國立虎尾科技大學 |

Bridging Mindset Theory and Attribution Theory : = A Longitudinal Exploration of Students' Belief Patterns in Their Early Years of College.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Bridging Mindset Theory and Attribution Theory :/
其他題名:	A Longitudinal Exploration of Students' Belief Patterns in Their Early Years of College.
作者:	Khan, Tarana.
面頁冊數:	1 online resource (265 pages)
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781085646994

Bridging Mindset Theory and Attribution Theory : = A Longitudinal Exploration of Students' Belief Patterns in Their Early Years of College.
Khan, Tarana.

Bridging Mindset Theory and Attribution Theory :A Longitudinal Exploration of Students' Belief Patterns in Their Early Years of College. - 1 online resource (265 pages)

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--University of California, Irvine, 2019.

Includes bibliographical references

I explored the interrelation of students' general intelligence mindsets, context-specific mindsets, and attributions in the early years of college. Dweck and her colleagues have proposed that a set of beliefs, called mindsets, regarding the malleability of one's intelligence and other characteristics, play a key role in how we respond to academic difficulties and failures. Mindsets have typically been understood as two separate worldviews-you can either have a growth mindset or a fixed mindset. However, there is a lesser explored possibility that students may endorse a mixture of both mindsets. Although Dweck has suggested that it is indeed possible for individuals to adjust their mindsets, mindsets have typically been thought of as stable traits, but there is little empirical support for whether this is true. Furthermore, little is known about how general mindsets compare to domain or context-specific mindsets. Past research has shown that specific attributions moderate the relationship between general mindsets and many achievement-related outcomes, but it is unclear how context-specific mindsets are related to context-specific attributions. Most studies have taken variable centered approaches to understanding how single attributions and one type of mindset impact achievement and motivation, but this is a limited story. In the first study of this dissertation, I explored the stability and development of mindset beliefs over an academic quarter in two different academic contexts (hardest and easiest course). I also created homogenous subgroups of individuals who hold similar general and course-specific growth mindset and fixed mindset patterns and looked at how these patterns develop over time. In the second study, I utilized examined how context-specific growth and fixed mindsets were related to students' effort and ability attributions, respectively, in a challenging course context. In the third study, I used cluster analysis to find homogenous groups of students with similar mindsets and attribution patterns, exploring how these patterns were associated with academic performance indicators and students' motivation-related beliefs. The results of these studies have implications for understanding how college students' mindsets and attributions develop and change in differing academic contexts during the early years of college.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781085646994Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

AttributionIndex Terms--Genre/Form:

554714
Electronic books.

Bridging Mindset Theory and Attribution Theory : = A Longitudinal Exploration of Students' Belief Patterns in Their Early Years of College.
LDR:03767ntm a22003737 4500 001 1148103
005 20240916065959.5
006 m o d
007 cr bn ---uuuuu
008 250605s2019 xx obm 000 0 eng d
020 $a 9781085646994
035 $a (MiAaPQ)AAI22585118
035 $a AAI22585118
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Khan, Tarana. $3 1473996
245 1 0 $a Bridging Mindset Theory and Attribution Theory : $b A Longitudinal Exploration of Students' Belief Patterns in Their Early Years of College.
264 0 $c 2019
300 $a 1 online resource (265 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Eccles, Jacquelynne S.
502 $a Thesis (Ph.D.)--University of California, Irvine, 2019.
504 $a Includes bibliographical references
520 $a I explored the interrelation of students' general intelligence mindsets, context-specific mindsets, and attributions in the early years of college. Dweck and her colleagues have proposed that a set of beliefs, called mindsets, regarding the malleability of one's intelligence and other characteristics, play a key role in how we respond to academic difficulties and failures. Mindsets have typically been understood as two separate worldviews-you can either have a growth mindset or a fixed mindset. However, there is a lesser explored possibility that students may endorse a mixture of both mindsets. Although Dweck has suggested that it is indeed possible for individuals to adjust their mindsets, mindsets have typically been thought of as stable traits, but there is little empirical support for whether this is true. Furthermore, little is known about how general mindsets compare to domain or context-specific mindsets. Past research has shown that specific attributions moderate the relationship between general mindsets and many achievement-related outcomes, but it is unclear how context-specific mindsets are related to context-specific attributions. Most studies have taken variable centered approaches to understanding how single attributions and one type of mindset impact achievement and motivation, but this is a limited story. In the first study of this dissertation, I explored the stability and development of mindset beliefs over an academic quarter in two different academic contexts (hardest and easiest course). I also created homogenous subgroups of individuals who hold similar general and course-specific growth mindset and fixed mindset patterns and looked at how these patterns develop over time. In the second study, I utilized examined how context-specific growth and fixed mindsets were related to students' effort and ability attributions, respectively, in a challenging course context. In the third study, I used cluster analysis to find homogenous groups of students with similar mindsets and attribution patterns, exploring how these patterns were associated with academic performance indicators and students' motivation-related beliefs. The results of these studies have implications for understanding how college students' mindsets and attributions develop and change in differing academic contexts during the early years of college.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Higher education. $3 1148448
653 $a Attribution
653 $a Fixed mindset
653 $a Growth mindset
653 $a Pattern-centered approach
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of California, Irvine. $b Education - Ph.D.. $3 1184904
773 0 $t Dissertations Abstracts International $g 81-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22585118 $z click for full text (PQDT)