서브메뉴
검색
An Exploration of a Growth Mindset Intervention for High School Freshmen Receiving Special Education Services- [electronic resource]
An Exploration of a Growth Mindset Intervention for High School Freshmen Receiving Special Education Services- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101454
- ISBN
- 9798379988104
- DDC
- 370
- 서명/저자
- An Exploration of a Growth Mindset Intervention for High School Freshmen Receiving Special Education Services - [electronic resource]
- 발행사항
- [S.l.]: : Indiana University., 2023
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2023
- 형태사항
- 1 online resource(129 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
- 주기사항
- Advisor: Shriberg, David.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Students with disabilities (SWDs) often perform lower academically and are three times more likely to drop out of school than their non-disabled peers (Aron and Loprest, 2012; Gilmour et al., 2018; Horowitz et al., 2017; Wagner et al., 2006). Mindset can be an important factor to consider when looking to improve outcomes for SWDs because the mindset one aligns with has been shown to influence a variety of outcomes including academic achievement, motivation for learning, self-esteem, mental health, and overall well-being (Blackwell et al., 2007; Burnette et al., 2018; Burnette et al., 2020; Claro et al., 2016, Claro & Loeb, 2019; Dweck & Master, 2009; King, 2012, King et al., 2012; OECD, 2019; Paunesku et al., 2015; Rhew et al., 2018; Schlieder et al., 2015; Yeager et al., 2019; Zeng et al., 2016). The present study used a descriptive mixed methods design to study the mindset, motivation, and learning behaviors of SWDs both before and after a growth mindset intervention. Students included in the present study were high school freshmen (n=9) with disabilities who were receiving special education services. Themes that emerged during the thematic analysis included slight mindset shifts that were not paired with changes in learning behaviors when faced with challenges, difficulty describing personal experiences and thoughts about concepts related to mindset, motivation, and learning behaviors, and an overarching theme of low motivation, low self-esteem, and low self-confidence in academic abilities within this sample of SWDs.
- 일반주제명
- Education.
- 일반주제명
- Mental health.
- 일반주제명
- Special education.
- 일반주제명
- Disability studies.
- 키워드
- Growth mindset
- 키워드
- High school
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 85-02B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016933903
■00520240214101454
■006m o d
■007cr#unu||||||||
■020 ▼a9798379988104
■035 ▼a(MiAaPQ)AAI30567044
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aMaze, Mallory Morgan.
■24513▼aAn Exploration of a Growth Mindset Intervention for High School Freshmen Receiving Special Education Services▼h[electronic resource]
■260 ▼a[S.l.]:▼bIndiana University. ▼c2023
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2023
■300 ▼a1 online resource(129 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: B.
■500 ▼aAdvisor: Shriberg, David.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aStudents with disabilities (SWDs) often perform lower academically and are three times more likely to drop out of school than their non-disabled peers (Aron and Loprest, 2012; Gilmour et al., 2018; Horowitz et al., 2017; Wagner et al., 2006). Mindset can be an important factor to consider when looking to improve outcomes for SWDs because the mindset one aligns with has been shown to influence a variety of outcomes including academic achievement, motivation for learning, self-esteem, mental health, and overall well-being (Blackwell et al., 2007; Burnette et al., 2018; Burnette et al., 2020; Claro et al., 2016, Claro & Loeb, 2019; Dweck & Master, 2009; King, 2012, King et al., 2012; OECD, 2019; Paunesku et al., 2015; Rhew et al., 2018; Schlieder et al., 2015; Yeager et al., 2019; Zeng et al., 2016). The present study used a descriptive mixed methods design to study the mindset, motivation, and learning behaviors of SWDs both before and after a growth mindset intervention. Students included in the present study were high school freshmen (n=9) with disabilities who were receiving special education services. Themes that emerged during the thematic analysis included slight mindset shifts that were not paired with changes in learning behaviors when faced with challenges, difficulty describing personal experiences and thoughts about concepts related to mindset, motivation, and learning behaviors, and an overarching theme of low motivation, low self-esteem, and low self-confidence in academic abilities within this sample of SWDs.
■590 ▼aSchool code: 0093.
■650 4▼aEducation.
■650 4▼aMental health.
■650 4▼aSpecial education.
■650 4▼aDisability studies.
■653 ▼aGrowth mindset
■653 ▼aLearning behaviors
■653 ▼aStudents with disabilities
■653 ▼aHigh school
■653 ▼aEducation services
■690 ▼a0515
■690 ▼a0347
■690 ▼a0201
■690 ▼a0529
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g85-02B.
■773 ▼tDissertation Abstract International
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933903▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
