Stress and achievement in elementary school students: The mediating role of growth mindset
Stress and achievement in elementary school students: The mediating role of growth mindset
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Date
2019
Authors
Babaturk, Leyla
Advisor
O'Neal, Colleen R
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Abstract
The achievement gap is one of the most pernicious education problems in the United
States, and stress has a negative impact on achievement. Growth mindset may explain
how stress impacts achievement. This study used a short-term longitudinal design (n
= 251; 36% DLL) to evaluate growth mindset as a mediator of the negative impact of
stress on literacy achievement in 3rd - 5th grade students. Results confirmed that
perceived stress was negative related to achievement. The present study also explored
whether mediation model results differ between dual-language learning (DLL) and
English-native students. Although growth mindset did not act as a mediator in the full
sample, growth-minded attributions mediated the negative effect of stress on
achievement for non-DLL students only. These results hold implications for
understanding how to help students with the consequences of stress on their mindsets
and academic performance.