Capstone/Dissertation Title

Mindset and engagement: how engagement of at-risk high school students in school is related to their view of intelligence

Term

2008

Capstone

Thesis

Degree Name

MAEd

Abstract

Research was done with urban students at risk of academic failure, following the work of Carol Dweck. Students' mindset about intelligence can be fixed or growth, aligning with having an entity theory or an incremental theory of intelligence: is intelligence a fixed entity, or is it malleable? Questionnaires and interviews with students and advisors attempted to uncover students' mindsets and relate them to levels of engagement in school. A definitive relationship was not found. A salient finding was a discrepancy between how students view themselves and how their advisors view them. Students almost universally want to be challenged in school, despite not revealing this in their everyday behavior.

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