This study investigated socioeconomic inequalities in children’s own mindset and teachers’ mindset about these children’s abilities in sixth grade of elementary school. More specifically, it examined a) whether socioeconomic status (SES) associated with children’s general, math, and reading mindset and b) whether teachers’ mindset about these same children’s math and reading abilities mediated the associations between SES and children’s own math and reading mindset. Participants were 396 children (53 % female, 89 % native Dutch, Mage = 11.96) and 44 teachers (73 % female, Mage = 41.28) from 13 elementary schools in the Netherlands. Children’s general, reading, and math mindsets were measured using self-report questionnaires. Teachers’ mindset about these same children’s math and reading abilities were teacher-specific and individual-child oriented. That is, teachers separately reported their mindsets about each participating child’s math and reading abilities, which reflected the extent to which teachers believed that each child's math and reading abilities were malleable. SES was operationalized by parents’ highest attained education levels ranging from elementary school education to a master’s degree or higher. Main effect results showed that compared to children from higher-SES backgrounds, children from lower-SES backgrounds had a weaker general growth mindset, trend-level but not significant weaker math growth mindset, and similar levels of reading growth mindset. Results from the mediation models showed that teachers’ mindset about children’s math and reading abilities were not mediators in the associations between SES and children’s math and reading mindset. That is, teachers’ mindset about children’s math and reading abilities did not differ by children’s SES backgrounds and did not associate with children’s own reading and math mindset. Future research using longitudinal designs with broader SES samples is encouraged to study alternative mechanisms that may explain SES-related differences in children's mindset in elementary school.
Despite the importance of feedback provision, past research has infrequently examined secondary students’ engagement with Written Corrective Feedback (WCF) in non-East Asian contexts, over extended periods, and in relation to different types of learning outcomes. Addressing these gaps, this longitudinal study investigated how Cypriot secondary-school students engaged with teacher WCF over a full academic year and how this engagement related to their cognitive, meta-cognitive, and affective outcomes. Drawing on data from 24 purposefully selected Grade-11 students in authentic conditions, and by using thematic analysis, we examined engagement across cognitive, affective, and behavioral dimensions, while searching for links to students’ outcomes. The analysis revealed four distinct student profiles, including one that was previously undocumented, varying in depth and quality of engagement. Notably, students who engaged more substantively with WCF tended to demonstrate more positive outcomes than those with superficial engagement. We consider the theoretical, methodological, and practical implications of these findings.
Higher education can support employment, economic security, belonging, purpose and social inclusion. Although existing research has focused on barriers to access and participation, less is known about how students mobilize personal, social and community assets to support health and wellbeing during resettlement. This participatory case study examined the experiences of students enrolled in a humanitarian scholarship program at one Australian university. Qualitative data were collected from 18 participants through co-designed activities, including a world café and six in-depth interviews with students and program staff. Data were analyzed using directed content analysis informed by the Health Assets Framework. We found that higher education fostered belonging and purpose and supported the development of social networks, language skills and confidence through mentoring and informal campus interactions. Students’ engagement with university life was also shaped by their capacity to draw on resilience, peer and family support, language acquisition and acculturation. Universities can play an important role in supporting the health and wellbeing of students from refugee backgrounds. Sustained, trauma-informed approaches that recognize students’ social, emotional and educational needs, as well as their strengths and contributions, are needed to enable students to thrive during and beyond study.
