The lack of academic motivation is one contributing factor affecting the lack of education achievement among Hispanic middle school students. However, the limited research on what motivates Hispanic students to want to succeed academically is significantly lacking. Addressing the lack of motivation could increase academic achievement. The Self-Determination Theory (SDT) was applied because of the relevancy to the current study and its approach to correlate academic achievement and motivation. The problem addressed in this study was that Hispanic students in middle school tend to become unmotivated, disengaged, and form negative perceptions of schools that can impact their later lives, such as deciding to drop out of high school. The current research implemented a quantitative, quasi-experimental research method to identify a potential cause and effect relationship between a growth mindset intervention, and the impact it may have on academic achievement, intrinsic motivation, and mindset. The study involved participants from a large middle school, located in a socially demographically diverse community, in northern California. Despite the large candidate pool, a small sample size resulted due to specific selection criteria including ethnicity, GPA, intrinsic motivation level, and a fixed mindset. Findings of the study yielded no difference in pre to post GPA in the treatment participants compared to a matched control group. However, results did indicate a difference between changes in pre to post motivation and mindset. More research is necessary in order to investigate further the effectiveness of the Brainology mindset program.
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 79/11(E), Dissertation Abstracts International|
|Keywords:||Brainology, Hispanic, Intrinsic motivation, Middle school, Mindset|
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