Date of Award


Document Type


Degree Name

Psychology (Ph.D.)



First Advisor

Imad Zaheer

Second Advisor

Mark Terjesen

Third Advisor

Samuel Ortiz


The present study builds upon the existing research regarding the role of self-regulation and mindset as they relate to academic achievement. Currently, little is known regarding how self-regulation and mindset relate to the academic outcomes of low SES students as identified by their qualification for free or reduced-priced lunch (FRPL). The present study examined the relationship between self-regulation, mindset, and achievement for a sample of 44 low SES students in grades four through six to understand if these factors can predict academic outcomes in ELA and mathematics. This information is particularly valuable as schools often make investments in intervention programming to address student deficits and improve academic outcomes. If these factors do not significantly contribute to outcomes for this population, we must continue considering how we address the systemic issues that relate to SES and achievement (e.g., lack of resources, nutrition, etc.) to make a meaningful impact (García & Weiss, 2017b). Results of the current study indicate that self-regulation skills as measured with the SRSI- SR were not predictive of ELA or math achievement outcomes. Conversely, the relationship between mindset and achievement was significant for math state assessment scores and ELA report card grades. Despite some nonsignificant results, mindset scores appear to predict achievement across subject areas better than self-regulation scores. A model combining both factors was not supported at this time. Strengths and limitations of the current findings as well as implications for the field of school psychology and future directions are discussed.

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Psychology Commons