Stress and achievement in elementary school students: The mediating role of growth mindset

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dc.contributor.advisorO'Neal, Colleen Ren_US
dc.contributor.authorBabaturk, Leylaen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2020-02-01T06:38:27Z
dc.date.available2020-02-01T06:38:27Z
dc.date.issued2019en_US
dc.description.abstractThe 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.en_US
dc.identifierhttps://doi.org/10.13016/hrta-exb6
dc.identifier.urihttp://hdl.handle.net/1903/25428
dc.language.isoenen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pqcontrolledPsychologyen_US
dc.subject.pquncontrolledachievementen_US
dc.subject.pquncontrolledDLLen_US
dc.subject.pquncontrolleddual-language learneren_US
dc.subject.pquncontrolledgrowth mindseten_US
dc.subject.pquncontrolledreading achievementen_US
dc.subject.pquncontrolledstressen_US
dc.titleStress and achievement in elementary school students: The mediating role of growth mindseten_US
dc.typeThesisen_US

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