4-H Junior and Teen
Leadership Project
iThrive 3: Leadership,
Science & Me
Gemma Miner
4-H Thrive Academic Coordinator
Steven Worker
4-H Science, Engineering, and Technology Coordinator
Agenda
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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
Skills needed to
understand and
evaluate scientific
information; making
sense of scientific
evidence
I.
Science
Content
IV.
Contributi
n through
Applied
Participati
n
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 4H. California Agriculture.
II.
Scientific
Reasoning
III.
Interest
and
Attitudes
4-H Science & NGSS
Linked each iThrive module to 1 or 2 scientific
and engineering practices
1.
2.
3.
4.
5.
6.
7.
8.
Asking questions and defining problems.
Developing and using models.
Planning and carrying out investigations.
Analyzing and interpreting data.
Using math and computers.
Constructing explanations and designing solutions.
Engaging in argumentation from evidence.
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.
Growth Mindset
Better Goal
Management
Caring
Character
Connection
Confidence
Competence
Contribution
Outcomes
Identifying and
improving sparks
PYD Thriving Indicators
Self-Reflection
THRIVE THEORETICAL MODEL
(being tested by California 4-H)
Lower Stress
Lower Depression
Higher Self-Esteem
Science Attitudes
Science Mindset
Academic
Performance
Sparks
• Special quality, skill or interest
• By age ten, all youth understand the concept of spark
• Sparks can change over time
Why Do Sparks Matter?
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Better academic outcomes
Better psychological outcomes
Better social outcomes
Fewer negative risk-taking
behaviors
THRIVING!
GPS Goal Management
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?”
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
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Stick to a Plan
Seize the Moment
Develop Strategies
Show Persistent Effort
Check Your Progress
Dimensions of Shifting Gears
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Substitute Strategies
Seek Different Help
Adapt Strategies of Others
Change Goals without
Feeling Bad for Long
Growth Mindset
“No matter who
you are, you can
change your
intelligence a lot.”
Turning over a new leaf
Fixed Mindset
“You have a certain
amount of
intelligence and
you really can’t do
much to change it.”
A leopard cannot change its spots
Growth vs. Fixed Mindset
Why Does a Growth Mindset Matter?
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
Self-Reflection on Thriving
• Higher order thinking
process – an abstract skill
• Involves recreating and
making sense of
experiences
• Involves narrative,
requires memory of
feelings and thoughts
Why Does Self-Reflection Matter?
• 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
Indicators
of
Thriving
Growth Mindset
Better Goal
Management
Caring
Character
Connection
Confidence
Competence
Contribution
Outcomes
Identifying and
improving sparks
PYD Thriving Indicators
Self-Reflection
Curriculum Evaluation (Pre vs. Post)
Lower Stress
Lower Depression
Higher Self-Esteem
Science Attitudes
Science Mindset
Academic
Performance
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)
Growth Mindset*
Better Goal
Management*
Caring
Character
Connection
Confidence
Competence*
Contribution
* Statistically significant
Outcomes
Identifying and
improving sparks
PYD Thriving Indicators
Self-Reflection
Curriculum Evaluation (Pre v. Post)
4-H Club youth
Lower Stress
Lower Depression
Higher Self-Esteem
Science Attitudes
Science Mindset
Academic
Performance
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
Growth Mindset*
Better Goal
Management
Caring
Character
Connection
Confidence
Competence
Contribution
* Statistically significant
Outcomes
Identifying and
improving sparks
PYD Thriving Indicators
Self-Reflection
Curriculum Evaluation (Pre v. Post)
4-H Afterschool Youth
Lower Stress
Lower Depression
Higher Self-Esteem
Science Attitudes*
Science Mindset
Academic
Performance
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 selfesteem, 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.edu
smworker@ucanr.edu
https://4h.ucanr.edu