Testing the Relationship Between Growth Mind-Set, Collective Efficacy, and Academic Outcomes

• In Event: AERA Poster Session 4
  In Poster Session: Assessing and Promoting Student Achievement in Schools

Abstract

The current study is the first to test relationships between a teachers’ individual mindset, a school’s growth mindset culture, collective efficacy (CE), and students’ (n=1,776) academic outcomes aggregated at the classroom level (n=55). Preexisting data was evaluated from a district’s culture survey including teachers’ (n=180) perceptions and third, fourth, and fifth grade classroom proficiency scores from a statewide assessment during the 2014/2015 school year. Results revealed teachers’ individual mindset correlated with a school’s growth mindset (.236, p=.002). A school’s growth mindset showed an indirect effect on academic outcomes through the school’s CE, R2=.243 (F(1,179)=57.52, p<.0001). A school’s CE was the main effect, R2=.133, directly explaining students’ English Language Arts (SBAC) proficiency scores (F(1,54)=8.29, p=.0057).

Author

• Janet L. Hanson, Azusa Pacific University