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dc.contributor.advisorZaff, Jonathan F.en_US
dc.contributor.authorMargolius, Maxen_US
dc.date.accessioned2021-06-07T15:42:37Z
dc.date.available2021-06-07T15:42:37Z
dc.date.issued2021
dc.identifier.urihttps://hdl.handle.net/2144/42651
dc.description.abstractThe present study explores the ways in which young people’s relationships with adults and peers as well as their ability to express agency within their school environments influence their academic mindsets. Using a nationally representative sample of 3,300 high school aged youth, this study first investigates the ways in which the independent mindsets associated with an academic mindset (i.e., a sense of belonging, a growth mindset, self-efficacy beliefs, and the belief that one’s work is meaningful) are related to one another, and then explores the ways in which positive school based relationships and expressions of agency within their school environments contribute to those belief systems. The study is grounded in relational developmental systems theory and employs a positive youth development framework to understand the ways in which interpretive and recursive person-context developmental relations contribute to young people’s beliefs about themselves, their educational environments, and themselves in relation to those environments. As educational practices increasingly shift towards deeper learning and a whole child educational paradigm, understanding the ways in which relationships and expressions of agency influence positive academic mindsets may aid in enhancing educational experiences for all young people. This study finds that all four beliefs under consideration load onto the higher order construct of academic mindset, that relationships with both school adults and peers are positive associated with academic mindset, and that agency fully accounts for the association between relationships with adults and academic mindset, and partially accounts for the association between relationships with peers and academic mindset. Implications for policy and practice are discussed.en_US
dc.language.isoen_US
dc.subjectEducational psychologyen_US
dc.subjectAcademic mindsetsen_US
dc.subjectAgencyen_US
dc.subjectHigh schoolen_US
dc.subjectRelationshipsen_US
dc.titleInfluences of relationships and agency on high schoolers' academic mindsetsen_US
dc.typeThesis/Dissertationen_US
dc.date.updated2021-05-28T19:10:34Z
etd.degree.nameDoctor of Philosophyen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US
dc.identifier.orcid0000-0003-4970-7384


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