a Growth Mindset Within Gifted Students. Dissertations. 2782. https://ecommons.luc.edu/luc_diss/2782
Clark, B. (1992). Growing up gifted. New York: Merrill.
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313(5791), 1307–1310.
Davis, G. A., & Rimm, S. B. (1998). Education of the Gifted.
Dopeyrat, c. & Marian, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology. 30, 43-59.
Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26(4), 179-184.
Dunning, D., Leuenberger, A., & Sherman, D. A. (1995). A new look at motivated inference: Are self-serving theories of success a product of motivational forces? Journal of Personality and Social Psychology, 69(1), 58.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
Dweck, C. S. (2007). Boosting achievement with messages that motivate. Education Canada, 47(2), 6-10. Retrieved from http://lib.usf.edu/tutoring/files/2012/02/Boosting_Achievement_Spring07- Dweck.pdf
Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16-20.
Dweck, C. S. (2012). Mindsets and malleable minds: Implications for giftedness and talent. Malleable minds, translating insights from psychology and neuroscience to gifted education. Storrs, CT: National Center for Research on Giftedness and Talent.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Dweck, C. S., & Master, A. (2008). Self-theories motivate self-regulated learning. Motivation and Self-Regulated learning: Theory, research, and applications, 31-51.
Dweck, C. S., & Molden, D. C. (2017). Their impact on competence motivation and acquisition. Handbook of Competence and Motivation: Theory and Application, 135.
Dweck, C. S., & Molden, D. C. (2005). Self-theories: their impact on competence motivation and acquisition. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 122-140). New York: Guilford Press.
Dweck, C. S., & Sorich, L. A. (1999). Mastery-oriented thinking. In C. R. Snyder (Ed.), Coping: The psychology of what works (pp. 232–251). New York, NY: Oxford University Press.
Dweck, C.S. (2006) Mindset: the new psychology of success. New York: Ballantine Books.
Emerick, L. J. (1992). Academic underachievement among the gifted: Students' perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36(3), 140-146.
Esparza, J., Shumow, L., & Schmidt, J. A. (2014). Growth mindset of gifted seventh grade students in science. NCSSSMST Journal, 19(1), 6-13.
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Seneca Keyes, T., Johnson, D. W., et al. (2012). Teaching adolescents to become learners: The role of noncognitive factors in academic performance. A critical literature review. Chicago, IL: Consortium on Chicago School Research. http://eric.ed.gov/?id=ED542543
Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662.
Hahn, K. R., Schaefer, B. A., Merino, C., & Worrell, F. C. (2009). The factor structure of preschool learning behaviors scale scores in peruvian children. Canadian Journal of School Psychology, 24(4), 318-331.
Haimovitz, K., Wormington, S. V., & Corpus, J. H. (2011). Dangerous mindsets: How beliefs about intelligence predict motivational change. Learning and Individual Differences, 21(6), 747-752.
Hatcher, L. (2018). Case Study: Changes in Elementary Student Mindset After Mathematics Anxiety and Growth Mindset Teacher Training. Ed.D. Dissertations. 131. http://commons.cu-portland.edu/edudissertations/131
Hong, Y. Y., Chiu, C.-Y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588–599.
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental psychology, 35(3), 835.
Lau, K. L., & Chan, D. W. (2001). Identification of underachievers in Hong Kong: Do different methods select different underachievers? Educational Studies, 27, 187-200.
between intelligence and mindset. Intelligence, 64, 52-59.
McDermott, P. A. (1999). National scales of differential learning behaviors among American children and adolescents. School Psychology Review, 28(2), 280.
McDermott, P. A., Green, L. F., Francis, J. M., & Stott, D. H. (2000). Preschool learning behaviors scale. Philadelphia, PA: Edumetric and Clinical Science.
McDermott, P. A., Leigh, N. M., & Perry, M. A. (2002). Development and validation of the preschool learning behaviors scale. Psychology in the Schools, 39(4), 353-365.
McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool competency in context: an investigation of the unique contribution of child competencies to early academic success. Developmental psychology, 40(4), 633.
Mofield, E. L., & Parker Peters, M. (2018). Mindset misconception? Comparing mindsets, perfectionism, and attitudes of achievement in gifted, advanced, and typical students. Gifted Child Quarterly, 0016986218758440.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33-52.
Ng, B. (2018). The neuroscience of growth mindset and intrinsic motivation. Brain sciences, 8(2), 20.
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.
Obergriesser, O., & Stoeger, H. (2015) The role of emotions, motivation, and learning behavior in underachievement and results of an intervention, High Ability Studies, 26:1, 167-190.
Paunesku, D., Goldman, D., & Dweck, C. (2011). East Renfrewshire growth mindset study. Glasgow: The Centre for Confidence & Well-being.
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological science, 26(6), 784-793.
Reis, S and McChoach, D. (2000). The underachievement of gifted students: what do we know and where do we go? Gifted Child Quarterly, 44,(3): 152-170.
Rhew, E., Piro, J. S., Goolkasian, P., & Cosentino, P. (2018). The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5(1), 1-16.
Rimm, S. B. (1997). Underachievement syndrome: A national epidemic. Handbook of Gifted Education, 2, 416-434.
Romero, C., Master, A., Paunesku, D., Dweck, C.S., & Gross, J.J. (2014) Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2): 227–234.
Salehi, R. (2013). Developing a theoretical model of academic counseling based on the effective factors on academic success. Ph.D. Thesis of AcademicVocational Counseling, Faculty of Educational Sciences and Psychology, Isfahan University [In Persian].
Shumow, L., & Schmidt, J. A. (2013). Enhancing adolescents' motivation for science. Corwin Press.
Snipes, J., & Tran, L. (2017). Growth mindset, performance avoidance, and academic behaviors in Clark County school District. REL 2017-226. Regional Educational Laboratory West.
Snipes, J., Fancsali, C., & Stoker, G. (2012). Student academic mindset interventions. Retrieved from online http://www. impaqint. com/sites/default/files/project-reports/impaq, 20.
Stanley, T. (2018). When smart kids underachieve in school: practical solutions for teachers. Waco, TX: Prufrock Press.
Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397.
Stoeger, H., & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal, 6(2), 261-271.
Supplee, P. L. (1990). Reaching the gifted underachiever: Program strategy and design. Teachers College Press.
Whitmore, J. R. (1980). Giftedness, conflict, and underachievement. Boston: Allen & Bacon.
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267-301.
Yeager, D., & Dweck, C. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314. doi:10.1080/00461520.2012.722805
Yen, C. J., Konold, T. R., & McDermott, P. A. (2004). Does learning behavior augment cognitive ability as an indicator of academic achievement? Journal of School Psychology, 42(2), 157-169. | ||
|
آمار تعداد مشاهده مقاله: 660 تعداد دریافت فایل اصل مقاله: 757 |
||