TY  - JOUR
T1  - Pre-Service Teachers’ Mindset and Persistence in College Algebra and Statistics Units of Practice
AU  - Payne, Anna
AU  - Meiners, Amanda
PY  - 2023
DA  - December
JF  - Journal for the Mathematics Education and Teaching Practices
JO  - JMETP
PB  - Genç Bilge Yayıncılık
WT  - DergiPark
SN  - 2717-8587
SP  - 43
EP  - 52
VL  - 4
IS  - 2
LA  - en
AB  - Understanding the mindset and persistence traits of pre-service teachers (PSTs) is significant as these traits impact future teacher engagement with classroom materials and their future work by influencing student performance. PSTs’ persistence in two college courses was measured, and pre- and post- course scores were compared looking at if their mindset and persistence improved over their content courses. Our study would recommend reconsidering the standards and course expectations of engagement, what improvements can be made to learning in various modalities, and that CoVid-19 PSTs may be more accepting and flexible. Shifts to learning, the challenges, and methods should be studied and compared to pre-CoVid-19 studies to understand CoVid-19 shifts in ideologies, both in the moment and long term.
KW  - mindset
KW  - persistence
KW  - pre-service teachers
KW  - covid-19
CR  - Andersen, S. C., & Nielsen, H. S. (2016). Reading intervention with a growth mindset approach improves children’s skills. Proceedings of the National Academy of Sciences, 113(43), 12111-12113. https://doi.org/10.1073/pnas.1607946113
CR  - Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of experimental social psychology, 38(2), 113-125. https://doi.org/10.1006/jesp.2001.1491
CR  - Bailey, T., Jeong, D. W., & Cho, S.-W. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29(2), 255-270. https://doi.org/10.1016/j.econedurev.2009.09.002
CR  - Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
CR  - Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
CR  - Boaler, J., & Dweck, C. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
CR  - Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608-645.
CR  - Boatman, A., & Long, B. T. (2018). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation. Educational Evaluation and 
Policy Analysis, 40(1), 29-58. https://doi.org/10.3102/0162373717715708
CR  - Broomhead, P., Skidmore, J. B., Eggett, D. L., & Mills, M. M. (2012). The effects of a positive mindset trigger word pre-performance routine on the expressive performance of junior high age singers. Journal of Research in Music Education, 60(1), 62-80. https://doi.org/10.1177/0022429411435363
CR  - Brougham, L. (2016). Impact of a growth mindset intervention on academic performance of students at two urban high schools (Publication No. 10248501)[Doctoral dissertation, University of Missouri–Saint Louis]. ProQuest Dissertations and Theses Global.
CR  - Burnette, J. L., Russell, M. V., Hoyt, C. L., Orvidas, K., & Widman, L. (2018). An online growth mindset intervention in a sample of rural adolescent girls. British Journal of Educational Psychology, 88(3), 428-445. https://doi.org/10.1111/bjep.12192
CR  - Calcagno, J. C., & Long, B. T. (2008). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance.
CR  - Campbell, P., F. , Nishio, M., Smith, T. M., Clark, L. M., Conant, D. L., Rust, A. H., Neumayer DePiper, J., Jones Frank, T., 
Griffin, M. J., & Choi, Y. (2014). The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement. Journal for Research in Mathematics Education, 45(4), 419-459. https://doi.org/10.5951/jresematheduc.45.4.0419
CR  - Carlson, K. A., & Winquist, J. R. (2011). Evaluating an active learning approach to teaching introductory statistics: A classroom workbook approach. Journal of Statistics Education, 19(1). https://doi.org/10.1080/10691898.2011.11889596
CR  - Cartwright, T., & Hallar, B. (2018). Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum. International Journal of Science Education, 40(3), 348-370. https://doi.org/10.1080/09500693.2017.1420269
CR  - Choi, D. S. (2018). Grit, mindsets, and persistence of engineering students University of Illinois at Urbana-Champaign].
CR  - Christopher, B. A. (2018). The relationship between calibration, mindset, mathematics anxiety and achievement in pre-service elementary teachers. University of Northern Colorado.
