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Perceptions of community college fac...

Oduwole, Toks.

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Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes./
Author:	Oduwole, Toks.
Description:	163 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.
Contained By:	Dissertation Abstracts International77-08B(E).
Subject:	Behavioral psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10038412
ISBN:	9781339548838

Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes.
Oduwole, Toks.

Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes. - 163 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.

Thesis (Ph.D.)--Capella University, 2016.

Mindset is defined as an individual's perception of him- or herself in relation to the reality of the world. Due to their mindsets, students experience lack of personal and academic motivation, earn substandard grades in their classes, and demonstrate hopelessness toward educational and life goals. However, teachers have mindsets too and it is important to understand teachers' mindset perceptions with regard to their students. The purpose of this study was to understand the perceptions of community college faculty members' mindsets and their projections of students' academic outcomes. The following research question was positioned: What are the perceptions of community college faculty members' mindsets and their projections of students' academic outcomes? A generic qualitative inquiry was employed to investigate this social reality and 10 community college faculty members were recruited to participate. Data were collected through open-ended, semi-structured verbal interviews. Data were transcribed verbatim and a process of thematic analysis was utilized to develop themes. The following themes materialized: (a) faculty's mindset theory of intelligence, learning, and motivation, (b) a growth mindset advances academic success while a fixed mindset impedes success, (c) intelligence is multifaceted and not the key to academic success, (d) factors that increase intelligence and capacity for success, (e) change is a mechanism for academic growth, (f) effort and hard work promote success, (g) effortless learning is actually hard work disguised as natural talent. Study findings supported previous studies of growth mindset and fixed mindset theories. Understanding faculty members' mindsets is more likely to enhance the quality of educational experience of college students and contribute to scholastic experience that may foster successful academic outcomes.

ISBN: 9781339548838Subjects--Topical Terms:

2122788
Behavioral psychology.

Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes.
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245 1 0 $a Perceptions of community college faculty members' mindsets and their projections of students' academic outcomes.
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502 $a Thesis (Ph.D.)--Capella University, 2016.
520 $a Mindset is defined as an individual's perception of him- or herself in relation to the reality of the world. Due to their mindsets, students experience lack of personal and academic motivation, earn substandard grades in their classes, and demonstrate hopelessness toward educational and life goals. However, teachers have mindsets too and it is important to understand teachers' mindset perceptions with regard to their students. The purpose of this study was to understand the perceptions of community college faculty members' mindsets and their projections of students' academic outcomes. The following research question was positioned: What are the perceptions of community college faculty members' mindsets and their projections of students' academic outcomes? A generic qualitative inquiry was employed to investigate this social reality and 10 community college faculty members were recruited to participate. Data were collected through open-ended, semi-structured verbal interviews. Data were transcribed verbatim and a process of thematic analysis was utilized to develop themes. The following themes materialized: (a) faculty's mindset theory of intelligence, learning, and motivation, (b) a growth mindset advances academic success while a fixed mindset impedes success, (c) intelligence is multifaceted and not the key to academic success, (d) factors that increase intelligence and capacity for success, (e) change is a mechanism for academic growth, (f) effort and hard work promote success, (g) effortless learning is actually hard work disguised as natural talent. Study findings supported previous studies of growth mindset and fixed mindset theories. Understanding faculty members' mindsets is more likely to enhance the quality of educational experience of college students and contribute to scholastic experience that may foster successful academic outcomes.
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