Browsing by Subject "growth mindset"

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A Comparison of Stress Appraisals: Intervention Affordance Manipulations When Teaching Stress Can Be Enhancing and the Growth Mindset to College Freshmen at the University of Texas at Austin
(2021-05) Rank, Abbey Lane
In this experiment, we were able to prove that an affordance manipulation of the Stress Can Be Enhancing and Growth Mindset intervention information can significantly alter students' self-reported appraisal of the benefits of stress symptoms several weeks after the original presentation of information. This study was conducted at the University of Texas at Austin with the online Psychology 301 course over the duration of a semester.
Motivating teachers to support students’ growth mindsets reduces inequality in high-school students’ academic outcomes
(University of Texas at Austin Population Research Center, 2023) Hecht, Cameron A.; Bryan, Christopher J.; Yeager, David S.
The Research-Practice Divide Is Not Only an Issue of Communication, but of Values: The Case of Growth Mindset
(Texas Education Review, 2022) Schuetze, Brendan
The research-practice divide between social scientists and educators is a persistent problem for the accurate communication and translation of social scientific research into pedagogical practice. This paper uses mindset theory as a case study, arguing that the social scientific theories transcending the research-practice divide tend to be those that align with the professional commitments of educators. Concretely, mindset theory was accepted into the language of K-12 education due in part to a perceived alignment between academic research concerning growth mindset and pedagogical values commonly held by educators. Resulting from this superficial overlap, growth mindset has often been taken up too quickly in applied settings as an ill-defined, uncritically positive, and expansive pedagogical orientation. Social scientific evidence does not warrant such an understanding of growth mindset. Failure to acknowledge the importance of educational values in the uptake of educational research may lead to continued misunderstandings between teachers and education researchers.
Teetotalitarianism: The Benevolent Stagnation of Alcoholics Anonymous
(2021-12) Greer, J. Patrick
In examining the global expansion of Alcoholics Anonymous over the past 100 years, the author will pinpoint elements of the world's largest peer support program that have 1. helped untold millions recover from alcoholism/addiction and 2. impacted understanding of addiction in social and professional circles. The thesis will address the program's underlying practices, which remained largely unchanged after the 1930s. First, how does the canonical literature and tradition of Alcoholics Anonymous help and harm people in recovery? An examination is conducted of clinical best practices for substance use disorder, the effect of group cohesion and identity formation in recovery, and populations that may not benefit from the 12 Step disease model of addiction treatment. The second question: what harmful aspects of AA's program could change in the 21st century to help as the maximum number of people struggling with addictions? The author outlines several areas where the program has fallen short, including its silence toward underserved or abused members, its isolation from other support groups, and deadlock/attrition within its governmental structure. Research into both questions drew on empirical studies/reviews as well as AA publications/archives. Sociological theories from the likes of Émile Durkheim and Dorothy Smith are also featured. A trustee of AA's service board provided the author with her expert opinion on the organization's unchanging nature. Ultimately, the dominance of Alcoholics Anonymous in recovery peer support—in all of addiction treatment—is found to be self-perpetuating by virtue of its wide availability and its hierarchy's traditionalist leanings. The program's successes mask its shortcomings. It's recommended that AA, rather than rest on its laurels, should instead earn status by incorporating modern research, reforming its governmental structure, and stewarding newer non-12-step peer support groups in their own growth.