CR  - Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127-166. https://doi.org/10.5951/jresematheduc.42.2.0127
CR  - Cribbs, J., Huang, X., & Piatek‐Jimenez, K. (2021). Relations of mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self‐efficacy to STEM career choice: A structural equation modeling approach. School Science and Mathematics, 121(5), 275-287. https://doi.org/10.1111/ssm.12470
CR  - Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School psychology review, 36(4), 562-581. https://doi.org/10.1080/02796015.2007.12087918
CR  - Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087. https://doi.org/10.1037/0022-3514.92.6.1087
CR  - Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of personality assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
CR  - Dweck, C. S. (2006). Mindset. Random House.
CR  - Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256. https://doi.org/10.1037/0033-295X.95.2.256
CR  - Fraser, D. M. (2018). An exploration of the application and implementation of growth mindset principles within a primary school. British Journal of Educational Psychology, 88(4), 645-658. https://doi.org/10.1111/bjep.12208
CR  - Gutshall, C. A. (2014). Pre-service teachers’ mindset beliefs about student ability. Electronic Journal of Research in Educational Psychology, 12(3), 785-802. https://doi.org/10.14204/ejrep.34.14030
CR  - Hong, Y.-y., Chiu, C.-y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: a meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599. https://doi.org/10.1037/0022-3514.77.3.588
CR  - Hourigan, M., Leavy, A. M., & Carroll, C. (2016). ‘Come in with an open mind’: Changing attitudes towards mathematics in primary teacher education. Educational Research, 58(3), 319-346. https://doi.org/10.1080/00131881.2016.1200340
CR  - Howard, L. (2008). Developmental students' perceptions of unsuccessful and successful mathematics learning (Doctoral dissertation). ProQuest Dissertation and Theses.
CR  - Kassaee, A. M. (2016). Examining the role of motivation and mindset in the performance of college students majoring in STEM fields Middle Tennessee State University].
CR  - Lazar, A. M. (2007). It's not just about teaching kids to read: Helping preservice teachers acquire a mindset for teaching children in urban communities. Journal of Literacy Research, 39(4), 411-443. https://doi.org/10.1080/10862960701675291
CR  - Lee, J., Lee, H. J., & Bong, M. (2021). Boosting children’s math self-efficacy by enriching their growth mindsets and gender-fair beliefs. Theory Into Practice(just-accepted). https://doi.org/10.1080/00405841.2021.1932156
CR  - Levy, S. R., Stroessner, S. J., & Dweck, C. S. (1998). Stereotype formation and endorsement: The role of implicit theories. Journal of Personality and Social Psychology, 74(6), 1421-1436. https://doi.org/10.1037//0022-3514.74.6.1421
CR  - Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F.-F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science. Journal of Educational Psychology, 108(3), 314-328. https://doi.org/10.1037/edu0000092
CR  - Martorell, P., & McFarlin Jr, I. (2011). Help or hindrance? The effects of college remediation on academic and labor market outcomes. The Review of Economics and Statistics, 93(2), 436-454. https://doi.org/10.1162/REST_a_00098
CR  - Menanix, S. E. (2015). Teaching for a growth mindset: How contexts and professional identity shift decision-making UC Berkeley]. Berkeley, CA.
CR  - Mokher, C. G., Park-Gaghan, T. J., Spencer, H., Hu, X., & Hu, S. (2020). Institutional transformation reflected: Engagement in sensemaking and organizational learning in Florida’s developmental education reform. Innovative Higher Education, 45(1), 81-97. https://doi.org/10.1007/s10755-019-09487-5
CR  - Montague, M., & Applegate, B. (2000). Middle school students' perceptions, persistence, and performance in mathematical problem solving. Learning Disability Quarterly, 23(3), 215-227. https://doi.org/10.2307/1511165
CR  - Montalbano, A. C. (2021). Examining the effects of self-regulated learning and growth mindset instruction for underprepared students in corequisite College Algebra Arizona State University].
