Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Belle B. Booker-Zorigian, Ph.D.

Second Advisor

Joanna Gilmore, Ph.D.

Third Advisor

Alecia C. Eubanks, Ph.D.


Growth mindset and religiosity as separate constructs have been shown to increase student achievement. This study sought to discover if a relationship existed between religiosity and mindset, as well as if mindset or religiosity could predict math achievement. A mixed methods study, guided by Brofenbrenner’s bioecological model, was conducted. This non-experimental quantitative study found a small statistically significant relationship between mindset and religiosity (p < .05). However, religiosity and mindset were not correlated with math achievement; therefore, these constructs could not be used to predict math achievement. Focus group interviews were used to further study the relationship between mindset and religiosity. Students were asked to describe how they developed both their mindset and religiosity beliefs, and then to discuss how these constructs work, both together and separately, to impact academic achievement. Through In Vivo and Process coding, two themes and one key assertion emerged from the interviews. Theme 1: Environmental factors impact religiosity and mindset. Theme 2: Religiosity and mindset impact academic success. Key Assertion: Religiosity and mindset are two distinct yet harmonious constructs within adolescents. Religiosity and mindset influence each other as students grow, develop, and achieve in school.

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