A Mixed-Methods Investigation of Mindset, Grit, Optimism, and Self-Determination in Adolescents with Learning Disabilities and Differences

Tuckwiller, Elizabeth D.; Dardick, William; Kutscher, Elisabeth

doi:10.18666/ldmj-2019-v24-i1-8849

Cited by 5 publications

(7 citation statements)

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“…Regarding perseverance, a study involving high school students with SLDs (Tuckwiller et al, 2017) revealed that this soft skill seems to be associated with optimism and growth mindset, both considered protective factors that contribute to greater student well-being and improved scholastic results.…”

Section: Academic Achievement and Satisfaction Among Students With Sldsmentioning

confidence: 99%

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

et al. 2023

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Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; Mage = 22.7; SD = 3.56; age range = 19–45 years; 147 with SLDs) filled in self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.

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Section: Academic Achievement and Satisfaction Among Students With Sldsmentioning

confidence: 99%

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

et al. 2023

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“…While burnout and stress can be good proxies for the absence of well‐being, this may not always be the case. The Dual Factor Model of Mental Health suggests that some individuals can have low levels of mental health and still have higher levels of well‐being, which can act as a buffer from some of the symptoms or severity of anxiety and depression (Keyes, 2002; Tuckwiller & Dardick, 2018). Furthermore, measuring an outcome by its opposite can be useful to establish discordant validity, but it is not a perfect substitute.…”

Section: Resultsmentioning

confidence: 99%

“…and depression (Keyes, 2002;Tuckwiller & Dardick, 2018). Furthermore, measuring an outcome by its opposite can be useful to establish discordant validity, but it is not a perfect substitute.…”

Section: Negative Psychological Construct Measuresmentioning

confidence: 99%

Methods used to evaluate teacher well‐being: A systematic review

Fox

Walter

Ball

2023

Psychology in the Schools

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Teacher stress, burnout, and attrition are well‐documented problems that have been amplified as a result of the COVID‐19 pandemic. Recent efforts to study and improve teacher well‐being in response to such high levels of burnout are promising. However, the field continues to lack a unified definition of teacher well‐being and consistent use of tools with which to measure teacher well‐being. These inconsistencies may limit the ability to compare interventions and improve teacher well‐being over time. Clarifying how teacher well‐being is defined and operationalized can enable others to understand what a particular intervention or study does or does not improve. This systematic review explored 97 studies of teacher well‐being and documented tools used to measure the construct. The studies reviewed relied on a wide variety of instruments, ranging from mental health tools to subjective well‐being and teacher efficacy measures, with few using specific Teacher Well‐Being Scales. Findings suggest the need for more uniform approaches to measurement and the need for a clearly articulated definition of teacher well‐being that is distinct from stress or burnout. Researchers recommend the use of a multifactor scale that includes elements of teacher efficacy, school support, workload and time pressure, and job satisfaction.

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“…Gritty people are more likely to realize the meaning of life and are less likely to be depressed [47]. Similarly, grit is positively associated with life satisfaction [36]; individuals with anxiety are less likely to have lower levels of optimism and life satisfaction [48]. Although these factors were not investigated in this study, it is recommended that how grit affects psychological problems should be explored in the future.…”

Section: Discussionmentioning

confidence: 99%

Study on the Relationship between Mental Health Literacy and Psychological Symptoms of University Students: Mediating Effect of Grit

Kim¹,

Park²

2023

International Journal of Mental Health Promotion

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Background: The occurrence of mental health symptoms is higher in individuals aged between 18 and 24 years than in other age groups. Mental health literacy is derived from health literacy, and focuses on the knowledge, attitudes, and competencies that individuals need to acquire to manage their own health effectively. Low mental health literacy is associated with poorer mental health. Grit is also a known protective factor against mental disorders. Despite a heightened focus on mental health literacy and grit as important factors for decreasing mental health symptoms, knowledge of the effect of mental health literacy and grit on mental health symptoms is very limited. This study aimed to evaluate the relationship between mental health literacy and psychological symptoms and the mediating effect of grit on these relationships. Methods: This cross-sectional descriptive study used survey data from 178 university students in Korea. Data were collected between March and May 2022. The SPSS PROCESS macro (Model 4) was used to analyze the data. Results: Mental health literacy was not directly associated with psychological symptoms. However, an indirect pathway was observed between mental health literacy, depression, and anxiety, through grit. Conclusion: Mental health literacy affects psychological symptoms through grit. Therefore, to improve the mental health of university students, it is necessary to develop programs that increase mental health literacy and grit.

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A Mixed-Methods Investigation of Mindset, Grit, Optimism, and Self-Determination in Adolescents with Learning Disabilities and Differences

Cited by 5 publications

References 0 publications

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Methods used to evaluate teacher well‐being: A systematic review

Study on the Relationship between Mental Health Literacy and Psychological Symptoms of University Students: Mediating Effect of Grit

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