21st Century Skills: Examining the Influence of Epistemic Development, Mindset, and Extracurricular Participation on Curiosity, Adaptability, and Initiative
Despite the perceived importance of 21st Century skills for college, career, and long-term success, graduates are often reported to have deficiencies in this area. Given their importance, research is needed to explore additional potential avenues through which 21st Century skills can be developed. Utilizing Bronfenbrenner’s (2005) bioecological theory of development as a conceptual framework, the purpose of this study was to develop an understanding of the relationship between extracurricular involvement and an individual’s epistemic development and mindset and the extent to which these characteristics subsequently predict the development of the 21st Century skills of curiosity, adaptability, and initiative. A quantitative approach and survey research methodology were utilized in this study. Participants were 243 undergraduate students from two private institutions of higher education in the central United States. Independent samples t-tests suggested students participating in fine arts during their senior year of high school demonstrated higher levels of curiosity than those who did not participate in fine arts. Furthermore, students who worked during their senior year of high school demonstrated a greater self-centeredness than those who did not work during their senior year of high school. Hierarchical regression analyses suggested gender, fine arts involvement, sport involvement, work involvement, epistemic development, and characteristics of mindset statistically significantly predicted 21st Century skill development.
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