The framework's literature review reports students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to school performance¶

Claim · All claims
Evidence · 1 study · theoretical r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review attributes to Farrington et al. (2012) the finding that academic mindsets, learning strategies, perseverance, and behaviors were significantly related to school performance. → Nagaoka 2014

Evidence¶

Nagaoka 2014¶

Nagaoka, J., Farrington, C. A., Ehrlich, S. B., with Johnson, D. W., Dickson, S., Heath, R., & Mayo, A. (2014). A Framework for Developing Young Adult Success in the 21st Century: White Paper — Defining Young Adult Success. University of Chicago Consortium on Chicago School Research Working Paper. https://consortium.uchicago.edu/publications/framework-developing-young-adult-success-21st-century

q2 · i? · theoretical · r?

This white paper reports, citing its predecessor critical review by Farrington et al. (2012), "strong and conclusive evidence" that academic mindsets, learning strategies, perseverance, and behaviors were significantly related to school performance. No effect size is printed here; the claim is second-hand attribution.

"In UChicago CCSR's critical review of the research on these noncognitive factors (so called to distinguish them from content knowledge as measured by cognitive tests), we found strong and conclusive evidence that students' academic mindsets, learning strategies, perseverance, and behaviors were clearly and significantly related to their performance in school (Farrington et al., 2012)."

Discussion¶

Learner Variables¶

• Mindset — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The meta-analytic correlation between growth mind-set and academic achievement is weak (r = .10) — the general claim this finding bears on, with the studies behind it
• Noncognitive factors have a direct positive relationship to students' school performance and future outcomes — possibly the same claim (merge candidate)
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — related
• Academic behaviors have the most immediate effect on course grades; directly targeting grit is not an evidenced lever — related
• Students with more positively oriented academic mindsets show better academic behaviors and earn better grades than students for whom the mindset beliefs do not feel true — a narrower finding that bears on this claim
• A CCSR research review concludes that four academic mindsets (belonging, growth beliefs, self-efficacy and value) increase perseverance and improve academic behaviors — related
• Best leverage points for improving performance lie in teacher strategies for classroom context, mindsets, and learning strategies — related
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — a narrower finding that bears on this claim
• The effect of social skills on academic performance is unclear; poor social skills are clearly associated with negative outcomes — related
• Math mindsets and academic grit correlate substantially with primary math achievement — a narrower finding that bears on this claim
• Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students — related
• Within-student differences in noncognitive factors are associated with differences in course grades across the same student's classes — a narrower finding that bears on this claim