CR  - Ngo, F., & Kosiewicz, H. (2017). How extending time in developmental math impacts student persistence and success: Evidence from a regression discontinuity in community colleges. The Review of Higher Education, 
40(2), 267-306. https://doi.org/10.1353/rhe.2017.0004
CR  - Orosz, G., Péter-Szarka, S., Bőthe, B., Tóth-Király, I., & Berger, R. (2017). How not to do a mindset intervention: Learning from a mindset intervention among students with good grades. Frontiers in psychology, 8:311. https://doi.org/10.3389/fpsyg.2017.00311
CR  - Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/ 10.3102/00346543066004543
CR  - Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology Monograph, 42(2), 190-198. https://doi.org/10.1037/0022-0167.42.2.190
CR  - Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological science, 26(6), 784-793. https://doi.org/10.1177/0956797615571017
CR  - Pelletier, G. N., Goegan, L. D., Chazan, D. J., & Daniels, L. M. (2020). Agreeing is not the same as accepting: Exploring pre-service teachers’ growth mindsets. Canadian Journal for New Scholars in Education/Revue 
canadienne des jeunes chercheures et chercheurs en éducation, 11(2), 59-69.
CR  - Perney, J., & Ravid, R. (1990). The Relationship between Attitudes toward Statistics, Math Self-Concept, Test Anxiety and Graduate Students' Achievement in an Introductory Statistics Course.
CR  - Rhew, E. A. (2017). The effects of a growth mindset intervention on self-efficacy and motivation of adolescent special education students Western Connecticut State University].
CR  - Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record (1970), 116(3): http://www.tcrecord.org/Content.asp?ContentId=17352. PMID: 25364065; PMCID: PMC4211426
CR  - Schau, C., & Emmioğlu, E. (2012). Do introductory statistics courses in the united states improve students' attitudes? Statistics Education Research Journal, 11(2), 86-94.
CR  - Schmidt, J. A., Shumow, L., & Kackar-Cam, H. Z. (2017). Does mindset intervention predict students’ daily experience in classrooms? A comparison of seventh and ninth graders’ trajectories. Journal of youth and adolescence, 46(3), 582-602. https://doi.org/10.1007/s10964-016-0489-z
CR  - Scott-Clayton, J., & Rodriguez, O. (2015). Development, discouragement, or diversion? New evidence on the effects of college remediation policy. Education Finance and Policy, 10(1), 4-45. https://doi.org/10.1162/EDFP_a_00150
CR  - Sesé Abad, A. J., Jiménez López, R., Montaño Moreno, J. J., & Palmer Pol, A. L. (2015). Can attitudes toward statistics and statistics anxiety explain students' performance? Revista de Psicodidáctica/Journal of Psychodidactics, 20(2), 285-304.
CR  - Shen, C., Miele, D.B. & Vasilyeva, M. (2016). The relation between college students’ academic mindsets and their persistence during math problem solving. Psychology in Russia: State of the art, 9(3), 38-56. https://doi.org/10.11621/pir.2016.0303
CR  - Stephens, J. M., Rubie-Davies, C., & Peterson, E. R. (2022). Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time? Learning and Instruction, 78, 101480. https://doi.org/10.1016/j.learninstruc.2021.101480
CR  - Truax, M. L. (2018). The impact of teacher language and growth mindset feedback on writing motivation. Literacy Research and Instruction, 57(2), 135-157. https://doi.org/10.1080/19388071.2017.1340529
CR  - Vigil-Colet, A., Lorenzo-Seva, U., & Condon, L. (2008). Development and validation of the statistical anxiety scale. Psícothema, 20(1), 174-180.
CR  - Williams, A. (2014). An exploration of preference for numerical information in relation to math self-concept and statistics anxiety in a graduate statistics course. Journal of Statistics Education, 22(1). https://doi.org/10.1080/10691898.2014.11889693
CR  - Xu, C., Peters, M., & Brown, S. (2020). Instructor and instructional effects on students’ statistics attitudes. Statistics Education Research Journal, 19(2). https://doi.org/10.52041/serj.v19i2.107
CR  - Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal 
characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805
CR  - Yorke, M., & Knight, P. (2004). Self‐theories: some implications for teaching and learning in higher education. Studies in Higher Education, 29(1), 25-37. https://doi.org/10.1080/1234567032000164859
UR  - https://dergipark.org.tr/en/pub/jmetp/issue//1370848
L1  - https://dergipark.org.tr/en/download/article-file/3452666
ER  -