Promoting Belonging, Growth Mindset, and Resilience to Foster Student Success

Pridgen, Rachel; Zobac, Stephanie; Niehaus, Elizabeth

doi:10.1080/19496591.2021.1927062

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is important for practitioners to foreground psychosocial outcomes such as belonging and self-efficacy because these measures provide important information about the extent to which students encounter a welcoming, inclusive environment as well as their perceptions of themselves and their abilities as scholars (Brown McNair et al, 2016;Bunting, 2020;Cook-Sather, 2018;Duran et al, 2020;Hu & McCormick, 2012;Pendakur, 2016;Quaye & Chang, 2012). By providing information about the beliefs and feelings that influence students' psychosocial well-being, psychosocial outcomes represent a unique and critical outcome (Schreiner, 2010(Schreiner, , 2013.…”

Section: Psychosocial Outcomes Represent a Key Dimension Of Student S...mentioning

confidence: 99%

Promoting at-promise student success in 4-year universities: Recommendations from the thompson scholars learning communities.

Swanson¹,

Culver²,

Cole³

et al. 2021

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

In this practice brief, we offer recommendations for practitioners supporting low-income students, firstgeneration college students, students of color, and/or students who are academically underprepared. We focus specifically on practices related to students' psychosocial well-being. Our recommendations are based on a multiyear, mixed methods evaluation of a comprehensive college transition program, as well as promising practices emerging from similar programs. We highlight the importance of offering multiple forms of proactive support, utilizing academically validating practices in the classroom, and customizing programs based on a campus's unique student body.

show abstract

Section: Psychosocial Outcomes Represent a Key Dimension Of Student S...mentioning

confidence: 99%

Promoting at-promise student success in 4-year universities: Recommendations from the thompson scholars learning communities.

Swanson¹,

Culver²,

Cole³

et al. 2021

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Researchers (for example, Boyd, 2015;Baldwin et al, 2020) argue that the growth mindset approach is a powerful concept in learning and educational development.…”

Section: The Role Of Learning Development In Fostering a Growth Mindsetmentioning

confidence: 99%

Fostering a growth mindset in higher education for inclusive learning for all

Kolyda

2023

JLDHE

View full text Add to dashboard Cite

This article aims to encourage educators and universities to explore interventions and practices that cultivate a growth mindset to reduce inequality in the academic success of students from disadvantaged socioeconomic backgrounds and ethnic or other minorities, especially in STEM. Universities invest significantly in closing the achievement gap, particularly for such students. Disadvantaged students who have excelled academically are often labelled ‘gifted’. However, this label may emphasise the importance of students’ innate abilities over cognitive ones. Furthermore, it may foster fear of failure and lead to avoidance of challenges and lack of efforts, concealing the lack of understanding to retain the ‘gifted’ image, and create significant barriers to learning. As student diversity increases, pedagogical approaches must evolve accordingly. This article investigates ways to inspire students to remain motivated about their STEM subject and discusses ways to cultivate a growth mindset, factors influencing students’ mindsets, recent criticisms of the growth mindset approach, and the role of learning development in fostering a growth mindset. When faculty and students embrace the idea that intellectual abilities can grow through diligence, determination, and correct strategies, they can transform how educators approach learning and help shift the focus away from content delivery to active and transformative learning.

show abstract

“…Psychological resilience has been studied across many domains. These domains have included, but are not limited to, neurobiological underpinnings [ 36 ]; children who have survived immense traumas including witnessing domestic violence [ 37 , 38 , 39 ]; war veterans and disaster survivors [ 40 , 41 , 42 , 43 , 44 ]; those in college and university education [ 45 , 46 ]; competitive sports performers [ 47 ]; refugees [ 48 ]; military personnel [ 49 , 50 ]; end-of-life care [ 51 ]; in front line health care staff [ 52 , 53 ]; in people with severe mental health problems [ 1 , 33 , 35 , 54 , 55 ]; and in community minorities with respect to ethnicity, sexual orientation, and gender identity [ 56 , 57 , 58 , 59 ]. One of the main issues with such diversity is that conceptualisations of resilience can become exceptionally broad and lacking in clarity [ 1 , 4 , 60 ].…”

Section: The Meaning Of Resilience and Personal Perspectives Of Resil...mentioning

confidence: 99%

Psychological Resilience to Suicidal Experiences in People with Non-Affective Psychosis: A Position Paper

Gooding

Harris

Haddock

2022

IJERPH

View full text Add to dashboard Cite

It is important to understand the psychological factors which underpin pathways to suicidal experiences. It is equally as important to understand how people develop and maintain resilience to such psychological factors implicated in suicidal experiences. Exploring optimal routes to gaining this understanding of resilience to suicidal thoughts and acts in people with severe mental health problems, specifically non-affective psychosis, was the overarching aim of this position paper. There are five central suggestions: 1. investigating resilience to suicidal experiences has been somewhat over-looked, especially in those with severe mental health problems such as schizophrenia; 2. it appears maximally enlightening to use convergent qualitative, quantitative and mixed research methods to develop a comprehensive understanding of resilience to suicide; 3. relatedly, involving experts-by-experience (consumers) in suicide research in general is vital, and this includes research endeavours with a focus on resilience to suicide; 4. evidence-based models of resilience which hold the most promise appear to be buffering, recovery and maintenance approaches; and 5. there is vast potential for contemporary psychological therapies to develop and scaffold work with clients centred on building and maintaining resilience to suicidal thoughts and acts based on different methodological and analytical approaches which involve both talking and non-talking approaches.

show abstract

Promoting Belonging, Growth Mindset, and Resilience to Foster Student Success

Cited by 4 publications

References 0 publications

Promoting at-promise student success in 4-year universities: Recommendations from the thompson scholars learning communities.

Promoting at-promise student success in 4-year universities: Recommendations from the thompson scholars learning communities.

Fostering a growth mindset in higher education for inclusive learning for all

Psychological Resilience to Suicidal Experiences in People with Non-Affective Psychosis: A Position Paper

Contact Info

Product

Resources

About