Journaling to Develop Growth Mindset at an Urban Community College

Autor/inn/en	Robb, Elizabeth; Voorhees, Terry Tuvi
Titel	Journaling to Develop Growth Mindset at an Urban Community College
Quelle	In: Journal of Ethnographic & Qualitative Research, 17 (2023) 1, S.58-76 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Community Colleges; Urban Schools; Community College Students; Journal Writing; Student Journals; Individual Development; World Views; Cognitive Processes; Student Attitudes; Reflection; Instructional Effectiveness; Metacognition; Student Behavior; Academic Achievement; At Risk Students; Intervention; Success; Motivation; Behavior Change + Suchen Sie Ihr Suchwort? Community college; Community College; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Community colleges; College students; Collegestudent; Zeitschriftenaufsatz; Studentenzeitung; Individuelle Entwicklung; World view; Weltanschauung; Cognitive process; Kognitiver Prozess; Schülerverhalten; Unterrichtserfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student behaviour; Schulleistung; Erfolg; psychologische; Motivation (psychologisch)
Abstract	Colleges are currently involved in an epic struggle to keep students enrolled. One reason for student attrition involves non-academic issues such as executive functioning. In the present study, we investigated how journaling helped influence paradigm shifts in students' thinking regarding a growth mindset towards their educational performance. We used a multiple case study approach with four students from a large urban community college to explore their paradigm shifts toward a growth mindset. We found that the students' reflective journaling effectively augmented their metacognitive awareness (the ability to think about their thinking) because the students started to realize how their thoughts were not in sync with their behaviors. Consequently, these students were then able to shift their thinking as it related to success in their academic endeavors. These findings present the opportunity to gain insight regarding college retention by examining the powerful ways journaling can connect students to their thinking and behavior. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-760-9484; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01