2,003
Views
24
CrossRef citations to date
0
Altmetric
Articles

The Relation Between Global and Specific Mindset With Reading Outcomes for Elementary School Students

References

  • Ahmed, Y., Francis, D. J., York, M., Fletcher, J. M., Barnes, M., & Kulesz, P. (2016). Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Contemporary Educational Psychology, 44, 68–82. doi:10.1016/j.cedpsych.2016.02.002
  • Aidman, B., & Malerba, C. (2015). Assessing the effects of a community-based college preparation program on the academic performance and noncognitive factors of middle school students. Urban Education. Advance online publication. doi:10.1177/0042085915581713
  • Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235–251. doi:10.1037/0022-0663.100.2.235
  • Aronson, J., Fried, C., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. doi:10.1006/jesp.2001.1491
  • Bental, B., & Tirosh, E. (2007). The relationship between attention, executive functions and reading domain abilities in attention deficit hyperactivity disorder and reading disorder: A comparative study. Journal of Child Psychology and Psychiatry, 48(5), 455–463. doi:10.1111/jcpp.2007.48.issue-5
  • Blackwell, L. S. (2002). Psychological mediators of student achievement during the transition to junior high school: The role of implicit theories ( Unpublished doctoral dissertation). Columbia University, New York, NY.
  • Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. doi:10.1111/cdev.2007.78.issue-1
  • Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408–426. doi:10.1598/RRQ.37.4.4
  • Burnette, J. L., O’Boyle, E. H., Van Epps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mindsets matter: A meta- analytic review of implicit theories and self regulation. Psychological Bulletin, 139(3), 655–701. doi:10.1037/a0029531
  • DeMars, C. E. (2013). A tutorial on interpreting bifactor model scores. International Journal of Testing, 13, 354–378. doi:10.1080/15305058.2013.799067
  • Duckworth, A. L. (2013). The key to success? Grit [Video file]. Retrieved from https://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?language=en.
  • Duckworth, A. L. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.
  • Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability. Educational Researcher, 44, 237–251. doi:10.3102/0013189X15584327
  • Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
  • Dweck, C. S. (2006). Mindset. New York, NY: Random House.
  • Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34–39.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. doi:10.1037/0033-295X.95.2.256
  • Esparza, J., Shumow, L., & Schmidt, J. A. (2014). Growth mindset of gifted seventh grade students in science. NCSSSMST Journal, 19(1), 6–13.
  • Estabrook, R., & Neale, M. (2013). A comparison of factor score estimation methods in the essence of missing data: Reliability and an application to nicotine dependence. Multivariate Behavioral Research, 48, 1–27. doi:10.1080/00273171.2012.730072
  • Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance–A critical literature review. Chicago, IL: Consortium on Chicago School Research.
  • Fletcher, J. M. (1985). Memory for verbal and nonverbal stimuli in learning disability subgroups: Analysis by selective reminding. Journal of Experimental Child Psychology, 40(2), 244–259. doi:10.1016/0022-0965(85)90088-8
  • Foorman, B. R., Koon, S., Petscher, Y., Mitchell, A. M., & Truckenmiller, A. (2015). Examining general and specific factors in the dimensionality of oral language and reading in 4th to 10th grades. Journal of Educational Psychology, 107, 884–899. doi:10.1037/edu0000026
  • García, J. R., & Cain, K. (2013). Decoding and reading comprehension a meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84, 74–111. https://doi.org/10.3102/0034654313499616
  • Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645–662. doi:10.1016/j.appdev.2003.09.002
  • Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. doi:10.1177/074193258600700104
  • Greulich, L., Al Otaiba, S., Schatschneider, C., Wanzek, J., Ortiz, M., & Wagner, R. K. (2014). Understanding inadequate response to first grade multi-tier intervention: Nomothetic and idiographic perspectives. Learning Disability Quarterly, 37, 204–217. doi:10.1177/0731948714526999
  • Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., … Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403–423. doi:10.1037/0022-0663.96.3.403
  • Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231–256. doi:10.1207/s1532799xssr0303_3
