More than Growth Mindset: Individual and Interactive Links among Socioeconomically Disadvantaged Adolescents' Ability Mindsets, Metacognitive Skills, and Math Engagement

Autor/inn/en	Wang, Ming-Te; Zepeda, Cristina D.; Qin, Xu; Del Toro, Juan; Binning, Kevin R.
Titel	More than Growth Mindset: Individual and Interactive Links among Socioeconomically Disadvantaged Adolescents' Ability Mindsets, Metacognitive Skills, and Math Engagement
Quelle	In: Child Development, 92 (2021) 5, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Ming-Te) ORCID (Zepeda, Cristina D.) ORCID (Del Toro, Juan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13560
Schlagwörter	Economically Disadvantaged; Adolescents; Secondary School Students; Student Attitudes; Beliefs; Metacognition; Independent Study; Mathematics Education; Learner Engagement; Disadvantaged Schools; Longitudinal Studies + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Schülerverhalten; Belief; Glaube; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbststudium; Mathematische Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This article used self-regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11- to 15-year-old adolescents, students' beliefs that intelligence is malleable and capable of growth over time only predicted higher math engagement among students possessing the metacognitive skills to reflect upon and be aware of their learning progress. The results suggest that metacognitive skills may be necessary for students to realize their growth mindset. Thus, growth mindsets and metacognitive skills should be promoted together to capitalize on the mutually reinforcing effects of each, especially among students in socioeconomically disadvantaged schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01