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Yıl 2023, Cilt: 4 Sayı: 2, 43 - 52, 30.12.2023

Amanda Meiners Anna Payne

Öz

Kaynakça

  • Andersen, S. C., & Nielsen, H. S. (2016). Reading intervention with a growth mindset approach improves children’s skills. Proceedings of the National Academy of Sciences, 113(43), 12111-12113. https://doi.org/10.1073/pnas.1607946113
  • Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of experimental social psychology, 38(2), 113-125. https://doi.org/10.1006/jesp.2001.1491
  • Bailey, T., Jeong, D. W., & Cho, S.-W. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29(2), 255-270. https://doi.org/10.1016/j.econedurev.2009.09.002
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
  • Boaler, J., & Dweck, C. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
  • Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608-645.
  • Boatman, A., & Long, B. T. (2018). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation. Educational Evaluation and Policy Analysis, 40(1), 29-58. https://doi.org/10.3102/0162373717715708
  • Broomhead, P., Skidmore, J. B., Eggett, D. L., & Mills, M. M. (2012). The effects of a positive mindset trigger word pre-performance routine on the expressive performance of junior high age singers. Journal of Research in Music Education, 60(1), 62-80. https://doi.org/10.1177/0022429411435363
  • Brougham, L. (2016). Impact of a growth mindset intervention on academic performance of students at two urban high schools (Publication No. 10248501)[Doctoral dissertation, University of Missouri–Saint Louis]. ProQuest Dissertations and Theses Global.
  • Burnette, J. L., Russell, M. V., Hoyt, C. L., Orvidas, K., & Widman, L. (2018). An online growth mindset intervention in a sample of rural adolescent girls. British Journal of Educational Psychology, 88(3), 428-445. https://doi.org/10.1111/bjep.12192
  • Calcagno, J. C., & Long, B. T. (2008). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance.
  • Campbell, P., F. , Nishio, M., Smith, T. M., Clark, L. M., Conant, D. L., Rust, A. H., Neumayer DePiper, J., Jones Frank, T., Griffin, M. J., & Choi, Y. (2014). The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement. Journal for Research in Mathematics Education, 45(4), 419-459. https://doi.org/10.5951/jresematheduc.45.4.0419
  • Carlson, K. A., & Winquist, J. R. (2011). Evaluating an active learning approach to teaching introductory statistics: A classroom workbook approach. Journal of Statistics Education, 19(1). https://doi.org/10.1080/10691898.2011.11889596
  • Cartwright, T., & Hallar, B. (2018). Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum. International Journal of Science Education, 40(3), 348-370. https://doi.org/10.1080/09500693.2017.1420269
  • Choi, D. S. (2018). Grit, mindsets, and persistence of engineering students University of Illinois at Urbana-Champaign].
  • Christopher, B. A. (2018). The relationship between calibration, mindset, mathematics anxiety and achievement in pre-service elementary teachers. University of Northern Colorado.
  • Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127-166. https://doi.org/10.5951/jresematheduc.42.2.0127
  • Cribbs, J., Huang, X., & Piatek‐Jimenez, K. (2021). Relations of mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self‐efficacy to STEM career choice: A structural equation modeling approach. School Science and Mathematics, 121(5), 275-287. https://doi.org/10.1111/ssm.12470
  • Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School psychology review, 36(4), 562-581. https://doi.org/10.1080/02796015.2007.12087918
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087. https://doi.org/10.1037/0022-3514.92.6.1087
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
  • Dweck, C. S. (2006). Mindset. Random House.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256. https://doi.org/10.1037/0033-295X.95.2.256
  • Fraser, D. M. (2018). An exploration of the application and implementation of growth mindset principles within a primary school. British Journal of Educational Psychology, 88(4), 645-658. https://doi.org/10.1111/bjep.12208
  • Gutshall, C. A. (2014). Pre-service teachers’ mindset beliefs about student ability. Electronic Journal of Research in Educational Psychology, 12(3), 785-802. https://doi.org/10.14204/ejrep.34.14030
  • Hong, Y.-y., Chiu, C.-y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: a meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599. https://doi.org/10.1037/0022-3514.77.3.588
  • Hourigan, M., Leavy, A. M., & Carroll, C. (2016). ‘Come in with an open mind’: Changing attitudes towards mathematics in primary teacher education. Educational Research, 58(3), 319-346. https://doi.org/10.1080/00131881.2016.1200340
  • Howard, L. (2008). Developmental students' perceptions of unsuccessful and successful mathematics learning (Doctoral dissertation). ProQuest Dissertation and Theses.
  • Kassaee, A. M. (2016). Examining the role of motivation and mindset in the performance of college students majoring in STEM fields Middle Tennessee State University].
  • Lazar, A. M. (2007). It's not just about teaching kids to read: Helping preservice teachers acquire a mindset for teaching children in urban communities. Journal of Literacy Research, 39(4), 411-443. https://doi.org/10.1080/10862960701675291
  • Lee, J., Lee, H. J., & Bong, M. (2021). Boosting children’s math self-efficacy by enriching their growth mindsets and gender-fair beliefs. Theory Into Practice(just-accepted). https://doi.org/10.1080/00405841.2021.1932156
