In a pooled multivariate model, the combined self-efficacy/self-management growth predicts about 80% lower odds of suspension, while the growth mindset intercept unexpectedly increases suspension odds¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A one-SD increase in the combined self-efficacy/self-management slope is associated with suspension odds about 80% lower than students with average growth. → Soland 2019 q2 i? The growth mindset intercept is associated with increased odds of suspension, an effect that appears to be a covariate artifact. → Soland 2019 (2)

Evidence¶

Soland 2019¶

Soland, J. & Kuhfeld, M. (2019). Identifying students who are off-track academically in 9th Grade: the role of social-emotional learning trajectories. (NWEA Collaborative for Student Growth Research Brief). https://www.nwea.org/research/publication/identifying-students-who-are-off-track-academically-in-9th-grade-the-role-of-social-emotional-learning-trajectories/

q2 · i? · associational · r2

Alternative multivariate model (Figure 5/Table 6) pooling self-efficacy and self-management intercept and slope variances to address multicollinearity (slopes correlated .95), regressed on each off-track indicator with background covariates.

"For whether the student was ever suspended, the combined self-efficacy/self-management intercept and slope were both significant, with a one standard deviation unit increase in the slope term associated with odds of being suspended that were about 80% lower than students with average growth, controlling for the other background variables."

Soland 2019 (2)¶

Soland, J. & Kuhfeld, M. (2019). Identifying students who are off-track academically in 9th Grade: the role of social-emotional learning trajectories. (NWEA Collaborative for Student Growth Research Brief). https://www.nwea.org/research/publication/identifying-students-who-are-off-track-academically-in-9th-grade-the-role-of-social-emotional-learning-trajectories/

q2 · i? · associational · r2

Same pooled-model analysis (Table 6, growth mindset intercept OR = 1.845, p = .002). The article reports that without covariates such as test scores the growth mindset logits were near zero and nonsignificant, suggesting the effect partially reflects the covariates.

"Surprisingly, the growth mindset intercept is associated with an increase in the odds that a student was suspended."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes
• 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
• Self-management status and growth across middle school predict lower odds of having a GPA below a C and of being suspended in 9th grade, but not chronic absenteeism — related
• Growth in self-management predicts 9th-grade off-track status above and beyond 6th-grade status on that construct — related
• Self-management and self-efficacy show highly collinear growth during middle school, with slopes correlated .95 and intercepts .74 — related