Mindset Matters: An Investigation of How Implicit Theories Manifest in the Syllabus of the College Instructor

dc.contributor.author	Peterson, Casey Todd
dc.date.accessioned	2022-06-01T19:34:39Z
dc.date.available	2022-06-01T19:34:39Z
dc.date.issued	2021
dc.description.abstract	Recent research showed that college-level instructors’ implicit theories about intelligence, or mindset, have a direct impact on student learning outcomes. The current study sought to discover how instructor mindset instantiates in the course syllabus. Through a document analysis and semi-structured interviews, patterns of language choice and cues emerged that aligned with growth or fixed mindset. Connections between these choice patterns and existing literature begin to explain how and why instructor mindset impacts student achievement.	en_US
dc.identifier.uri	https://hdl.handle.net/10365/32662
dc.publisher	North Dakota State University	en_US
dc.rights	NDSU policy 190.6.2	en_US
dc.rights.uri	https://www.ndsu.edu/fileadmin/policy/190.pdf	en_US
dc.subject	achievement	en_US
dc.subject	cues	en_US
dc.subject	instructor	en_US
dc.subject	mindset	en_US
dc.subject	opportunity gap	en_US
dc.subject	syllabus	en_US
dc.title	Mindset Matters: An Investigation of How Implicit Theories Manifest in the Syllabus of the College Instructor	en_US
dc.type	Dissertation	en_US
dc.type	Video	en_US
ndsu.advisor	Wood, Nate
ndsu.college	Human Sciences and Education	en_US
ndsu.degree	Doctor of Philosophy (PhD)	en_US
ndsu.department	Education	en_US
ndsu.program	Education	en_US

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