Date of Award
Open Access Dissertation
College of Education
Doctorate of Education, Ed.D.
Belle B. Booker-Zorigian, Ph.D.
Joanna Gilmore, Ph.D.
Alecia C. Eubanks, Ph.D.
mindset, religiosity, achievement, math achievement, bioecological model
Growth mindset and religiosity as separate constructs have been shown to increase student achievement. This study sought to discover if a relationship existed between religiosity and mindset, as well as if mindset or religiosity could predict math achievement. A mixed methods study, guided by Brofenbrenner’s bioecological model, was conducted. This non-experimental quantitative study found a small statistically significant relationship between mindset and religiosity (p < .05). However, religiosity and mindset were not correlated with math achievement; therefore, these constructs could not be used to predict math achievement. Focus group interviews were used to further study the relationship between mindset and religiosity. Students were asked to describe how they developed both their mindset and religiosity beliefs, and then to discuss how these constructs work, both together and separately, to impact academic achievement. Through In Vivo and Process coding, two themes and one key assertion emerged from the interviews. Theme 1: Environmental factors impact religiosity and mindset. Theme 2: Religiosity and mindset impact academic success. Key Assertion: Religiosity and mindset are two distinct yet harmonious constructs within adolescents. Religiosity and mindset influence each other as students grow, develop, and achieve in school.
CU Commons Citation
Luebke, Kathryn, "Religiosity, Mindset, and Math Achievement" (2019). Ed.D. Dissertations. 305.