Abstract

The purpose of this mixed study was to determine the impact of a growth mindset intervention on adult ESOL learners' growth mindset, self-efficacy, and learning behaviors at a technical college. This study adopted paired samples t test to analyze quantitative component part of the study, including pre and post Growth Mindset Surveys and Self-Efficacy Surveys. For the qualitative component of the study, participants' interview responses were recorded and analyzed to explore their perspectives on the quantitative part of the study. Quantitatively, the findings of the study showed that there was no significant difference between growth mindset intervention and adult ESOL students' growth mindset and self-efficacy scores. However, qualitatively, students conceptualized the growth mindset messages according to participants' interview responses. Students reflected they modified their learning behavior, and some had improved their attendance after the growth mindset intervention. Overall, a growth mindset intervention and the implications for growth mindset, efficacy, and learning behavior provided meaningful insight about how to address both academic and social needs.

Notes

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Graduation Date

2022

Semester

Fall

Advisor

Bartee, RoSusan

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Format

application/pdf

Identifier

CFE0009415; DP0027138

URL

https://purls.library.ucf.edu/go/DP0027138

Language

English

Release Date

December 2022

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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