ABSTRACT

A CLOSER LOOK AT MINDSET AND GRIT AMONG THIRD GRADE STUDENTS IN GIFTED EDUCATION: A COMPARATIVE STUDY

by Morgan Anastasia Cody

Grit and growth mindset are two non-cognitive factors related to academic success. This study explored the following questions: 1) do the mindsets or grit of gifted students differ from the mindsets or grit of the general student population, and 2) are there any associations between young students’ grit, growth mindset, and academic achievement? The study’s sample consisted of third graders (N=35) in a sub rural Midwestern school district, some of which had been identified as ‘gifted’ (n=13) by the school district. Their grit, mindset, and academic achievement and growth in math and reading were assessed through the Short Grit Scale (Duckworth & Quinn, 2009), Growth Mindset Questionnaire (Dweck, 2008), and STAR reading and math tests (Renaissance Learning, 2014), respectively. Results from one-way ANOVAs indicated that gifted students exhibited higher levels of grit than non-gifted students, and gifted students displayed significantly less growth in math and reading from fall to spring compared to non-gifted students. Pearson correlations indicated many significant associations between the variables of interest, differing by gifted identification status. This study questions whether gifted identification, as well as grit, may actually negatively impact student growth and explores implications in the field of education and School in particular.

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A CLOSER LOOK AT MINDSET AND GRIT AMONG THIRD GRADE STUDENTS IN GIFTED EDUCATION: A COMPARATIVE STUDY

A Thesis

Submitted to the

Faculty of Miami University

in partial fulfillment of

the requirements for the degree of

Educational Specialist

by

Morgan Anastasia Cody

Miami University

Oxford, Ohio

2018

Advisor: Dr. Sarah Watt

Reader: Dr. Vrinda Kalia

Reader: Dr. Kristy Brann

©2019 Morgan Anastasia Cody

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This Thesis titled

A CLOSER LOOK AT MINDSET AND GRIT AMONG THIRD GRADE STUDENTS IN GIFTED EDUCATION: A COMPARATIVE STUDY

by

Morgan Anastasia Cody

has been approved for publication by

The School of Education, Health and Society

and

Department of Educational Psychology

______Sarah Watt

______Vrinda Kalia

______Kristy Brann

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Table of Contents List of Tables...... iv Dedication...... v Acknowledgements...... vi Introduction...... 1 Literature Review...... 1 Gifted Students and ...... 1 Growth Mindset and Achievement...... 2 Grit and Achievement...... 4 The Current Study...... 4 Method...... 5 Participants...... 5 Research Design...... 5 Materials and Measures...... 5 Growth Mindset Questionnaire...... 5 Short Grit Scale...... 6 STAR Reading and STAR Math...... 6 Procedures...... 6 Consent...... 7 Data Collection and Study Design...... 7 Analysis...... 8 Results...... 8 Discussion...... 10 Group Differences in Grit...... 10 Relations Between Grit, Mindset, and Achievement...... 11 Implications for School Psychology...... 11 Limitations and Suggestions for Future Research...... 12 Conclusion...... 12 References...... 14 Appendices...... 20 Appendix A...... 20 Appendix B...... 22

iii! !

List of Tables

Table 1—Descriptive Statistics of Variables of Interest...... 16

Table 2—Associations Between Variables of Interest...... 17

Table 3—Associations Between Variables of Interest Among Gifted Students Only...... 18

Table 4—Associations Between Variables of Interest Among Non-Gifted Students Only...... 19

iv! !

Dedication

This is dedicated to my mother, Kim Cody who inspired me to pursue the field of education, introduced me to the concept of “growth mindset,” and instilled a growth mindset in me since I was young by always remin