Date of Award
12-1-2025
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
Mark Deschaine
Second Advisor
Jill Cabrera-Davis
Third Advisor
Douglas Davis
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
In Mississippi’s public elementary schools, third-grade students are faced with promotion–retention decisions from the third-grade state assessment and, when retention is the outcome, students often experience negative emotional outcomes. In our school setting, the challenge is how better to help our retained, third-grade students to cope with retention and to grow a strong mindset of self-efficacy towards academic achievement after experiencing retention. This mixed-methods program review research study was conducted to institute a social–emotional learning intervention program in our existing MTSS behavioral program offered to Tier III (at-risk) students. I followed an intervention program to foster a growth mindset for students’ experiencing the emotional distresses and frustrations associated with grade retention. Data collection included surveys and questionnaires. The expected outcome of the social–emotional learning program was to provide retained students with the tools to manage their emotions, to build resilience, to improve social interactions, and to enhance academic performance. By addressing the emotional and social dimensions of learning, a growth mindset program was needed to support students in overcoming challenges and achieving success. The findings contribute to the wealth of research that supports the impact of social–emotional learning on students’ growth, development, and achievement.
Recommended Citation
Davis, Casshaunda, "Creating A Growth Mindset: A Mixed-Methods Program Review Research Study on The Effects of Social–Emotional Learning on Retained Third-Grade Students" (2025). Electronic Theses and Dissertations. 3508.
https://egrove.olemiss.edu/etd/3508