Date of Award

Fall 8-19-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Sherry DeVore

Second Advisor

Dr. Kathy Grover

Third Advisor

Dr. Julie Williams

Abstract

Noncognitive characteristics have been identified as essential predictors of academic success (Duckworth, 2016, 2019; Farrington et al., 2012). Grit and growth mindset are two noncognitive characteristics that predict academic success; therefore, this study was conducted to determine if there is a difference in grit level and mindset types among students from different socioeconomic backgrounds (Duckworth, 2019; Dweck, 2010b). Researchers and educators have focused heavily on identifying and implementing interventions to improve students’ cognitive factors, yet little attention has been given to finding ways to improve students’ noncognitive traits (Cooper, Krieg, & Brownell, 2018). High school students from a school district in southeast Missouri completed a 12- item grit survey and a mindset assessment profile. The sample consisted of two stratified groups. One group was selected based on eligibility to receive a free or reduced-price meal. The second group was comprised of students who did not receive free or reduced price meals. The results of the study indicated there was not a significant difference in grit scores or mindset types between the two strata; however, the data indicated grit levels and mindset types were strongly correlated. Since the scope of this study was limited, more studies should be conducted using these variables to determine if a difference in grit levels or mindset types exists among students from different socioeconomic backgrounds.

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