  • Levy, S. R., Stroessner, S. J., & Dweck, C. S. (1998). Stereotype formation and endorsement: The role of implicit theories. Journal of Personality and Social Psychology, 74(6), 1421-1436. https://doi.org/10.1037//0022-3514.74.6.1421
  • Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F.-F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science. Journal of Educational Psychology, 108(3), 314-328. https://doi.org/10.1037/edu0000092
  • Martorell, P., & McFarlin Jr, I. (2011). Help or hindrance? The effects of college remediation on academic and labor market outcomes. The Review of Economics and Statistics, 93(2), 436-454. https://doi.org/10.1162/REST_a_00098
  • Menanix, S. E. (2015). Teaching for a growth mindset: How contexts and professional identity shift decision-making UC Berkeley]. Berkeley, CA.
  • Mokher, C. G., Park-Gaghan, T. J., Spencer, H., Hu, X., & Hu, S. (2020). Institutional transformation reflected: Engagement in sensemaking and organizational learning in Florida’s developmental education reform. Innovative Higher Education, 45(1), 81-97. https://doi.org/10.1007/s10755-019-09487-5
  • Montague, M., & Applegate, B. (2000). Middle school students' perceptions, persistence, and performance in mathematical problem solving. Learning Disability Quarterly, 23(3), 215-227. https://doi.org/10.2307/1511165
  • Montalbano, A. C. (2021). Examining the effects of self-regulated learning and growth mindset instruction for underprepared students in corequisite College Algebra Arizona State University].
  • Ngo, F., & Kosiewicz, H. (2017). How extending time in developmental math impacts student persistence and success: Evidence from a regression discontinuity in community colleges. The Review of Higher Education, 40(2), 267-306. https://doi.org/10.1353/rhe.2017.0004
  • Orosz, G., Péter-Szarka, S., Bőthe, B., Tóth-Király, I., & Berger, R. (2017). How not to do a mindset intervention: Learning from a mindset intervention among students with good grades. Frontiers in psychology, 8:311. https://doi.org/10.3389/fpsyg.2017.00311
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/ 10.3102/00346543066004543
  • Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology Monograph, 42(2), 190-198. https://doi.org/10.1037/0022-0167.42.2.190
  • Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological science, 26(6), 784-793. https://doi.org/10.1177/0956797615571017
  • Pelletier, G. N., Goegan, L. D., Chazan, D. J., & Daniels, L. M. (2020). Agreeing is not the same as accepting: Exploring pre-service teachers’ growth mindsets. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 11(2), 59-69.
  • Perney, J., & Ravid, R. (1990). The Relationship between Attitudes toward Statistics, Math Self-Concept, Test Anxiety and Graduate Students' Achievement in an Introductory Statistics Course.
  • Rhew, E. A. (2017). The effects of a growth mindset intervention on self-efficacy and motivation of adolescent special education students Western Connecticut State University].
  • Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record (1970), 116(3): http://www.tcrecord.org/Content.asp?ContentId=17352. PMID: 25364065; PMCID: PMC4211426
  • Schau, C., & Emmioğlu, E. (2012). Do introductory statistics courses in the united states improve students' attitudes? Statistics Education Research Journal, 11(2), 86-94.
  • Schmidt, J. A., Shumow, L., & Kackar-Cam, H. Z. (2017). Does mindset intervention predict students’ daily experience in classrooms? A comparison of seventh and ninth graders’ trajectories. Journal of youth and adolescence, 46(3), 582-602. https://doi.org/10.1007/s10964-016-0489-z
  • Scott-Clayton, J., & Rodriguez, O. (2015). Development, discouragement, or diversion? New evidence on the effects of college remediation policy. Education Finance and Policy, 10(1), 4-45. https://doi.org/10.1162/EDFP_a_00150
  • Sesé Abad, A. J., Jiménez López, R., Montaño Moreno, J. J., & Palmer Pol, A. L. (2015). Can attitudes toward statistics and statistics anxiety explain students' performance? Revista de Psicodidáctica/Journal of Psychodidactics, 20(2), 285-304.
  • Shen, C., Miele, D.B. & Vasilyeva, M. (2016). The relation between college students’ academic mindsets and their persistence during math problem solving. Psychology in Russia: State of the art, 9(3), 38-56. https://doi.org/10.11621/pir.2016.0303
  • Stephens, J. M., Rubie-Davies, C., & Peterson, E. R. (2022). Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time? Learning and Instruction, 78, 101480. https://doi.org/10.1016/j.learninstruc.2021.101480
  • Truax, M. L. (2018). The impact of teacher language and growth mindset feedback on writing motivation. Literacy Research and Instruction, 57(2), 135-157. https://doi.org/10.1080/19388071.2017.1340529
  • Vigil-Colet, A., Lorenzo-Seva, U., & Condon, L. (2008). Development and validation of the statistical anxiety scale. Psícothema, 20(1), 174-180.
  • Williams, A. (2014). An exploration of preference for numerical information in relation to math self-concept and statistics anxiety in a graduate statistics course. Journal of Statistics Education, 22(1). https://doi.org/10.1080/10691898.2014.11889693
  • Xu, C., Peters, M., & Brown, S. (2020). Instructor and instructional effects on students’ statistics attitudes. Statistics Education Research Journal, 19(2). https://doi.org/10.52041/serj.v19i2.107
  • Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805
  • Yorke, M., & Knight, P. (2004). Self‐theories: some implications for teaching and learning in higher education. Studies in Higher Education, 29(1), 25-37. https://doi.org/10.1080/1234567032000164859

