Elementary classrooms score significantly higher on the PERTS academic mindset scale than middle school classrooms¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? Classroom PERTS mean scores showed a significant decrease between elementary classrooms (n = 70) and secondary classrooms (n = 50), F(1, 118) = 11.819, eta2 = .014. → Hanson 2017

Evidence¶

Hanson 2017¶

Hanson, J. (2017). Testing the Difference between School Level and Academic Mindset in the Classroom: Implications for Developing Student Psycho-Social Skills in Secondary School Classrooms. Journal of Educational Issues, 3(1). https://doi.org/10.5296/jei.v3i1.10479

q2 · i? · associational · r2

One-way ANOVA on existing district LCAP survey data collected April 2016 from students grades 3-8 (n = 2,908; 84% response rate) at three elementary and two middle schools. Elementary mean was "4.6599" (SD .7171) versus middle "4.4842" (SD .7717); "eta2 = .014*, F(1, 118) = 11.819".

"Results revealed a significant decrease in the classroom PERTS scale mean scores between elementary classrooms (n = 70) and secondary classrooms (n = 50)."

Discussion¶

Related Claims¶

• For standardized mean changes, rubric effects on performance decrease with mean age, yet secondary-education studies show larger effects than primary and middle school — contradictory moderator results — related
• Prevalence of decreased intrinsic academic motivation is approximately twice as high in junior high as in elementary students — related
• Intrinsic academic motivation scores are lower in 7th- and 8th-grade junior high students than in 4th-grade elementary students — related
• Junior high math teachers were more controlling and less supportive than elementary teachers, and classrooms with the strongest such changes showed the largest declines in math motivation — related