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Dissertation
An analysis of grit and school-based anxiety in elementary third grade students
Doctor of Education (Ed.D.), Drexel University
Dec 2017
DOI:
https://doi.org/10.17918/D8HM1N
Abstract
The increased focus on standardized testing and assessment as a measure of performance and accountability has contributed to a significant increase in the presentation of anxiety in children and adolescents in the elementary school setting, impacting between 6% and 18% of our youngest school-aged children (Brown, 2013; Reinblatt & Riddle, 2007). Students are afraid of failure and the perceptions and consequences, perceived or realistic, that are experienced as a result of poor test performance. Grit and growth mindset are two related cognitive viewpoints that can teach students to look at failure and setbacks as learning opportunities, and that improvement towards long term goals can be achieved through hard work and perseverance. Grittiness and a shift to a growth mindset are examined in this proposed study as potential interventions to counteract the identified increase in anxiety related performance issues in the elementary school environment. Through an explanatory correlational approach, the researcher will utilize the Short Grit Scale (Grit-S), both self-report and informant versions, along with the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2) to compare student and parent responses and identify whether or not a relationship between the two traits is evident.
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Details
- Title
- An analysis of grit and school-based anxiety in elementary third grade students
- Creators
- Andrew R. Hoffert - DU
- Contributors
- Dominic F. Gullo (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 100 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education; Drexel University
- Other Identifier
- 7738; 991014632843304721