Recent educational research has focused on non-cognitive success factors such as mindset and grit. The belief that intelligence is malleable and the ability to persevere in the face of challenges are considered two factors that are more reliable success predictors than academic grades or test scores. Non-cognitive factors are also believed to be stronger predictors than socio-economic status. There has been no previous research that explores the potential connection between place identity and mindset and grit. This mixed-methods study sought to find patterns in mindset and grit in first year college students in Appalachia and how students’ place identity influenced their non-cognitive factors. Quantitative survey data showed first year students in Appalachia score in the low end of the growth mindset scale and the average range of the grit continuum. Qualitative data showed students perceived themselves as grittier than their quantitative scores suggest. Exploration of students’ identity perception revealed students in Appalachia felt conflicting motivational forces that affected their non-cognitive factors. Positive aspects of their identity, such as familial support, pushed them forward, while negative factors such as stereotypes and poverty pushed back. The conflicting forces hinder students from further developing the mindset and grit they perceive for themselves and indicate cultural factors have a strong influence on non-cognitive traits.
|Commitee:||Werth, Lori, Fox, Brian|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Higher education, Educational leadership, Educational administration, Educational evaluation|
|Keywords:||Appalachia, Grit, Mindset, Non-cognitive factors, Place identity, First year college students|
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