Fairness, trust, and school climate as foundational to growth mindset: A study among Brazilian children and adolescents

Thomas, Kendra J.; Cunha, Josafá Moreira de; Souza, Denise Americo de; Santo, Jonathan Bruce

doi:10.1080/01443410.2018.1549726

Cited by 21 publications

(16 citation statements)

References 51 publications

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“…We tend to support the hypothetical assumption that a growth mindset can be more characteristic of girls as different studies show that, with respect to gender, girls are more likely to concentrate, focus on learning and put more effort into it than males [33]; however, this assumption was not confirmed-gender is not a significant variable in our sample, which has an impact on the student's growth mindset. Still, it is important to emphasise that the trust in adults and the fairness of the environment may be important precursors to a growth mindset [49]. On the other hand, teachers' mindsets about student's intelligence are also of great importance because, according to scholars [62], teachers with fixed views of a student's ability might tend to assume less responsibility for their students' academic achievement.…”

Section: Discussionmentioning

confidence: 99%

“…In summary, it can be stated that it is very important to invest in fostering the growth mindset of low-SES students. On the other hand, we subscribe to the opinion of the scholars who state that the growth mindset itself 'may not be the mechanism of change, but it may spur important goal-monitoring and self-regulatory processes, that then shape a more successful outcome' [49], p. 511.…”

Section: Limitations Future Research Directions and Practical Impleme...mentioning

confidence: 95%

“…The mediation and moderation analysis of relationships between growth mindset and achievement has attracted ever-growing attention from scholars. The majority of research into growth mindset, with few exceptions, e.g., [49], analyses of its effect on achievement and motivation [18,50]. For example, research carried out by Alvarado et al [51] showed that there is a significant relationship between growth mindset, wellbeing, and performance.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

et al. 2021

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The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers are of great importance. The growth mindset, as a student’s belief that he or she can develop his or her capabilities, can help him or her cope with arising difficulties. Based on the first hypothesis, this study sought to establish whether teacher support is positively related to student’s achievement. Our second hypothesis is as follows: a student’s growth mindset moderates the positive effect of teacher support on students’ achievement; this relationship is stronger when the student’s growth mindset is higher. The research sample consisted of 163 students from municipalities of Lithuania that are regarded as socioeconomically disadvantaged. The research results show positive correlations between teacher’ support, student’s growth mindset and achievement. Additionally, the role of student’s growth mindset as a moderator between teacher support and the student’s achievement was established. Statistically significant differences between high-SES and low-SES students when comparing their growth mindsets and achievement prove that it is important to enhance confidence of low-SES students in their capabilities and the potential to develop them.

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Section: Discussionmentioning

confidence: 99%

Section: Limitations Future Research Directions and Practical Impleme...mentioning

confidence: 95%

Section: Theoretical Backgroundmentioning

confidence: 99%

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Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

et al. 2021

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“…The above claim was evident in various studies published including various scanty, conflicting, and characterized factors at unequal cell sizes. In a similar way, Thomas, Cunha, Americo de Souza, and Santo (2019) [9] in their study have examined the importance of certain factors like fairness, trust and school climate in analyzing the influence among the samples selected respondents in the bunch of Brazilian children. The significant influence of the cross-cultural behaviour among the students in Brazil and also among the individuals in the vulnerable group of individuals who are poor in nature too.…”

Section: Review Of Literaturementioning

confidence: 99%

The Anatomy of Human Motivation: Arrays of What they Say, Think, Behave and Act with Reference to Blood Type

Shyam¹,

Aithal

2022

IJMTS

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Purpose: This research sheds light on motivation. Motivation is the key to performance improvement. Despite enormous research, basic as well as applied, the subject of motivation is not clearly understood and more often it is poorly practiced. To understand motivation, one must understand human nature itself and there lies the problem. Blood is the most fundamental nourishment for our bodies. It seems to be that different blood types would react differently & motivate differently. Many other factors also influence our personality same way as motivation. Maybe blood type should be used for more than just matching organ donors, same way may be blood type could also be good for watching which blood type stimulates which motivation type/behaviour & to find which is the best blood type motivation. Objective: The researchers have set the following primary objective and the current study investigates 2 broad research questions: This research aims to examine which blood type stimulates which motivation type/behaviour & to find which is the best blood type motivation. Design/Methodology/Approach: The study is based on both secondary & primary evidence. Hypotheses are stated for the various variables selected and analyzed to prove or disprove the same without any errors. The designed questionnaire includes demographic factors and human resource motivation with reference to blood type-related close-ended structured questionnaire in the form of 5 points Likert scale. The primary data are collected from 128 various professionals of different domiciles by using a convenient random sampling technique. The analysis of the research work is carried out with the help of SPSS software (21.0), wherein, descriptive statistics are used to describe the nature of the data. Factor analysis is used to check the commonalities and homogeneous grouping of the factors amongst the variables. Reliability tests are used to understand how reliable the data grouping. A statistical tool like one-way ANOVA is used to find the relationships between the factors. Findings/Result: Previously nobody studied the anatomy of human resource motivation with reference to blood type. The present study made an attempt which blood type stimulates which motivation type/behaviour & to find which is the best blood type motivation. The study is based on primary evidence. With these two epilogues proven we can say that there is a stimulation of different blood types on motivation type/behaviour & the best blood type motivation. The challenge of blood type stimulates motivation type/behaviour is not peculiar to any place or profession; hence the problem is more accentuated. Many industrialists have understood the importance of overwhelming the challenges of Human Resources and other problems related to them, hence the motivation type/behaviour need to be tackled with the weapon of trend and addressing motivational techniques and it is beyond monetary terms for which the blood type stimulates motivation type/behaviour. Research Limitations/Implications: In the present research an attempt is made by the researchers to understand the research gap in the area hence a conceptual model is proposed towards the end of the study and the research goes further to advance significance to discover motivation type/behaviour of individuals & to find which is the best blood type motivation. The researchers also give an insight into the objectives framed. Originality/New Knowledge/Interpretation/Value: Many of the earlier studies have proved that the blood type of individuals does have statistical significance on their personality and behaviours. Similarly, blood type stimulates motivation type/behaviour. Countries like Japan, Korea, Asia etc., have proved that blood type does have an effect on motivation process, theories & behaviours as these countries do believe in the theories of personality and other motivational aspects. Hence, this study helps in concluding that, individuals tend to change their personality and motivation factors to be connected with the blood type rather than in self-fulfilling prophecy in many of the motivational factors. Addressing further, the comprehensive picture is analyzed with the various blood type that associates with the considerable motivation factors and various functions associated to come up with the behavioural aspect of individuals. This study has helped to understand the desire to get good extrinsic, or is it a competitive drive intrinsic? Motivation can be intrinsic or extrinsic (or perhaps both). Paper Type: Present study made an attempt to examine which blood type stimulates which motivation type/behaviour & to find which is the best blood type motivation. The study is based on primary evidence.

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“…Organizational learning variables that can include a positive school climate correlate significantly with a growth mindset culture among students (Hanson et al, 2016). Mechanisms for this relationship may include enhanced student sense of contextual fairness as well as solidarity or belongingness at school, incentives for academic performance, trust in authorities, and transmission of mindset beliefs by teachers (Thomas et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

2020

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School climate is a multidimensional construct of the quality of a student's academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (M age = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary.

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Fairness, trust, and school climate as foundational to growth mindset: A study among Brazilian children and adolescents

Cited by 21 publications

References 51 publications

Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

The Anatomy of Human Motivation: Arrays of What they Say, Think, Behave and Act with Reference to Blood Type

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

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