Agricultural Leadership, Education, and Communication, Department of
First Advisor
Lloyd Bell
Date of this Version
Fall 12-2014
Document Type
Thesis
Citation
A thesis presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Science
Major: Leadership Education
Under the supervision of Professor Lloyd Bell
Lincoln, Nebraska, December 2014
Abstract
Carol Dweck’s research on fixed vs. growth mindset has led to many opportunities for educational research. According to Dweck, a person with a fixed mindset believes that his or her qualities related to a certain task are unchangeable while an individual with a growth mindset believes that his or her qualities related to a certain task can be changed and improved (Dweck, 2006). A correlative study was conducted to identify relationships that exist between student mindset and scores from the Nebraska State Accountability Test (NeSA). For this study, students in the 7th, 8th, and 11th grade classes at a Plains State school were administered Dweck’s Scale of Mindset. These scores were then correlated with their standardized test scores. A null hypothesis was formed that there is no relationship between student mindset and performance on the NeSA test. A moderate, positive, statistically significant correlation was found between 8th grade and 11th grade reading scores and intelligence mindset. Similarly, a moderate, positive, statistically significant correlation was found between female reading scores and intelligence mindset. Recommendations for further study and implications for practice were given.
Advisor: Lloyd Bell
Comments
Copyright 2014, Ann E. Dvorak