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dc.contributor.authorFranklin, Anne E.
dc.date.accessioned2019-08-08T20:52:35Z
dc.date.available2019-08-08T20:52:35Z
dc.date.issued2016
dc.identifier.urihttps://escholarshare.drake.edu/handle/2092/2165
dc.description124 leavesen_US
dc.description.abstractAs the grading reform movement continues to challenge traditional grading practices, standards-based grading has emerged as a viable alternative model. However, many oppose the change as it requires a philosophical shift and overhaul of the grading system. Given the continuing debate and lack of empirical evidence regarding the effectiveness of standards-based grading models, research is needed to explore student outcomes from a standards-based grading model and whether this model may promote growth mindset development. The framework of this study is based on Dweck’s theory of fixed versus growth mindset, which has been extensively researched and shown to have significant impacts on student learning. The purposes of this study were to identify differences in students’ mindset characteristics based on grading model (standards-based grading vs. traditional grading practices) and determine the extent to which the grading model contributes to predicting students’ growth mindset development. This study uses a quantitative approach and survey research methodology. Participants were 423 seventh grade students from two middle schools, one school using traditional grading and the other standards-based grading. Six mindset characteristic constructs were identified via factor analysis – growth mindset praise, fixed mindset praise, growth mindset effort in reading, growth mindset effort in math, growth mindset goal setting, and fixed mindset views on failure. Independent samples t-tests indicated students from a standards-based grading model demonstrated significantly more growth mindset characteristics in the areas of effort in math, belief about intelligence, and goal setting. Hierarchical regression analysis confirmed belief about intelligence, praise, and gender to be significant predictors of mindset characteristics with grading model also being a predictor for the mindset characteristics of effort in math.en_US
dc.language.isoen_USen_US
dc.publisherDrake Universityen_US
dc.relation.ispartofseriesDrake University, School of Education;2016
dc.titleGrowth Mindset Development: Examining the Impact of a Standards-Based Grading Model on Middle School Students’ Mindset Characteristicsen_US
dc.typeThesisen_US


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