COVID presented unforeseen challenges that significantly impacted student’s ability to stay focused on academic success. This research aligns these challenges with opportunities tied to grit and growth mindset. Blending the academic research with qualitative exploration, the presenters will delve into solutions to combat the additional stress and unforeseen circumstances.
We are in an unarguably unusual and stressful academic, social, and economic environment. As a result, students have encountered many new challenges as they prioritize work, personal, and academic priorities to stay on-track, healthy, positive, and productive during COVID. Our research spans and bridges the unique challenges caused by the pandemic with supportive tools and strategies to leverage both grit and a growth mindset. The need for understanding, evaluating, and problem solving in this area has never been greater.
This presentation describes techniques and methodologies that can be used to enhance student success in these challenging times. The research is anchored by Angela Duckworth’s work on grit and the concept of a growth mindset. Duckworth is an assistant professor at the University of Pennsylvania, and her research focuses on the personality trait "grit." She uses “a perseverance and passion for long-term goals” as the definition of grit. She and her colleagues identified two traits in individuals that predict achievement: grit and self-control. Duckworth and her colleagues found that grit—the tendency to sustain interest in and effort toward very long-term goals—contributes significantly to successful outcomes. In short, grit is a better predictor of high school graduation and grade point average than IQ (Duckworth, 2013). Further, she found that “Gritty” individuals approach achievement as a marathon; their advantage is stamina.
Additionally, the work of Carol Dweck from Stanford University, gives more insight into what it takes to persevere. She identified that individuals have two very different mindsets, fixed and growth mindsets. She has shown that people achieve what they believe about themselves (2012). Individuals with a fixed mindset believe that traits such as intelligence and talent are finite. Conversely, individuals with growth mindset see their talents as qualities to be developed through dedication and effort. These individuals see education, experience, and practice as opportunities to increase mastery. When those with a fixed mindset become discouraged, they quit. The fixed mindset is looking for the reward now rather than later. And when faced with failure, individuals with a fixed mindset reports that they would cheat on the next attempt rather than keep trying. On the other hand, when those with a growth mindset encountered obstacles, they were encouraged by the challenge.
Students in the university setting come with varied backgrounds. The amount of previous schoolwork, workplace training or personal work experience may help identify which mindset they have been developing. Regardless of students’ historical mindset, the pandemic has caused unprecedented stress. The use of coping tools and strategies can have a significant impact on opening up a fixed mindset for development opportunities. An example is research by Camille Farrington and colleagues at the University of Chicago looking at the role of developmental factors in school performance. They have found that students’ mindsets and perseverance are directly associated with their grades. Students with growth mindset and perseverance earned high grades. Farrington (2013) has also found that these two developmental factors determined student engagement, class attendance, assignment completion, ability to learn from failure, and ability to stick to tasks until they are completed.
This discussion will include the importance of consciously balancing life responsibilities and priorities, and managing stress, in this academic environment. Thus, part of this research three seasoned academic professionals has compiled a comprehensive literature review to fully understand and share the challenges, opportunities, and strategies that have been proven effective to help mitigate the additional challenges brought on by the changing academic environment.
The student research focus is three-fold. First, we will provide an academic foundation and theoretical framework for work life balance and stress management related to grit and a growth mindset. Secondly, we will explore concepts, tools and techniques that can be leveraged to support academic success, emotional balance, health, and well-being. Finally, session take-aways will include information on physical, mental, and emotional tools that students can leverage to support academic progress as well as mental and physical health during and after the current pandemic.
As a result of the pandemic, Universities also had to pivot immediately. They had to change their mindset from traditional lecture format to exclusively online learning. Did Universities have a learning management system and trainings in place to meet the needs of both their faculty and students? The shift to virtual learning during the pandemic presented challenges for students. They experienced lack of access to internet, bandwidth stability, and outdated equipment. Klein and Liang (2019) also discussed how Boston College researchers created an app to create a collaborative community for their students (para. 7). Skopec (2020) discussed the challenges higher education institutions are facing to best serve their students. Faculty and students were at the forefront of the conversation because of the dramatic shift in transitioning to online learning. The focus was to ensure proper training while dealing with the potential stress in a new environment. The ongoing support and resources provided were instrumental in highlighting the significance of interactive discussions for various types of learners.
Students had to make rapid adjustments to their personal and educational lives. During the pandemic, most companies transitioned their employees to work from home. This meant adjustment to surroundings and attending daily videoconferences. Ramachandran (2021) pointed out that the explosion in virtual meetings increased fatigue, stress, cognitive, and emotional overload. Working adult students will find value in the recommendations provided while attending their online classes. In addition to the adjustments, from a physical and mental health perspective, students needed additional support and coping mechanisms to navigate the new normal.
The entire presentation of this research is designed to be an interactive experience. In addition to a small group exercise, we will leverage Kahoot to uncover trends and engage the audience. Session take-aways will include information on physical, mental, and emotional tools that students alike can leverage to support mental and physical health during and after the current pandemic.
References:
Duckworth, A. L. (2013). The key to success? Grit. [Video file] Available from https://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit
Dweck, C. S. (2012). Mindset: How you can fulfill your potential. London: Little, Brown Book Group
Farrington, C. (2013). Academic mindsets as a critical component of deeper learning. Retrieved January 23, 2016, from http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013
Klein, T., & Liang, B. (2020, September 9). Using Tech to Boost the Value of Higher Education During COVID-19. EdTech. https://edtechmagazine.com/higher/article/2020/09/using-tech-boost-value...
Ramachandran, R. (2021). Stanford News: Stanford researchers identify four causes for Zoom fatigue and their simple fixes. https://news.stanford.edu/2021/02/23/four-causes-zoom-fatigue-solutions/
Skopec, C. (2020, May 21). The 7 Biggest Higher Ed Technology Challenges Schools Are Facing Amidst COVID-19. Collegis Education. https://collegiseducation.com/news/technology/higher-ed-technology-challenges-covid-19/