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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: [email protected]@ucanr.edu https://4h.ucanr.edu