Building Mental Toughness: A Middle School Intervention to Increase Grit, Locus of Control, and Academic Performance

Autor/inn/en	Zappala-Piemme, Kerri E.; Sturman, Edward D.; Brannigan, Gary G.; Brannigan, Michael J.
Titel	Building Mental Toughness: A Middle School Intervention to Increase Grit, Locus of Control, and Academic Performance
Quelle	In: Psychology in the Schools, 60 (2023) 8, S.2975-2990 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22893
Schlagwörter	Locus of Control; Resilience (Psychology); Persistence; Student Characteristics; Grade 7; Intervention; Program Effectiveness; Reading Achievement; Mathematics Achievement; Student Development; Middle School Students; New York + Suchen Sie Ihr Suchwort? Ausdauer; School year 07; 7. Schuljahr; Schuljahr 07; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	We evaluated a curriculum that focused on bolstering grit and locus of control in seventh grade students at a school in upstate New York. The intervention included lessons aimed at building a growth mindset and determination, along with writing projects and collaborative work. A pre-post design was utilized such that surveys measuring grit and locus of control were administered at the beginning of the school year and at the end of the school year for 215 students. Participants also completed standardized tests in reading and math. Students' scores on locus of control showed a significant change toward higher perceived control. The lowest scoring students on grit also showed a significant increase over the same time period. No changes were observed at a comparison school that did not receive the intervention. Both grit and locus of control significantly predicted academic achievement on standardized tests for reading and math. The findings support the intervention and the importance of grit and locus of control in academic achievement. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01