scholarly journals Mindset Theory and School Psychology

2021 ◽  
pp. 082957352110539
Author(s):  
Aamena Kapasi ◽  
Jacqueline Pei
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
School Psychologists ◽  
Achievement Motivation ◽  
School Environment ◽  
Growth Mindset ◽  
Learning Differences ◽  
Level Of Effort ◽  
Theoretical Overview ◽  
Mindset Theory

Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets tend to believe that intelligence is unchangeable. As described in many empirical and theoretical papers, the mindset a student holds can influence important psychological and behavioral factors, including reaction to failure, persistence and level of effort, and expectations of success, which ultimately impact academic achievement. Importantly, mindsets can be changed, and interventions have been developed to promote a more growth mindset. A growth mindset allows students to view challenges as an opportunity for improvement, is linked to enjoyment of learning, and increases motivation in school. School psychologists are often working with students with learning differences and/or mental health concerns who are particularly at-risk for poor academic achievement, and researchers have demonstrated the important impact a growth mindset can have for these vulnerable students. School psychologists are well-positioned to incorporate mindset theory into the school environment in order to best support the students they serve. In this paper we provide a theoretical overview of mindset theory and mindset interventions, and specifically review the literature on mindset theory for individuals with learning disabilities and mental health challenges. We discuss how school psychologists can incorporate mindset theory into their practice to support the shift from a fixed to a growth mindset for all students.

scholarly journals How Firm Are the Foundations of Mindset Theory? The Claims Appear Stronger Than the Evidence

2020 ◽  
Author(s):  
Alexander P. Burgoyne ◽  
Zach Hambrick ◽  
Brooke N Macnamara
Keyword(s):  
Achievement Motivation ◽  
Set Theory ◽  
Strong Evidence ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Need For Achievement ◽  
The Core ◽  
Meaning Systems ◽  
Mind Set ◽  
Mindset Theory

Mindset refers to people’s beliefs about whether attributes are malleable (growth mindset) or unchangeable (fixedmindset). Proponents of mindset theory have made bold claims about mindset’s importance. For example, one’smindset is described as having profound effects on one’s motivation and achievements, creating different psychological worlds for people, and forming the core of people’s meaning systems. We examined the evidentiary strength of six key premises of mindset theory in 438 participants; we reasoned that strongly worded claims should be supported by equally strong evidence. However, no support was found for most premises. All associations (rs) were significantly weaker than .20. Other achievement-motivation constructs, such as self-efficacy and need for achievement, have been found to correlate much more strongly with presumed associates of mindset. The strongest association with mindset (r = –.12) was opposite from the predicted direction. The results suggest that the foundations of mind-set theory are not firm and that bold claims about mind-set appear to be overstated.

Relationship Between Achievement Motivation, Mental Health and Academic Success in University Students

2021 ◽  
pp. 0272684X2110259
Author(s):  
Parinaz Mahdavi ◽  
Adib Valibeygi ◽  
Masoud Moradi ◽  
Shahram Sadeghi
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Academic Success ◽  
Achievement Motivation ◽  
Medical Training ◽  
General Health Questionnaire ◽  
Cross Sectional Study ◽  
Training System ◽  
Medical Sciences ◽  
Cross Sectional

Students of medical sciences are under intense mental stress induced by medical training system and are more likely to develop psychological and mental disorders. These psychological disorders may influence their performance in different aspects of life including their study. The aim of the present study is to assess the possible relationships between mental health, achievement motivation, and academic achievement and to study the effect of background factors on mentioned variables. The sample group consists of students of Kurdistan University of medical sciences. 430 students at Kurdistan University of Medical Sciences were selected randomly to participate in the present cross-sectional study in 2016. We used General Health Questionnaire (GHQ) and Achievement motivation test (AMT) as the measures of our study. Our findings indicated that mental health is significantly correlated with achievement motivation ( p < .001), but has no correlation with educational success ( p = .37). Also, a significant relationship was observed between achievement motivation and academic achievement ( p = .025). GHQ was not correlated with demographic factors, while academic achievement and achievement motivation are associated with the field of study and marital status respectively. Conclusively, students who are more motivated to achieve their educational and academic goals, will be more likely to be successful in their education and have stronger academic performance. Also, students with more appropriate mental health status will have higher level of motivation in their education and studies. These findings reflect the importance of maintaining the medical field students’ motivation and its role in their academic success.

scholarly journals Experiences of School Belonging for Young Children With Refugee Backgrounds

2016 ◽  
Vol 33 (1) ◽  
pp. 33-53 ◽  
Author(s):  
Clemence Due ◽  
Damien W. Riggs ◽  
Martha Augoustinos
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Peer Relationships ◽  
School Environment ◽  
Developmental Outcomes ◽  
School Belonging ◽  
Self Esteem ◽  
Photo Elicitation ◽  
Refugee Children ◽  
Refugee Students

