School underachievement is a persistent problem in the United States. Direct-to-student, computer-delivered growth-mindset interventions have shown promise as a way to improve achievement for students at risk of failing in school; however, these interventions benefit only students who happen to be in classrooms that support growth-mindset beliefs.…

Through secondary analysis of data collected in middle school science classrooms, this study (a) compared gifted and regular students' beliefs about the malleability of intelligence in science; (b) investigated whether teaching gifted and talented middle-school students about malleability of the brain and study skills helped them to develop a…

Despite the fact that homework forms an important cornerstone of student development, many students fail to capitalize on the long-term benefits of doing homework. Several executive skills, including cognitive flexibility, monitoring and planning are suggested as prerequisites for the completion of homework. It follows that homework difficulties…

The following is an abridged version of the author's original Master's thesis written in 2008 for LeMoyne College in Syracuse, New York. This qualitative, structural, comparison determined if twelve Character Education studies of Brigham Young University, specifically the Positive Behavioral Support Initiative, assessed the same literacy program…

Commitment and attachment to school and perception of school norms were examined in a sample of sixth, seventh, and eighth graders to determine whether bullies, victims, bully victims, and students who reported no or low levels of bullying and victimization differed in their level of bonding to school and their perceptions of standards and…