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Grit and beliefs about intelligence:...

Fillmore, Erin Paige.

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Grit and beliefs about intelligence: The relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Grit and beliefs about intelligence: The relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy./
作者:	Fillmore, Erin Paige.
面頁冊數:	189 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703778
ISBN:	9781321757811

Grit and beliefs about intelligence: The relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy.
Fillmore, Erin Paige.

Grit and beliefs about intelligence: The relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy. - 189 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2015.

Background: Gross anatomy is a foundational medical school course upon which other courses and patient care is grounded; however, variability in student performance suggests potential in studying underlying non-academic factors to explain some of these inconsistencies. Thus, this study examined medical students' implicit theories of intelligence (ITI) and grit in order to better understand student learning outcomes in gross anatomy.

ISBN: 9781321757811Subjects--Topical Terms:

641065
Higher education.

Grit and beliefs about intelligence: The relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy.
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100 1 $a Fillmore, Erin Paige. $3 3191808
245 1 0 $a Grit and beliefs about intelligence: The relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy.
300 $a 189 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Advisers: Robert Helfenbein; Megan Palmer.
502 $a Thesis (Ph.D.)--Indiana University, 2015.
520 $a Background: Gross anatomy is a foundational medical school course upon which other courses and patient care is grounded; however, variability in student performance suggests potential in studying underlying non-academic factors to explain some of these inconsistencies. Thus, this study examined medical students' implicit theories of intelligence (ITI) and grit in order to better understand student learning outcomes in gross anatomy.
520 $a Methods: A mixed methods study was conducted using 2nd, 3rd, and 4th year medical students who successfully completed gross anatomy. Students (n=382) completed the ITI Scale and Short Grit Scale in order to identify individual's ITI and grit scores. Subsequent interviews (n=25) were conducted to explore how medical students set goals, operated while reaching those goals, and monitored their progress in achieving those goals.
520 $a Results: Entity and incremental theorists with high grit performed significantly better in gross anatomy when compared to those with low grit. Further, highly gritty incremental and entity theorists were hard workers and showed resilience in the face of challenges. Specifically, those with an entity ITI had the central goal of getting an honors grade, while those with an incremental ITI desired to understand and apply their anatomical knowledge. Conversely, low grit individuals became overwhelmed by challenges, were more likely to show an inconsistent work ethic, and questioned their ability to master the material. An individual's ITI, more so than grit, drove the presence of negative emotions in a medical student, with entity theorists feeling anxious and vulnerable, and incremental theorists feeling fewer negative emotions. Finally, grit level moderated how a medical student would respond to negative emotions, with highly gritty individuals exhibiting more constructive coping mechanisms.
520 $a Conclusions: These findings suggest that medical students who possess high grit and an incremental theory of intelligence have the most effective learning strategies, set achievable goals, and enlist effective coping mechanisms while learning gross anatomy. The findings and tools used in this study could be incorporated into the medical school admissions process. Finally, findings reinforce the value of examining the ITI and grit of medical students, as they can provide educators with insight regarding important non-academic factors driving learning in gross anatomy. Robert J. Helfenbein PhD, Co-Chair; Megan M. Palmer PhD, Co-Chair.
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773 0 $t Dissertation Abstracts International $g 76-09A(E).
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