Previous research with adolescents with refugee backgrounds living in countries of resettlement has found that school belonging has an impact on a range of wellbeing and developmental outcomes, including mental health, peer relationships, self-esteem and self-efficacy, and academic achievement. However, very little research has explored school belonging in younger children with refugee backgrounds (i.e., under 13 years of age). In this article we report on a participatory research project concerning the experiences and understandings of school belonging with 15 children with refugee backgrounds (aged from 5 to 13 years old) who had been living in Australia for less than 12 months. The research aimed to explore experiences of school and school belonging from the perspective of children, and utilised photo elicitation techniques. The study found that refugee children were able to create a sense of school belonging through aspects of the school environment that reflected their identity and values, and through their relationships with their peers and teachers. In conclusion, we highlight the importance of ensuring that schools create spaces for refugee students to demonstrate their knowledge, values, and skills at school, and to ensure that strategies to promote school belonging in refugee students take into account their experiences and identity.

scholarly journals The Influence of Transformational Leadership and School Environment on Academic Achievement of PAUD Teachers at West Pontianak District

2019 ◽  
Vol 4 (1) ◽  
pp. 40
Author(s):  
Nazayanti Nazayanti ◽  
Wahyudi Wahyudi ◽  
M. Chiar
Keyword(s):  
Academic Achievement ◽  
Transformational Leadership ◽  
Achievement Motivation ◽  
Significant Influence ◽  
School Environment ◽  
Quality Of Education ◽  
The West ◽  
Significance Level ◽  
Environment Variable

<p><strong><em>.</em></strong>In general, this research departs from the researchers' thinking that with the better and higher Transformational leadership and school environment, the better and higher the Motivation for Achievement of teachers, especially in PAUD District of West Pontianak. The method used in this study is a type of causal study with a quantitative approach. The instrument used in this study is a questionnaire. The population in this study were Paud educators in West Pontianak Subdistrict with a total of 72 teachers from 26 Paud institutions in West Pontianak Subdistrict. The instrumentis divided into three variables: Transformational Leadership (X1), School Environment (X2), and Teacher Achievement Motivation (Y). Based on the analysis, the following results were obtained: first; the significance value of the Transformational Leadership variable (X1) is 0,000 or less than 0.05 so Ha is accepted and Ho Denied. It means that there is a significant influence of Transformational leadership on the achievement motivation of PAUD teachers in West Pontianak Subdistrict, with r X1y 0.66 and r table 0.229 Second; the significance value on the School Environment variable (X2) is 0.00 or less than 0.05 so that Ha is Accepted and Hois denied. It means that there is a significant influence on the School Environment on the achievement motivation of PAUD teachers in West Pontianak Subdistrict, with rX2y 0.685 with r table 0.229. And third; the value of the significance of Transformational leadership and school environment together is 0.00 or less than 0.05. Thus Ha is accepted,andHois rejected. It means that there is a significant influence of Transformational leadership and school environment together on teacher achievement motivation in the West Pontianak sub-district, with an r count of 47.868 and Ftable 3.13, at a significance level of 0.05. On the basis of the results of the study, it is expected that PAUD leaders or managers in West Pontianak Subdistrict should apply Transformational leadership well, it is hoped that the motivation of teachers to develop their existing potential will increase teachers should always spur themselves and continue to improve, develop potential and his achievements to improve the quality of education.</p>

scholarly journals 3191 Adolescent Substance Use: School and Community Perspectives on School-Based Interventions

2019 ◽  
Vol 3 (s1) ◽  
pp. 82-83
Author(s):  
Sycarah Fisher
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
School Counselors ◽  
School Psychologists ◽  
Early Identification ◽  
Health Personnel ◽  
Adolescent Substance Use ◽  
Adolescent Substance ◽  
School Based ◽  
School And Community

OBJECTIVES/SPECIFIC AIMS: Fifty percent of adolescents have tried an illicit drug and 70% have tried alcohol by the end of high school. Further, despite 7-9% of youth 12-17 meeting criteria for a substance use disorder only 1 in 10 actually receive it. Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence based process that facilitates early identification and treatment for adults and adolescents in community (primary care) facilities. Despite the documented effectiveness of SBIRT, no research has examined the implementation of SBIRT in school settings by school-based mental health personnel. The purpose of the present study was to identify facilitators and barriers to SBIRT implementation by school-based personnel in secondary schools. METHODS/STUDY POPULATION: Participants included 30 school and community service providers including: teachers, school counselors, school psychologists, school administrators (principals and central office staff), city council members, school board members, community mental health services providers as well as state level individuals from the department of Adolescent Substance Use and the Office of Drug Control Policy. Interview guides were developed using the Consolidated Framework for Implementation Research (CFIR) to identify facilitators and barriers regarding the following: inner setting, outer setting, individuals involved, and intervention (SBIRT). The six-phase framework of Thematic Analysis (TA) was employed to analyze the data. We specifically used the deductive method to analyze the data with a pre-determined theory in mind (CFIR) to move to hypothesis building, and coding the data. RESULTS/ANTICIPATED RESULTS: Contrary to research conducted outside of the schools under the auspices that schools do not have the time or interest in providing school-based substance use interventions, several themes emerged identifying a receptivity, willingness, and eagerness to provide these services. Specifically, school-based mental health professionals (i.e., school counselors, school psychologists) being aware of adolescent substance use in their schools, but not knowing how to appropriately handle such disclosures. Further, school-based mental health personnel indicated that they would want additional training on how to identify and provide services to adolescents with substance use needs. School-based administrators also indicated a receptivity to addressing substance use with an acknowledgement that schools would need to move from a punitive model for substance use infractions to a treatment model. Some identified barriers to implementation included lack of awareness of community treatment settings for referrals and anonymity or lack thereof of substance use screening. DISCUSSION/SIGNIFICANCE OF IMPACT: While the data analyzed come from a limited sample in one school district, the present study found that schools could be potential settings for the early identification and intervention of adolescent substance use. Findings from this study contribute to our understanding of school and community receptivity to school-based interventions. Future research should identify training needs of school-based mental health personnel to assist in the early identification and prevention of substance use disorders.

