Educators face a challenge, specifically related to the development of non-cognitive skills, mindset, and student achievement. Currently, the focus of educators is on academic skills; however, research shows that non-cognitive skills, including mindset, can account for 75% of a student’s achievement (Peterson, 2018). Social cognitive theory and mindset theory suggest that mindset affects educators and learners at all levels. The purpose of this non-experimental, correlational design study is to examine the relationship between non-cognitive factors, teacher mindset, student mindset, and student achievement in reading. The population is 351 students and 27 faculty members. This study utilizes a non-experimental, correlational design approach, as there will be no manipulation of any of the variables. The measured and analyzed variables are non-cognitive factors, teacher classroom behaviors, teacher mindset, student mindset, and student achievement in reading. Several previously developed research surveys were adapted to create the Student Survey to measure student mindset and the faculty Survey to measure teacher mindset. Using correlation and regression analysis, the current study found no significant relationship between student mindset and student achievement; however, an association seemed to be present between teacher mindset and student mindset. The study also found a relationship between teacher motivation and mindset as well as between the teacher classroom behavior of questioning and teacher mindset. Teachers must be aware of their mindset, and the effect it has on students and the learning environment.
","abstract_html":"<p>Educators face a challenge, specifically related to the development of non-cognitive skills, mindset, and student achievement. Currently, the focus of educators is on academic skills; however, research shows that non-cognitive skills, including mindset, can account for 75% of a student’s achievement (Peterson, 2018). Social cognitive theory and mindset theory suggest that mindset affects educators and learners at all levels. The purpose of this non-experimental, correlational design study is to examine the relationship between non-cognitive factors, teacher mindset, student mindset, and student achievement in reading. The population is 351 students and 27 faculty members. This study utilizes a non-experimental, correlational design approach, as there will be no manipulation of any of the variables. The measured and analyzed variables are non-cognitive factors, teacher classroom behaviors, teacher mindset, student mindset, and student achievement in reading. Several previously developed research surveys were adapted to create the Student Survey to measure student mindset and the faculty Survey to measure teacher mindset. Using correlation and regression analysis, the current study found no significant relationship between student mindset and student achievement; however, an association seemed to be present between teacher mindset and student mindset. The study also found a relationship between teacher motivation and mindset as well as between the teacher classroom behavior of questioning and teacher mindset. Teachers must be aware of their mindset, and the effect it has on students and the learning environment.</p>","abstract_has_math":false,"creators":["Delaney, Jennifer"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Deirdre Greer","Dr. Parul Acharya","Dr. Paul T. Hackett"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-07-27T07:00:00Z","date_published":"2021-07-27T07:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Correlation","Regression Analysis","Non-Cognitive Skills","K-8","Academic Skills","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/453","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Deirdre Greer","Dr. Parul Acharya","Dr. Paul T. 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Currently, the focus of educators is on academic skills; however, research shows that non-cognitive skills, including mindset, can account for 75% of a student’s achievement (Peterson, 2018). Social cognitive theory and mindset theory suggest that mindset affects educators and learners at all levels. The purpose of this non-experimental, correlational design study is to examine the relationship between non-cognitive factors, teacher mindset, student mindset, and student achievement in reading. The population is 351 students and 27 faculty members. This study utilizes a non-experimental, correlational design approach, as there will be no manipulation of any of the variables. The measured and analyzed variables are non-cognitive factors, teacher classroom behaviors, teacher mindset, student mindset, and student achievement in reading. Several previously developed research surveys were adapted to create the Student Survey to measure student mindset and the faculty Survey to measure teacher mindset. Using correlation and regression analysis, the current study found no significant relationship between student mindset and student achievement; however, an association seemed to be present between teacher mindset and student mindset. The study also found a relationship between teacher motivation and mindset as well as between the teacher classroom behavior of questioning and teacher mindset. Teachers must be aware of their mindset, and the effect it has on students and the learning environment.
"]},{"key":"dc:title","label":"Title","values":["A Quantitative Analysis of the Relationship Between Teacher Mindset, Student Mindset, and Student Achievement in Reading among K-8 Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. Deirdre Greer","Dr. Parul Acharya","Dr. Paul T. Hackett"],"dc:creator":["Delaney, Jennifer"],"dc:date.available":["2022-01-24T08:00:00Z"],"dc:description.abstract":["Educators face a challenge, specifically related to the development of non-cognitive skills, mindset, and student achievement. Currently, the focus of educators is on academic skills; however, research shows that non-cognitive skills, including mindset, can account for 75% of a student’s achievement (Peterson, 2018). Social cognitive theory and mindset theory suggest that mindset affects educators and learners at all levels. The purpose of this non-experimental, correlational design study is to examine the relationship between non-cognitive factors, teacher mindset, student mindset, and student achievement in reading. The population is 351 students and 27 faculty members. This study utilizes a non-experimental, correlational design approach, as there will be no manipulation of any of the variables. The measured and analyzed variables are non-cognitive factors, teacher classroom behaviors, teacher mindset, student mindset, and student achievement in reading. Several previously developed research surveys were adapted to create the Student Survey to measure student mindset and the faculty Survey to measure teacher mindset. Using correlation and regression analysis, the current study found no significant relationship between student mindset and student achievement; however, an association seemed to be present between teacher mindset and student mindset. The study also found a relationship between teacher motivation and mindset as well as between the teacher classroom behavior of questioning and teacher mindset. Teachers must be aware of their mindset, and the effect it has on students and the learning environment.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/453"],"dc:language":["English"],"dc:subject":["Correlation","Regression Analysis","Non-Cognitive Skills","K-8","Academic Skills","Curriculum and Instruction","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"dc:title":["A Quantitative Analysis of the Relationship Between Teacher Mindset, Student Mindset, and Student Achievement in Reading among K-8 Students"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:08Z"}