Relationship between Implicit Theories, Grit and Academic Achievement in School-Age Children
Research on implicit theories of intelligence has focused on academic achievement, elucidating the benefits of adopting a growth mindset for students of all ages. However, few studies investigated the advantage of having a growth mindset of personality or having grit on academic performance. Therefo...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Wydawnictwo LIBRON
2019-12-01
|
| Series: | Konteksty Pedagogiczne |
| Subjects: | |
| Online Access: | https://kontekstypedagogiczne.pl/kp/article/view/215 |
| _version_ | 1818999103001985024 |
|---|---|
| author | Cosette Fox Maria Barrera Lucy Campos Felicia Reid-Metoyer |
| author_facet | Cosette Fox Maria Barrera Lucy Campos Felicia Reid-Metoyer |
| author_sort | Cosette Fox |
| collection | DOAJ |
| description | Research on implicit theories of intelligence has focused on academic achievement, elucidating the benefits of adopting a growth mindset for students of all ages. However, few studies investigated the advantage of having a growth mindset of personality or having grit on academic performance. Therefore, this study investigated the influence of grit and implicit theories of intelligence and personality on academic performance in fifth and sixth-grade boys and girls. Our hypothesis was that a relatively higher grit and/or a growth mindset would result in better academic success. Students were tested in their respective classrooms using questionnaires for grit, mindset of intelligence and mindset of personality. Quarter grades and standardized scores were obtained for all students. The results of this study reveal a benefit to having a growth mindset of personality on English and Reading. A growth mindset of intelligence correlated positively with Math, English and standardized scores of Math and Language. Grit did not affect academic performance. Our results suggest that educational institutions would benefit from mindset interventions promoting a growth mindset of intelligence and personality in their students. |
| first_indexed | 2024-12-20T22:12:06Z |
| format | Article |
| id | doaj.art-3f8b6c7290d84bac8315bb37611df8dd |
| institution | Directory Open Access Journal |
| issn | 2300-6471 |
| language | English |
| last_indexed | 2024-12-20T22:12:06Z |
| publishDate | 2019-12-01 |
| publisher | Wydawnictwo LIBRON |
| record_format | Article |
| series | Konteksty Pedagogiczne |
| spelling | doaj.art-3f8b6c7290d84bac8315bb37611df8dd2022-12-21T19:25:09ZengWydawnictwo LIBRONKonteksty Pedagogiczne2300-64712019-12-0121310.19265/KP.2019.213129Relationship between Implicit Theories, Grit and Academic Achievement in School-Age ChildrenCosette Fox0Maria Barrera1Lucy Campos2Felicia Reid-Metoyer3Holy Cross CollegeHoly Cross CollegeHoly Cross CollegeHoly Cross CollegeResearch on implicit theories of intelligence has focused on academic achievement, elucidating the benefits of adopting a growth mindset for students of all ages. However, few studies investigated the advantage of having a growth mindset of personality or having grit on academic performance. Therefore, this study investigated the influence of grit and implicit theories of intelligence and personality on academic performance in fifth and sixth-grade boys and girls. Our hypothesis was that a relatively higher grit and/or a growth mindset would result in better academic success. Students were tested in their respective classrooms using questionnaires for grit, mindset of intelligence and mindset of personality. Quarter grades and standardized scores were obtained for all students. The results of this study reveal a benefit to having a growth mindset of personality on English and Reading. A growth mindset of intelligence correlated positively with Math, English and standardized scores of Math and Language. Grit did not affect academic performance. Our results suggest that educational institutions would benefit from mindset interventions promoting a growth mindset of intelligence and personality in their students.https://kontekstypedagogiczne.pl/kp/article/view/215Implicit Theories of IntelligenceGrowth Mindset of IntelligenceGrowth Mindset of PersonalityGritAcademic Achievement |
| spellingShingle | Cosette Fox Maria Barrera Lucy Campos Felicia Reid-Metoyer Relationship between Implicit Theories, Grit and Academic Achievement in School-Age Children Konteksty Pedagogiczne Implicit Theories of Intelligence Growth Mindset of Intelligence Growth Mindset of Personality Grit Academic Achievement |
| title | Relationship between Implicit Theories, Grit and Academic Achievement in School-Age Children |
| title_full | Relationship between Implicit Theories, Grit and Academic Achievement in School-Age Children |
| title_fullStr | Relationship between Implicit Theories, Grit and Academic Achievement in School-Age Children |
| title_full_unstemmed | Relationship between Implicit Theories, Grit and Academic Achievement in School-Age Children |
| title_short | Relationship between Implicit Theories, Grit and Academic Achievement in School-Age Children |
| title_sort | relationship between implicit theories grit and academic achievement in school age children |
| topic | Implicit Theories of Intelligence Growth Mindset of Intelligence Growth Mindset of Personality Grit Academic Achievement |
| url | https://kontekstypedagogiczne.pl/kp/article/view/215 |
| work_keys_str_mv | AT cosettefox relationshipbetweenimplicittheoriesgritandacademicachievementinschoolagechildren AT mariabarrera relationshipbetweenimplicittheoriesgritandacademicachievementinschoolagechildren AT lucycampos relationshipbetweenimplicittheoriesgritandacademicachievementinschoolagechildren AT feliciareidmetoyer relationshipbetweenimplicittheoriesgritandacademicachievementinschoolagechildren |