Supporting Young People at School With High Mental Health Needs

2005 ◽  
Vol 15 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Debra Rickwood
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Primary Health Care ◽  
Young People ◽  
School Environment ◽  
Health Care Services ◽  
Mental Health Problems ◽  
School Setting ◽  
Care Services ◽  
Primary Health

AbstractFor young people still at school, the school setting is vital to their mental health and wellbeing. Not only does the school environment have a direct and indirect impact on mental health, it provides an opportunistic setting in which to identify and respond to emerging mental health problems. To do this effectively, schools and school staff must work in collaboration with the young people themselves, their families, and other support services within the community, particularly primary health care services, including general practice. The importance of developing effective partnerships and care pathways between schools and the primary health care sector is being increasingly acknowledged, and initiatives such as MindMatters Plus GP have advanced our understanding in this area.

scholarly journals The Meaning and Factors That Influence the Concept of Body Image: Systematic Review and Meta-Ethnography from the Perspectives of Adolescents

2021 ◽  
Vol 18 (3) ◽  
pp. 1140
Author(s):  
Glòria Tort-Nasarre ◽  
Mercè Pollina Pocallet ◽  
Eva Artigues-Barberà
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Body Image ◽  
Mass Media ◽  
Body Dissatisfaction ◽  
School Environment ◽  
Community Care ◽  
Self Management ◽  
Mental Health Nurses ◽  
Healthy Body

Community care nurses educate adolescents about body image, but their interventions appear to be ineffective. Body dissatisfaction predicts unhealthy behaviors among adolescents. This study aimed to understand the meanings and factors that influence the concept of body image through a systematic review and meta-ethnography of qualitative studies from the perspective of adolescents. Ten studies published from 2009–2019 were identified by a search of relevant systematic databases between September and December 2019. The review followed the seven steps of meta-ethnography developed by Noblit and Hare, including a line-of-argument. The synthesis revealed six themes: self-perception of body image; opinions of friends and colleagues; opinions of family; specific features of the school environment; expectations perceived across the mass-media; and strategies, practices, and self-management of body image. An explanatory model was developed that showed adolescents’ development of body image and the path towards its establishment. In conclusion, these results should be considered to implement strategies to promote a healthy body image in adolescents by community health and mental health nurses.

The role of mindset in preventing one’s mental health

2021 ◽  
Vol 64 (22) ◽  
pp. 5-14
Author(s):  
Herdian Herdian ◽  
Fatin Wahidah ◽  
Totok Haryanto
Keyword(s):  
Mental Health ◽  
College Students ◽  
Two Dimensions ◽  
Growth Mindset ◽  
Positive Mental Health ◽  
Implicit Theory ◽  
Data Collection Tool ◽  
Online Questionnaire ◽  
The World

Introduction: As long as the world is still in a pandemic, an individual must maintain his mental health to deal with problems or impacts arising from a pandemic situation. The growth mindset is believed to be a predictor in influencing a person's mental health. We tested how the growth mindset influences on positive mental health in college students during a pandemic. Method: A total of 567 students from universities in Indonesia randomly completed an online questionnaire. The data collection tool uses Positive mental Health and Implicit Theory Measures scale on two dimensions of growth mindset: intelligence mindset and moral mindset. Results: The results show that the intelligence mindset affects positive mental Health, the moral mindset as well. In addition, the two variables together, intelligence mindset and moral mindset, affect positive mental health. Conclusions: The three hypotheses proposed can be accepted statistically, but the magnitude of the influence of each hypothesis is very small. The implications and research suggestions are discussed in depth in the discussion.

scholarly journals Academic Achievement In Relation To Study Habits, Mental Health and Intelligence among High School Students

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Dr. A. Nagaraja
Keyword(s):  
Mental Health ◽  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Study Habits ◽  
Statistical Techniques ◽  
School Students ◽  
Academic Year

An attempt was made to find out the effect of study habits, mental health and intelligence on their academic achievement of 400 high school students. The data collected by Academic Achievement (marks obtained by the students in their previous academic year annual examinations) was used to assess the study habits, mental health and intelligence and academic achievement of the subjects. The data collected were analysis by using statistical techniques such as Mean, SD and ANOVA. Results revealed that there are significant differences between study habits, mental health and intelligence on academic achievement of subjects.

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