The Resource The National Study of Learning Mindsets, [United States], 2015-2016

The National Study of Learning Mindsets, [United States], 2015-2016

Label
The National Study of Learning Mindsets, [United States], 2015-2016
Title
The National Study of Learning Mindsets, [United States], 2015-2016
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Summary
The National Study of Learning Mindsets (NSLM), also known as Students' Perspectives about the Transition to High School (PATHS), is a longitudinal research study and program evaluation administered by the University of Texas. The purpose of NSLM is to determine if introducing students to a positive growth mindset as they transition to high school will help improve students' academic success during high school and beyond. A growth mindset was defined as a belief amongst students that intelligence can grow and develop, learning is purposeful, hard work can lead to gained skills and accomplished goals, and that these beliefs can maintain motivation in the face of obstacles. The sample consisted of more than 16,000 9th grade students across 74 high schools in 27 states. Number of courses taken, course level, and GPA before and after high school were measured within English, math, social studies, and science. Numerous demographic variables were collected for students, teachers, and schools. Student demographics included gender, race, and age. Teacher demographics consisted of race, teaching methods, and educational background. School characteristics such as location, course offerings, and students' average test scores were assessed
http://library.link/vocab/creatorName
  • Yeager, David S
  • Inter-university Consortium for Political and Social Research [distributor]
Label
The National Study of Learning Mindsets, [United States], 2015-2016
Instantiates
Publication
Note
  • 2015--2016
  • 37353
Control code
ICPSR37353.v4
Governing access note
Access restricted to subscribing institutions
Label
The National Study of Learning Mindsets, [United States], 2015-2016
Publication
Note
  • 2015--2016
  • 37353
Control code
ICPSR37353.v4
Governing access note
Access restricted to subscribing institutions

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