Pre-Service Teachers’ Mindset and Persistence in College Algebra and Statistics Units of Practice

Yıl 2023, Cilt: 4 Sayı: 2, 43 - 52, 30.12.2023

Amanda Meiners Anna Payne

Öz

Understanding the mindset and persistence traits of pre-service teachers (PSTs) is significant as these traits impact future teacher engagement with classroom materials and their future work by influencing student performance. PSTs’ persistence in two college courses was measured, and pre- and post- course scores were compared looking at if their mindset and persistence improved over their content courses. Our study would recommend reconsidering the standards and course expectations of engagement, what improvements can be made to learning in various modalities, and that CoVid-19 PSTs may be more accepting and flexible. Shifts to learning, the challenges, and methods should be studied and compared to pre-CoVid-19 studies to understand CoVid-19 shifts in ideologies, both in the moment and long term.

Anahtar Kelimeler

mindset persistence pre-service teachers covid-19

Kaynakça

  • Andersen, S. C., & Nielsen, H. S. (2016). Reading intervention with a growth mindset approach improves children’s skills. Proceedings of the National Academy of Sciences, 113(43), 12111-12113. https://doi.org/10.1073/pnas.1607946113
  • Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of experimental social psychology, 38(2), 113-125. https://doi.org/10.1006/jesp.2001.1491
  • Bailey, T., Jeong, D. W., & Cho, S.-W. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29(2), 255-270. https://doi.org/10.1016/j.econedurev.2009.09.002
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
  • Boaler, J., & Dweck, C. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
  • Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608-645.
  • Boatman, A., & Long, B. T. (2018). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation. Educational Evaluation and Policy Analysis, 40(1), 29-58. https://doi.org/10.3102/0162373717715708
  • Broomhead, P., Skidmore, J. B., Eggett, D. L., & Mills, M. M. (2012). The effects of a positive mindset trigger word pre-performance routine on the expressive performance of junior high age singers. Journal of Research in Music Education, 60(1), 62-80. https://doi.org/10.1177/0022429411435363
  • Brougham, L. (2016). Impact of a growth mindset intervention on academic performance of students at two urban high schools (Publication No. 10248501)[Doctoral dissertation, University of Missouri–Saint Louis]. ProQuest Dissertations and Theses Global.
  • Burnette, J. L., Russell, M. V., Hoyt, C. L., Orvidas, K., & Widman, L. (2018). An online growth mindset intervention in a sample of rural adolescent girls. British Journal of Educational Psychology, 88(3), 428-445. https://doi.org/10.1111/bjep.12192
  • Calcagno, J. C., & Long, B. T. (2008). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance.
  • Campbell, P., F. , Nishio, M., Smith, T. M., Clark, L. M., Conant, D. L., Rust, A. H., Neumayer DePiper, J., Jones Frank, T., Griffin, M. J., & Choi, Y. (2014). The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement. Journal for Research in Mathematics Education, 45(4), 419-459. https://doi.org/10.5951/jresematheduc.45.4.0419
  • Carlson, K. A., & Winquist, J. R. (2011). Evaluating an active learning approach to teaching introductory statistics: A classroom workbook approach. Journal of Statistics Education, 19(1). https://doi.org/10.1080/10691898.2011.11889596
  • Cartwright, T., & Hallar, B. (2018). Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum. International Journal of Science Education, 40(3), 348-370. https://doi.org/10.1080/09500693.2017.1420269
  • Choi, D. S. (2018). Grit, mindsets, and persistence of engineering students University of Illinois at Urbana-Champaign].
  • Christopher, B. A. (2018). The relationship between calibration, mindset, mathematics anxiety and achievement in pre-service elementary teachers. University of Northern Colorado.
  • Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127-166. https://doi.org/10.5951/jresematheduc.42.2.0127
  • Cribbs, J., Huang, X., & Piatek‐Jimenez, K. (2021). Relations of mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self‐efficacy to STEM career choice: A structural equation modeling approach. School Science and Mathematics, 121(5), 275-287. https://doi.org/10.1111/ssm.12470
  • Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School psychology review, 36(4), 562-581. https://doi.org/10.1080/02796015.2007.12087918
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087. https://doi.org/10.1037/0022-3514.92.6.1087
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
  • Dweck, C. S. (2006). Mindset. Random House.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256. https://doi.org/10.1037/0033-295X.95.2.256
  • Fraser, D. M. (2018). An exploration of the application and implementation of growth mindset principles within a primary school. British Journal of Educational Psychology, 88(4), 645-658. https://doi.org/10.1111/bjep.12208
  • Gutshall, C. A. (2014). Pre-service teachers’ mindset beliefs about student ability. Electronic Journal of Research in Educational Psychology, 12(3), 785-802. https://doi.org/10.14204/ejrep.34.14030
  • Hong, Y.-y., Chiu, C.-y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: a meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599. https://doi.org/10.1037/0022-3514.77.3.588
  • Hourigan, M., Leavy, A. M., & Carroll, C. (2016). ‘Come in with an open mind’: Changing attitudes towards mathematics in primary teacher education. Educational Research, 58(3), 319-346. https://doi.org/10.1080/00131881.2016.1200340
  • Howard, L. (2008). Developmental students' perceptions of unsuccessful and successful mathematics learning (Doctoral dissertation). ProQuest Dissertation and Theses.
  • Kassaee, A. M. (2016). Examining the role of motivation and mindset in the performance of college students majoring in STEM fields Middle Tennessee State University].
  • Lazar, A. M. (2007). It's not just about teaching kids to read: Helping preservice teachers acquire a mindset for teaching children in urban communities. Journal of Literacy Research, 39(4), 411-443. https://doi.org/10.1080/10862960701675291
  • Lee, J., Lee, H. J., & Bong, M. (2021). Boosting children’s math self-efficacy by enriching their growth mindsets and gender-fair beliefs. Theory Into Practice(just-accepted). https://doi.org/10.1080/00405841.2021.1932156
  • Levy, S. R., Stroessner, S. J., & Dweck, C. S. (1998). Stereotype formation and endorsement: The role of implicit theories. Journal of Personality and Social Psychology, 74(6), 1421-1436. https://doi.org/10.1037//0022-3514.74.6.1421
  • Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F.-F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science. Journal of Educational Psychology, 108(3), 314-328. https://doi.org/10.1037/edu0000092
  • Martorell, P., & McFarlin Jr, I. (2011). Help or hindrance? The effects of college remediation on academic and labor market outcomes. The Review of Economics and Statistics, 93(2), 436-454. https://doi.org/10.1162/REST_a_00098
  • Menanix, S. E. (2015). Teaching for a growth mindset: How contexts and professional identity shift decision-making UC Berkeley]. Berkeley, CA.
  • Mokher, C. G., Park-Gaghan, T. J., Spencer, H., Hu, X., & Hu, S. (2020). Institutional transformation reflected: Engagement in sensemaking and organizational learning in Florida’s developmental education reform. Innovative Higher Education, 45(1), 81-97. https://doi.org/10.1007/s10755-019-09487-5
  • Montague, M., & Applegate, B. (2000). Middle school students' perceptions, persistence, and performance in mathematical problem solving. Learning Disability Quarterly, 23(3), 215-227. https://doi.org/10.2307/1511165
  • Montalbano, A. C. (2021). Examining the effects of self-regulated learning and growth mindset instruction for underprepared students in corequisite College Algebra Arizona State University].
  • Ngo, F., & Kosiewicz, H. (2017). How extending time in developmental math impacts student persistence and success: Evidence from a regression discontinuity in community colleges. The Review of Higher Education, 40(2), 267-306. https://doi.org/10.1353/rhe.2017.0004
  • Orosz, G., Péter-Szarka, S., Bőthe, B., Tóth-Király, I., & Berger, R. (2017). How not to do a mindset intervention: Learning from a mindset intervention among students with good grades. Frontiers in psychology, 8:311. https://doi.org/10.3389/fpsyg.2017.00311
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/ 10.3102/00346543066004543
  • Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology Monograph, 42(2), 190-198. https://doi.org/10.1037/0022-0167.42.2.190
  • Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological science, 26(6), 784-793. https://doi.org/10.1177/0956797615571017
  • Pelletier, G. N., Goegan, L. D., Chazan, D. J., & Daniels, L. M. (2020). Agreeing is not the same as accepting: Exploring pre-service teachers’ growth mindsets. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 11(2), 59-69.
  • Perney, J., & Ravid, R. (1990). The Relationship between Attitudes toward Statistics, Math Self-Concept, Test Anxiety and Graduate Students' Achievement in an Introductory Statistics Course.
  • Rhew, E. A. (2017). The effects of a growth mindset intervention on self-efficacy and motivation of adolescent special education students Western Connecticut State University].
  • Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record (1970), 116(3): http://www.tcrecord.org/Content.asp?ContentId=17352. PMID: 25364065; PMCID: PMC4211426
  • Schau, C., & Emmioğlu, E. (2012). Do introductory statistics courses in the united states improve students' attitudes? Statistics Education Research Journal, 11(2), 86-94.
  • Schmidt, J. A., Shumow, L., & Kackar-Cam, H. Z. (2017). Does mindset intervention predict students’ daily experience in classrooms? A comparison of seventh and ninth graders’ trajectories. Journal of youth and adolescence, 46(3), 582-602. https://doi.org/10.1007/s10964-016-0489-z
  • Scott-Clayton, J., & Rodriguez, O. (2015). Development, discouragement, or diversion? New evidence on the effects of college remediation policy. Education Finance and Policy, 10(1), 4-45. https://doi.org/10.1162/EDFP_a_00150
  • Sesé Abad, A. J., Jiménez López, R., Montaño Moreno, J. J., & Palmer Pol, A. L. (2015). Can attitudes toward statistics and statistics anxiety explain students' performance? Revista de Psicodidáctica/Journal of Psychodidactics, 20(2), 285-304.
  • Shen, C., Miele, D.B. & Vasilyeva, M. (2016). The relation between college students’ academic mindsets and their persistence during math problem solving. Psychology in Russia: State of the art, 9(3), 38-56. https://doi.org/10.11621/pir.2016.0303
  • Stephens, J. M., Rubie-Davies, C., & Peterson, E. R. (2022). Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time? Learning and Instruction, 78, 101480. https://doi.org/10.1016/j.learninstruc.2021.101480
  • Truax, M. L. (2018). The impact of teacher language and growth mindset feedback on writing motivation. Literacy Research and Instruction, 57(2), 135-157. https://doi.org/10.1080/19388071.2017.1340529
  • Vigil-Colet, A., Lorenzo-Seva, U., & Condon, L. (2008). Development and validation of the statistical anxiety scale. Psícothema, 20(1), 174-180.
  • Williams, A. (2014). An exploration of preference for numerical information in relation to math self-concept and statistics anxiety in a graduate statistics course. Journal of Statistics Education, 22(1). https://doi.org/10.1080/10691898.2014.11889693
  • Xu, C., Peters, M., & Brown, S. (2020). Instructor and instructional effects on students’ statistics attitudes. Statistics Education Research Journal, 19(2). https://doi.org/10.52041/serj.v19i2.107
  • Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805
  • Yorke, M., & Knight, P. (2004). Self‐theories: some implications for teaching and learning in higher education. Studies in Higher Education, 29(1), 25-37. https://doi.org/10.1080/1234567032000164859
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Math Teacher Education
Yazarlar

Amanda Meiners 0000-0003-0062-8781

Anna Payne 0000-0002-9845-2237

Erken Görünüm Tarihi 22 Aralık 2023
Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 4 Sayı: 2

Kaynak Göster

APA Meiners, A., & Payne, A. (2023). Pre-Service Teachers’ Mindset and Persistence in College Algebra and Statistics Units of Practice. Journal for the Mathematics Education and Teaching Practices, 4(2), 43-52.
 Kapak Resmi İndir

JMETP is a nonprofit peer-reviewed scientific journal where mathematics education research is meticulously reviewed, and its visibility and citation potential are supported. It has introduced innovation to the field with the concept of the "Math Teaching Practices" article.