4-H Junior and Teen Leadership Project iThrive 3: Leadership, Science & Me Gemma Miner 4-H...

4-H Junior and Teen Leadership Project

iThrive 3: Leadership, Science & Me

Gemma Miner4-H Thrive Academic Coordinator

Steven Worker4-H Science, Engineering, and Technology Coordinator

Agenda• Thrive Theory of Change• 4-H Science & NGSS• Sparks• GPS Goal Management• Activity: Can Can Robot• Growth Mindset• Self-Reflection• Activity: Mystery Tube• Evaluation findings

Thriving Defined:

the growth of attributes that mark a flourishing, healthy young person

4-H Science

Scientific Reasoning

Article In Press: Smith, M. H., Worker, S., Ambrose, A., Schmitt-McQuitty, L. (in press). “Anchor points” to define youth scientific literacy within the context of California 4-H. California Agriculture.

Skills needed to understand and evaluate scientific information; making sense of scientific evidence

4-H Science & NGSS

Linked each iThrive module to 1 or 2 scientific and engineering practices1.Asking questions and defining problems.2.Developing and using models.3.Planning and carrying out investigations.4.Analyzing and interpreting data.5.Using math and computers.6.Constructing explanations and designing solutions.7.Engaging in argumentation from evidence.8.Obtaining, evaluating and communicating information.

Worker, S.M. (2013). Embracing scientific and engineering practices in 4-H. Journal of Extension, 51, 3 [On-line]. Article 3IAW3.

THRIVE THEORETICAL MODEL(being tested by California 4-H)

• Special quality, skill or interest• By age ten, all youth understand the concept of spark• Sparks can change over time

Sparks

Why Do Sparks Matter?

• Better academic outcomes• Better psychological outcomes• Better social outcomes• Fewer negative risk-taking

behaviors

THRIVING!

G – Goal Selection “Where do I want to go?”P – Pursuit of Strategies “What is the best way to get there?”S – Shifting Gears (in the face of challenges)“How do I compensate when the road gets rough?”

GPS Goal Management

Goal Management Research

Intentional and adaptive relations between the individual and their environments is key for successful development

One’s ability to self-regulate as they interact within their environments is a key variable in predicting thriving across adolescence and into adulthood.

Dimensions of Goal Selection

• Choose Your Destination • Choose Goals That Help

Others/Community• Break Down Goals• Identify Relations Among

Goals

Dimensions of Pursuit of Strategies

• Stick to a Plan• Seize the Moment• Develop Strategies• Show Persistent Effort• Check Your Progress

Dimensions of Shifting Gears

• Substitute Strategies• Seek Different Help• Adapt Strategies of Others• Change Goals without

Feeling Bad for Long

Turning over a new leaf

“No matter who you are, you can

change your intelligence a lot.”

Growth Mindset

Fixed Mindset

A leopard cannot change its spots

“You have a certain amount of

intelligence and you really can’t do

much to change it.”

Growth vs. Fixed Mindset

Growth mindset interventions are shown to: • Improve math grades• Reduce gaps across marginalized groups in

standardized testing • Improve school engagement and enjoyment,

which led to higher grades• Reduced aggression and improved classroom

behavior • Reduce hostile intent attributions and

aggressive desires

Why Does a Growth Mindset Matter?

• Higher order thinking process – an abstract skill• Involves recreating and

making sense of experiences• Involves narrative,

requires memory of feelings and thoughts

Self-Reflection on Thriving

• Provides information for moving forward• Increases motivation and ownership of learning• Adaptive – associated with emotional clarity

and emotional regulation• Leads to goal clarity and problem solving

orientation• Self-reflective narrative supports sense of self

and can have positive health impacts

Why Does Self-Reflection Matter?

Indicators of

Thriving

Curriculum Evaluation (Pre vs. Post)

Curriculum Evaluation (Pre v. Post)

Youth in 4-H Clubs saw an increase in: • Mindset (n=71, pre-mean=4.15, post-mean=4.41)***

• Goals (n=72, pre-mean=5.00, post-mean=6.51)***

• Competence (n=63, pre-mean=4.06, post-mean=4.22)*

• Contribution (n=63, pre-mean=4.20, post-mean=4.35)^

• Science Mindset (n=63, pre-mean=4.29, post-mean=4.43)^

• Marginal decrease in depression (n=67, pre-mean=1.67, post-mean=1.53)^

*** p<.001 ** p<.01 * p<0.5^ while not statistically significant, still found a moderate effect size (Cohen’s D > 0.20)

Curriculum Evaluation (Pre v. Post)4-H Club youth

* Statistically significant

Curriculum Evaluation (Pre v. Post)

Youth in afterschool programs saw an increase in:•Mindset (n=165, pre-mean= 3.26, post-mean=3.5)***

•Science interest (n=148, pre-mean=3.13, post-mean=3.33)*

*** p<.001 ** p<.01 * p<0.5

Curriculum Evaluation (Pre v. Post)4-H Afterschool Youth

* Statistically significant

Curriculum Evaluation (Pre v. Post) Correlations

• Growth in mindset is related to growth in PYD, academic effort, science interest and science mindset, and less stress.

• Growth in goals is related to growth in PYD, self-esteem, academic effort, and science attitudes, interest, and skills.

• Sparks is related to self-esteem and usefulness of science.• Growth in PYD is related to less stress, and growth in self-

esteem, life satisfaction, academic effort, science attitudes, interest, and skills, science mindset, confidence in doing science, usefulness of science, and less gender bias in science.

Curriculum Series

Questions?

Contact: gmminer@ucanr.edusmworker@ucanr.edu https://4h.ucanr.edu