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Influence of a ten-session growth-mindset classroom history assignment help company: history assignment help company

Research Question 3

This question sought to determine the influence of a ten-session growth-mindset

classroom intervention created to teach kindergarten students directly about their brains

and about the growth mindset. Students participating in the intervention were

administered a pretest/survey and posttest/survey to analyze knowledge gained about the

brain and the endorsement of a growth mindset. Research Design

A non-random sampling design took place because students who participated (n =

75) in Research Question 1 were part of the incoming kindergarten class for the 2015

2016 academic school year. A smaller subgroup of these students (n=19) were also

chosen to participate specifically for Research Questions 2 and 3, because they were in

the flip model English classroom and were selected to receive a classroom intervention

on mindset.

For the first part of Research Question 1, parents’ mindsets were analyzed with

students’ behavioral functioning through separate chi-square analyses. It was predicted

that a strong association would exist between parents with a growth mindset and students

with high levels of engagement, positive verbalizations, no anxiety-related behavior, and

the presence of guessing behavior. It was further predicted that parents with a fixed

mindset would be associated with students who had low levels of engagement, negative

verbalizations, anxiety-related behavior, and the absence of guessing behavior.

For the second part of Research Question 1, a Cohen’s κ analysis took place in

which inter-rater agreement between parents’ mindsets (growth or fixed) and students’

mindsets (growth or fixed) was examined. It was predicted that a strong agreement would

exist between parents who exhibited a growth mindset and students who exhibited a

growth mindset and between parents who exhibited a fixed mindset and students who

exhibited a fixed mindset.

Research Question 2 used separate chi-square analyses to study the association

between students’ mindsets (growth or fixed) and each behavior category recorded (i.e.

level of engagement, type of self -verbalizations, anxiety-related behavior, and guessing

GROWTH MINDSET IN KINDERGARTEN 72

behavior). It was hypothesized that children who were fully engaged, who exhibited

positive verbalizations, demonstrated an absence of anxiety-related behavior, and

demonstrated guessing behavior would be strongly associated with endorsement of a

growth mindset.

Research Question 3 examined pretest/surveys and posttest/surveys before and

after students received the ten-session growth-mindset classroom intervention to teach

them about the brain and the growth mindset. A paired-samples t-test and a chi-square

analysis were performed when examining the number of brain functions a child could

name before the intervention and after the intervention period and also when examining

the number of children who had heard the word brain before the intervention and after

the intervention, respectively. A chi-square analysis was also used when analyzing

whether or not children’s mindsets changed as a result of the intervention. It was

predicted that students would gain knowledge of the brain and its functions as a result of

the classroom intervention. It was further predicted that students who endorsed a growth

mindset during the pretest/survey would maintain the growth mindset on the

posttest/survey and that students who endorsed a fixed mindset during the pretest/survey

would adopt a growth mindset on the posttest survey.

What parent beliefs are associated with children’s mindset? history assignment help

What parent beliefs are associated with children’s mindset and children’s behavioral performance?

1. In the first part of this research question, it is predicted that a strong association will exist between parents with a growth mindset and students with high levels of engagement, positive verbalizations, no anxiety-related behavior, and the presence of guessing behavior. It is further predicted that parents with a fixed mindset will be associated with students with low levels of engagement, negative verbalizations, anxiety-related behavior, and the absence of guessing behavior. In the second part of this research question, it is predicted that a strong association will exist between parents exhibiting a growth mindset and students exhibiting a growth mindset and between parents exhibiting a fixed mindset and students exhibiting a fixed mindset.

Features of the growth and fixed mindsets history assignment help book: history assignment help book

What are observable behavioral features of the growth and fixed mindsets in early school-aged children?

2. It is hypothesized that children who are fully engaged, who exhibit positive verbalizations, demonstrate an absence of anxiety-related behavior, and demonstrate guessing behavior will be strongly associated with endorsement of a growth mindset.

What is the impact of classroom-based interventions ap american history essay help

What is the impact of classroom-based interventions designed to teach children about the brain and the growth mindset

3. It is hypothesized that kindergarten students can learn knowledge about the brain and maintain or learn a growth mindset through a ten-session classroom intervention as measured by a pretest/posttest analysis.