Date of Award

Summer 7-27-2021

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership

Department

Teacher Education

First Advisor

Dr. Deirdre Greer

Second Advisor

Dr. Parul Acharya

Third Advisor

Dr. Paul T. Hackett

Abstract

Educators face a challenge, specifically related to the development of non-cognitive skills, mindset, and student achievement. Currently, the focus of educators is on academic skills; however, research shows that non-cognitive skills, including mindset, can account for 75% of a student’s achievement (Peterson, 2018). Social cognitive theory and mindset theory suggest that mindset affects educators and learners at all levels. The purpose of this non-experimental, correlational design study is to examine the relationship between non-cognitive factors, teacher mindset, student mindset, and student achievement in reading. The population is 351 students and 27 faculty members. This study utilizes a non-experimental, correlational design approach, as there will be no manipulation of any of the variables. The measured and analyzed variables are non-cognitive factors, teacher classroom behaviors, teacher mindset, student mindset, and student achievement in reading. Several previously developed research surveys were adapted to create the Student Survey to measure student mindset and the faculty Survey to measure teacher mindset. Using correlation and regression analysis, the current study found no significant relationship between student mindset and student achievement; however, an association seemed to be present between teacher mindset and student mindset.

The study also found a relationship between teacher motivation and mindset as well as between the teacher classroom behavior of questioning and teacher mindset. Teachers must be aware of their mindset, and the effect it has on students and the learning environment.

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