1. Performance-Approach The Student Experience
Afterschool Enrichment with Adolescents; Assessment Analysis Bethany Fleck, Ph.D & Alexandra Lee
INTRODUCTION
PARTICIPANTS
RESULTS
RESULTS
145 students participated: 67 male, 77 female, & 1 no answer.
Grades included: 16 sixth, 32 seventh, 12 eighth, 14 ninth, 31 tenth, 25 eleventh, 14 twelfth, & 1 no answer.
Average age was (SD = 2.16).
Table 1. Descriptive Data
Variables
M(SD)
Scale
Implicit Theories
11.77 (4.16)
3-18
Academic Efficacy
19.79 (3.87)
11-25
Self-Handicapping
16.36 (5.76)
6-30
Mastery Goal Orientation
21.44 (3.60)
12-25
Performance Avoid Orientation
12.58 (4.24)
4-20
Table 4. Race Comparison
Variables
Between Groups
Within
Groups
Mean Sq. F
Sig.
Implicit Theories
18.411
17.410
1.061
.391
Academic Efficacy
15.609
14.882
1.049
.400
Self-Handicapping
32.837
33.136
.991
.441
Goal Mastery
22.582
12.482
1.809
.090
Performance-Avoid
18.402
18.087
1.017
.422
Performance-Approach
20.850
31.356
.665
.701
Research Question 2: How do students’ change after program participation?
45 students had both pre and post test scores. Independent samples t-tests found no significant differences were found. Means were in the predicted directions. See table 2 for t- test statistics.
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MSU Denver runs a 21st Century College Readiness Center in seven public middle and high schools. The program occurs afterschool and includes tutoring, enrichment, college readiness workshops, family engagement, and support for potential first generation college students. The program utilizes project based learning strategies.
Data was gathered through pre and post-test surveys given to the students. The survey assessed students’ implicit theories for learning (Hong, Chiu, Dweck, Lin & Wan, 1999), achievement goal orientations, academic efficacy, and academic self-handicapping (Midgley et al., 2000).
Many first generation college students of low socioeconomic status, and of minority ethnic background, have been found to have a fixed rather than a growth mindset (Blackwell, Trzesniewski, & Dweck, 2007; Donohoe, Topping & Hannah, 2014; Dweck, 2006).
The positive outcomes of a growth mindset are numerous and include increases in motivation, learning, and IQ gains (Blackwell et al., 2007; Dweck, 2006).
DISCUSSION
The students are uncharacteristically high on growth mindset, internal motivation, and academic efficacy. This is contrary to what some previous research has found (Blackwell, Trzesniewski, & Dweck, 2007; Donohoe, Topping & Hannah, 2014; Dweck, 2006).
The paired samples t-tests revealed no significant changes after the program. There may be no changes due to issues with the program curriculum and the extent to which facilitators promote growth mindset.
As students get older, self-handicapping decreases. This may be due to development and gaining more experience in academic settings.
There is no significant difference in racial groups in the characteristics measured. This is an encouraging indicator showing increased academic inclusiveness.
The data suggests students are entering the after school program equipped with characteristics critical for academic success. Incidentally, the programming can be modified to build on the students’ strengths.
For a copy of this poser, references, or questions Bethany Fleck
Table 2. Inferential Statistics for Paired Samples t-Test
Variables
Pretest
Posttest
M(SD) t p df
Implicit Theories
12.22(4.22)
13.02(4.16)
-.966
.34 44
Academic Efficacy
20.56(3.25)
20.12(3.81)
.786
.44 40
Self-Handicapping
16.05(5.56)
15.97(6.64)
.063
.95 36
Goal Mastery
21.76(3.14)
21.76(3.10)
.000
1.0
Performance-Avoid
11.51(3.89)
11.05(4.27)
.737
.47
Performance-Approach
14.78(5.68)
14.51(5.56)
.255
.80
PROCEDURE
The Student Experience
Begin 21st Century College Readiness Afterschool program
Complete pre-survey
Participate in the program: 12 hours/week, academic enrichment, college readiness
Finish first year in program
Complete post-survey
Research Question 3: Do student characteristics change as they get older?
145 students who took the pre-test were analyzed. See table 3 for correlations.
MEASURES
Research Question 4: Do characteristics change depending on race/ethnicity?
145 students who took the pre-test were analyzed. See table 4 for descriptive statistics.
The Assessment of Implicit Theories (Growth Mindset)
(Hong, Chiu, Dweck, Lin & Wan, 1999)
Patterns of Adaptive Learning Scales (PALS)
Academic Goal Orientations, Efficacy, Self-Handicapping
(Carol Midgley, et al, 2011)
Student Information Questionnaire
(MSU Center for Urban Education staff)
RESEARCH QUESTIONS
Table 3. Age and Characteristics Correlations
Performance-Avoid
Implicit Theories
Academic Efficacy
Self-Handicapping
Goal Mastery
Performance-Approach
Age in years
Correlation
Sig. (2-tailed)
-.122
.159
-.038
.660
.118
.176
-.197
.025
.125
.150
-.098
.266
-.138
.102
.031
.713
.269
.002
-.007
.930
.464
.000
.232
.006
.294
-.092
.282
-.090
.295
.551
.188
.027
-.053
.539
.120
.156
What characterizes the students in the afterschool college readiness program?
How do students’ implicit theories for learning, achievement goal orientations, academic efficacy, and academic self-handicapping change after program participation?
Do student characteristics change as they get older?
Do characteristics change depending on race?
RESULTS
Research Question 1: What characterizes the students in the afterschool college readiness program?
145 students who took the pre-test were analyzed. See table 1 for descriptive statistics.