  • Haimovitz, K. Wormington, S. V. & Corpus, J. H. (2011). Dangerous mindsets: How beliefs about intelligence predict motivational change. Learning and Individual Differences, 21, 747–752.
  • Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Educational Evaluation and Policy Analysis, 19(2), 141–164. doi:10.3102/01623737019002141
  • Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99–136. doi:10.3102/00346543066002099
  • Henderson, V. L., & Dweck, C. S. (1990). Achievement and motivation in adolescence: A new model and data. In S. Feldman & G. Elliott (Eds.), At the threshold: The developing adolescent (pp. 308–329). Cambridge, MA: Harvard University Press.
  • Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588–599. doi:10.1037/0022-3514.77.3.588
  • Hoover, W., & Gough, P. (1990). The simple view of reading. Reading and Writing, 2, 127–160. doi:10.1007/BF00401799
  • Kautz, T., Heckman, J. J., Diris, R., Ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (No. w20749). Bonn, Germany: National Bureau of Economic Research.
  • Kershaw, S., & Schatschneider, C. (2012). A latent variable approach to the simple view of reading. Reading and Writing, 25, 433–464. doi:10.1007/s11145-010-9278-3
  • Koenker, R., & Bassett, G. (1978). Regression quantiles. Econometrica, 46, 33–50. doi:10.2307/1913643
  • Lawley, D. N., & Maxwell, M. A. (1971). Factor analysis as a statistical method. London, UK: Butterworths.
  • Little, C. W., Haughbrook, R., & Hart, S. A. (2017). Cross-study differences in the etiology of reading comprehension: A meta-analytical review of twin studies. Behavior Genetics, 47, 57–76.
  • MacGinitie, W. H., MacGinitie, R. K., Maria, K., Dreyer, L. G., & Hughes, K. E. (2006). Gates-macginitie reading tests (4th ed.). Rolling Meadows, IL: Riverside Publishing.
  • McCutchen, K. L., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2016). Mindset and standardized testing over time. Learning and Individual Differences, 45, 208–213. doi:10.1016/j.lindif.2015.11.027
  • Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., … Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23(2), 113–131. doi:10.1006/ceps.1998.0965
  • Mourgues, C. V., Hein, S., Tan, M., Diffley, R., III, & Grigorenko, E. L. (2016). The role of noncognitive factors in predicting academic trajectories of high school students in a selective private school. European Journal of Psychological Assessment, 32, 84–94. doi:10.1027/1015-5759/a000332
  • Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mindset interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784–793. doi:10.1177/0956797615571017
  • Petscher, Y. (2010). Meta-analysis of the relationship between attitudes towards reading and achievement in reading. Journal of Research in Reading, 33, 335–355. doi:10.1111/j.1467-9817.2009.01418.x
  • Petscher, Y. (2016). Do our means of inquiry match our intentions? Frontiers in Psychology, 7, 1048.
  • Petscher, Y., & Logan, J. A. R. (2014). Quantile regression in the study of developmental sciences. Child Development, 85, 861–881. doi:10.1111/cdev.12190
  • Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote academic achievement policy recommendations. Perspectives on Psychological Science, 10(6), 721–726. doi:10.1177/1745691615599383
  • Reise, S. P., Moore, T. M., & Haviland, M. G. (2010). Bifactor models and rotations: Exploring the extent to which multidimensional data yield univocal scale scores. Journal of Personality Assessment, 92, 544–559. doi:10.1080/00223891.2010.496477
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353. doi:10.1037/a0026838
  • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261. doi:10.1037/0033-2909.130.2.261
  • Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading &Writing Quarterly, 19(2), 159–172. doi:10.1080/10573560308219
  • Shanahan, T. (2014). Educational policy and literacy instruction. The Reading Teacher, 68(1), 7–12. doi:10.1002/trtr.2014.68.issue-1
  • Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2010). Test of silent reading efficiency and comprehension. Austin, TX: PRO-ED.
  • Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of cognitive abilities. Itasca, IL: Riverside Pub.
  • Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 1–13. doi:10.1080/00461520.2012.722805
  • Yeager, D. S., & Walton, G. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267–301. doi:10.3102/0034654311405999
  • Zernike, K. (2016). Testing for joy and grit? Schools nationwide push to measure students’ emotional skills. The New York Times. Retrieved from http://www.nytimes.com/

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.