Author ORCID Identifier

https://orcid.org/0009-0003-8669-6458

Date Available

12-20-2024

Year of Publication

2024

Document Type

Master's Thesis

Degree Name

Master of Science (MS)

College

Arts and Sciences

Department/School/Program

Psychology

Advisor

Dr. Matthew H. Kim

Abstract

Promoting academic engagement is vital for college student success. Researchers have explored factors like growth mindset, the belief that intelligence can improve with effort, as a driver of academic engagement. Beyond personal mindset, students’ perceptions of key social influences, such as caregivers, also play a role. This study examined how undergraduate students’ own mindsets and perceptions of their caregivers’ mindsets relate to four components of academic engagement: behavioral and emotional engagement, and behavioral and emotional disaffection. Data from undergraduates (N = 1417) were analyzed using surveys, descriptive statistics, hierarchical regression, and exploratory moderation. Students generally reported both a personal growth mindset and perceiving their caregivers to hold similar beliefs. Student mindsets were positively linked to behavioral and emotional engagement and negatively to disaffection. Perceptions of caregiver growth mindset were uniquely associated with lower behavioral disaffection alone. Student mindsets moderated the link between perceived caregiver mindset and emotional engagement but not other components of engagement. Findings suggest fostering a growth mindset may enhance academic engagement and reduce disaffection. However, perceived caregiver mindsets might not significantly boost engagement unless aligned with the student’s mindset, highlighting the complex interplay of personal beliefs and social influences.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2024.476

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