Preparing students for life after high school requires more than a focus on building content knowledge. With the goal of overall well-being for adolescents, education must expand beyond the traditional focus on academic excellence to develop the noncognitive factors that promote academic mindsets and build relationships, develop responsibility, foster resilience, and provide relevance for students. This research study investigates how reflective narratives can be utilized as universal interventions within personalized learning plans to foster the noncognitive factors of academic mindsets. Combining the research of social science about resilience, connectedness, and hopefulness with the research of social neuroscience, this study explores the role of story and reflective narratives in optimizing self-efficacy and enhancing overall well-being through the development of relationships, responsibility, resilience, and relevance.
","abstract_html":"<p>Preparing students for life after high school requires more than a focus on building content knowledge. With the goal of overall well-being for adolescents, education must expand beyond the traditional focus on academic excellence to develop the noncognitive factors that promote academic mindsets and build relationships, develop responsibility, foster resilience, and provide relevance for students. This research study investigates how reflective narratives can be utilized as universal interventions within personalized learning plans to foster the noncognitive factors of academic mindsets. Combining the research of social science about resilience, connectedness, and hopefulness with the research of social neuroscience, this study explores the role of story and reflective narratives in optimizing self-efficacy and enhancing overall well-being through the development of relationships, responsibility, resilience, and relevance.</p>","abstract_has_math":false,"creators":["Gardner-Baasch, Debra"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ella Benson","Peter Harrison","Monica McEnerny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-08-01T07:00:00Z","date_published":"2016-08-01T07:00:00Z","updated_at":"2026-07-24T05:21:05Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/74","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ella Benson","Peter Harrison","Monica McEnerny"]},{"key":"dc:creator","label":"Author","values":["Gardner-Baasch, Debra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-08-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/74"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Preparing students for life after high school requires more than a focus on building content knowledge. With the goal of overall well-being for adolescents, education must expand beyond the traditional focus on academic excellence to develop the noncognitive factors that promote academic mindsets and build relationships, develop responsibility, foster resilience, and provide relevance for students. This research study investigates how reflective narratives can be utilized as universal interventions within personalized learning plans to foster the noncognitive factors of academic mindsets. Combining the research of social science about resilience, connectedness, and hopefulness with the research of social neuroscience, this study explores the role of story and reflective narratives in optimizing self-efficacy and enhancing overall well-being through the development of relationships, responsibility, resilience, and relevance.
"]},{"key":"dc:title","label":"Title","values":["Utilizing Reflective Narratives To Promote Academic Mindsets: Building Relationships, Developing Responsibility, Fostering Resilience, And Providing Relevance For Adolescents"]}]}],"canonical_facts":{"dc:contributor":["Ella Benson","Peter Harrison","Monica McEnerny"],"dc:creator":["Gardner-Baasch, Debra"],"dc:date.available":["2016-08-16T07:00:00Z"],"dc:description.abstract":["Preparing students for life after high school requires more than a focus on building content knowledge. With the goal of overall well-being for adolescents, education must expand beyond the traditional focus on academic excellence to develop the noncognitive factors that promote academic mindsets and build relationships, develop responsibility, foster resilience, and provide relevance for students. This research study investigates how reflective narratives can be utilized as universal interventions within personalized learning plans to foster the noncognitive factors of academic mindsets. Combining the research of social science about resilience, connectedness, and hopefulness with the research of social neuroscience, this study explores the role of story and reflective narratives in optimizing self-efficacy and enhancing overall well-being through the development of relationships, responsibility, resilience, and relevance.
"],"dc:identifier":["https://dune.une.edu/theses/74"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"],"dc:title":["Utilizing Reflective Narratives To Promote Academic Mindsets: Building Relationships, Developing Responsibility, Fostering Resilience, And Providing Relevance For Adolescents"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:05Z"}