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Growth Mindset's Relationship to Dev...

Stobel, Luke Allen.

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Growth Mindset's Relationship to Developmental Math Achievement and Rurality's Moderating Role.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Growth Mindset's Relationship to Developmental Math Achievement and Rurality's Moderating Role./
Author:	Stobel, Luke Allen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	310 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30001372
ISBN:	9798363503467

Growth Mindset's Relationship to Developmental Math Achievement and Rurality's Moderating Role.
Stobel, Luke Allen.

Growth Mindset's Relationship to Developmental Math Achievement and Rurality's Moderating Role. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 310 p.

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2022.

This item must not be sold to any third party vendors.

Community colleges provide a key point of access to higher education across the United States. These colleges are especially important for underprepared students, especially in mathematics. This is especially true of rural students, who often have lacked the access to educational resources. Research on growth mindset theory has provided promising results but research was lacking on growth mindset's impact on rural developmental math students at community colleges. The purpose of this quantitative correlational predictive study was to examine if and to what extent student self-classified rural identity moderated the predictive relationship between growth mindset and developmental math course grades in community college students in the Midwest. The theoretical framework was the implicit theory of intelligence. The study was conducted with a convenience sample (N = 91) from two Midwestern community colleges in the United States. The 3-item growth mindset scale was used, math grades were collected from the institution, and rural identity was reported in the demographic section of the survey, which was administered through SurveyMonkey™. A simple linear regression analysis in SPSS for RQ1 revealed growth mindset level (R2 = 0.027) did not significantly predict developmental math grades. For RQ2, a moderation analysis with Hayes PROCESS in SPSS revealed rurality (R2 = .046) did not significantly moderate the relationship between growth mindset and developmental math grades. These findings may be used by community college professionals when examining support strategies for developmental math students to improve their success. Keywords: Growth mindset, developmental education, developmental math, rurality.

ISBN: 9798363503467Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Community college

Growth Mindset's Relationship to Developmental Math Achievement and Rurality's Moderating Role.
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520 $a Community colleges provide a key point of access to higher education across the United States. These colleges are especially important for underprepared students, especially in mathematics. This is especially true of rural students, who often have lacked the access to educational resources. Research on growth mindset theory has provided promising results but research was lacking on growth mindset's impact on rural developmental math students at community colleges. The purpose of this quantitative correlational predictive study was to examine if and to what extent student self-classified rural identity moderated the predictive relationship between growth mindset and developmental math course grades in community college students in the Midwest. The theoretical framework was the implicit theory of intelligence. The study was conducted with a convenience sample (N = 91) from two Midwestern community colleges in the United States. The 3-item growth mindset scale was used, math grades were collected from the institution, and rural identity was reported in the demographic section of the survey, which was administered through SurveyMonkey™. A simple linear regression analysis in SPSS for RQ1 revealed growth mindset level (R2 = 0.027) did not significantly predict developmental math grades. For RQ2, a moderation analysis with Hayes PROCESS in SPSS revealed rurality (R2 = .046) did not significantly moderate the relationship between growth mindset and developmental math grades. These findings may be used by community college professionals when examining support strategies for developmental math students to improve their success. Keywords: Growth mindset, developmental education, developmental math, rurality.
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