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Learning Mindset Dimensions and Completion Status of Tennessee Community College Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning Mindset Dimensions and Completion Status of Tennessee Community College Students./
作者:	M. Shellman, Donna Sue.
面頁冊數:	1 online resource (117 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
標題:	College students. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30607118click for full text (PQDT)
ISBN:	9798380267311

Learning Mindset Dimensions and Completion Status of Tennessee Community College Students.
M. Shellman, Donna Sue.

Learning Mindset Dimensions and Completion Status of Tennessee Community College Students. - 1 online resource (117 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (D.Ed.)--East Tennessee State University, 2023.

Includes bibliographical references

The purpose of this nonexperimental, quantitative study was to analyze relationships between three learning mindset dimensions (growth mindset; purpose and value; and sense of belonging) to retention and persistence to graduation among first-time, full-time Tennessee community college student graduates and nongraduates who attended one of 13 institutions in Fall 2019. In addition to comparing Tennessee community college graduates and nongraduates' learning mindset dimensions, I analyzed student subgroups to explore those dimensions with regard to gender and race. Additional analyses included correlations between students' growth mindset scores; purpose and value scores; and social belonging scores.Analyses included Tennessee Board of Regents' (TBR) Fall 2019 archival data of students' completion status and student survey data related to students' learning mindset scores from 13 Tennessee community college institutions. Archival data from Tennessee community colleges used in this study the Fall 2019 Cohort included 1,493 students over three years (2019-2022). Results revealed that students who completed and students who did not complete had similar mindset scores, purpose and value scores, and social belonging scores. Mindset scores were significantly higher for White students than non-White students. Purpose and value scores were significantly lower for males than for females, as well as significantly higher for non-White students than White students. Social belonging scores were significantly higher for female noncompleters than male noncompleters, as well as significantly higher for female noncompleters than female completers, and significantly higher for non-White students than White students. Correlations revealed that students with strong mindset scores tend to have strong purpose and value scores, as well strong sense of belonging scores.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798380267311Subjects--Topical Terms:

537393
College students.
Index Terms--Genre/Form:

542853
Electronic books.

Learning Mindset Dimensions and Completion Status of Tennessee Community College Students.
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502 $a Thesis (D.Ed.)--East Tennessee State University, 2023.
504 $a Includes bibliographical references
520 $a The purpose of this nonexperimental, quantitative study was to analyze relationships between three learning mindset dimensions (growth mindset; purpose and value; and sense of belonging) to retention and persistence to graduation among first-time, full-time Tennessee community college student graduates and nongraduates who attended one of 13 institutions in Fall 2019. In addition to comparing Tennessee community college graduates and nongraduates' learning mindset dimensions, I analyzed student subgroups to explore those dimensions with regard to gender and race. Additional analyses included correlations between students' growth mindset scores; purpose and value scores; and social belonging scores.Analyses included Tennessee Board of Regents' (TBR) Fall 2019 archival data of students' completion status and student survey data related to students' learning mindset scores from 13 Tennessee community college institutions. Archival data from Tennessee community colleges used in this study the Fall 2019 Cohort included 1,493 students over three years (2019-2022). Results revealed that students who completed and students who did not complete had similar mindset scores, purpose and value scores, and social belonging scores. Mindset scores were significantly higher for White students than non-White students. Purpose and value scores were significantly lower for males than for females, as well as significantly higher for non-White students than White students. Social belonging scores were significantly higher for female noncompleters than male noncompleters, as well as significantly higher for female noncompleters than female completers, and significantly higher for non-White students than White students. Correlations revealed that students with strong mindset scores tend to have strong purpose and value scores, as well strong sense of belonging scores.
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