Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School. Appendixes. REL 2022-123

Regional Educational Laboratory West. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/west/index.asp

Y

34

EDIES17C0012

Elementary School Students; Middle School Students; Grade 5; Grade 6; Cognitive Structures; Student Behavior; Academic Achievement; Fear; Grade Point Average; Probability; Racial Differences; Gender Differences; English Language Learners

The "Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School" study examined the relationship between 2016/17 grade 5 student responses to a Clark County School District (Nevada) survey on levels of academic mindsets and behaviors and the predicted probability of earning a low GPA (below 2.0) at the end of the first semester of grade 6 (the first year of middle school) in 2017/18. Students often experience a decline in academic achievement as they transition to middle school. Academic mindsets, such as a belief in the malleability of ability (growth mindset) or a reluctance to engage academically because of embarrassment or a fear of failure (performance avoidance), can support or undermine student success during this transition. Mindsets affect academic outcomes through their effect on academic behaviors, such as completing homework and participating in class. This document presents the following four appendixes that accompany the study: (1) Survey measures; (2) Detailed results; (3) Missing data; and (4) Subgroup analysis. [For the full report, see ED615451. For the Study Snapshot, see ED615455.]

ERIC

Yes

https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4626

2021

ED615454