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Download full textWhat Works Clearinghouse, 2022
Large numbers of students who enroll in college do not complete a degree. Yet, earning a college degree is one of the primary pathways for economic success and is increasingly required for good jobs and high wages. The way students interpret early academic struggles in college may affect whether or not they remain enrolled. If students attribute…
Descriptors: Cognitive Structures, Intervention, Enrollment, Academic Achievement
What Works Clearinghouse, 2022
Large numbers of students who enroll in college do not complete a degree. If students attribute their academic challenges to a perceived lack of intelligence or inability to succeed in college, they may be less likely to persist. "Growth Mindset" interventions aim to improve college persistence and academic achievement by encouraging…
Descriptors: Cognitive Structures, Intervention, Enrollment, Academic Achievement
What Works Clearinghouse, 2022
"Growth Mindset" interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report explores the…
Descriptors: Cognitive Structures, Intervention, Enrollment, Academic Achievement
Complete College America, 2021
College stops before it really begins for far too many students. These students enroll in college only to be told that they are not ready for college-level coursework. Historically, colleges and universities have attempted to close this gap by placing these students, who are disproportionately Black, Latinx, or experiencing poverty, in…
Descriptors: State Universities, Remedial Instruction, Required Courses, Introductory Courses
Direct linkOdiemo, Luke Okunya – Electronic Journal of Research in Educational Psychology, 2009
Introduction: Different authors have proposed LPP as a pedagogical theorization framework to facilitate the linkage of psychological theory to teaching practice because it is useful for designing and assessing the effectiveness of pedagogical practice. This study aimed at testing the utility of the LPP-based theory-informed strategy at promoting…
Descriptors: Foreign Countries, Thinking Skills, Cognitive Structures, Teaching Methods
Nellhaus, Jeffrey; Behuniak, Peter; Stancavage, Frances B. – American Institutes for Research, 2009
Most educational researchers have heard the adage, "If you want to measure change in performance, don't change the measure." At the same time, however, what students need to know and be able to do may change over time as research on teaching and learning provides new insights into the educational process, science and technology advance, and…
Descriptors: Educational Researchers, Evaluation Criteria, Educational Change, Test Validity
Zigler, Ted A. – 1993
A study examined the effects of an intensive, 7-week, introductory workshop-type experience using recommended techniques to promote adult growth for a group of 29 aspiring educational administration students. The study specifically examined whether the process and experience of the academy (workshop) produced a change in cognitive-developmental…
Descriptors: Administrator Education, Adult Development, Case Studies, Cognitive Restructuring
