1. 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

2. 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

3. Thriving Defined: the growth of attributes that mark a flourishing, healthy young person

5. 4-H Science

6. Scientific Reasoning I. Science Content II. Scientific Reasoning III. Interest and Attitudes IV. Contributio n through Applied Participatio 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 4- H. California Agriculture. Skills needed to understand and evaluate scientific information; making sense of scientific evidence

7. 4-H Science & NGSS Linked each iThrive module to 1 or 2 scientific and engineering practices 1.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.

8. THRIVE THEORETICAL MODEL (being tested by California 4-H) Self-Reflection Identifying and improving sparks Growth Mindset Better Goal Management PYD Thriving Indicators Caring Character Connection Confidence Competence Contribution Outcomes Lower Stress Lower Depression Higher Self-Esteem Science Attitudes Science Mindset Academic Performance

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

10. Why Do Sparks Matter? Better academic outcomes Better psychological outcomes Better social outcomes Fewer negative risk-taking behaviors THRIVING!

11. 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

12. 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.

13. Dimensions of Goal Selection Choose Your Destination Choose Goals That Help Others/Community Break Down Goals Identify Relations Among Goals

14. Dimensions of Pursuit of Strategies Stick to a Plan Seize the Moment Develop Strategies Show Persistent Effort Check Your Progress

15. Dimensions of Shifting Gears Substitute Strategies Seek Different Help Adapt Strategies of Others Change Goals without Feeling Bad for Long

17. Turning over a new leaf “No matter who you are, you can change your intelligence a lot.” Growth Mindset

18. A leopard cannot change its spots “You have a certain amount of intelligence and you really can’t do much to change it.”

20. 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?

21. 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

22. 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?

23. Indicators of Thriving

25. Curriculum Evaluation (Pre vs. Post) Self-Reflection Identifying and improving sparks Growth Mindset Better Goal Management PYD Thriving Indicators Caring Character Connection Confidence Competence Contribution Outcomes Lower Stress Lower Depression Higher Self-Esteem Science Attitudes Science Mindset Academic Performance

26. 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)

27. Self-Reflection Identifying and improving sparks Growth Mindset* Better Goal Management* PYD Thriving Indicators Caring Character Connection Confidence Competence* Contribution Outcomes Lower Stress Lower Depression Higher Self-Esteem Science Attitudes Science Mindset Academic Performance Curriculum Evaluation (Pre v. Post) 4-H Club youth * Statistically significant

28. 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

29. Self-Reflection Identifying and improving sparks Growth Mindset* Better Goal Management PYD Thriving Indicators Caring Character Connection Confidence Competence Contribution Outcomes Lower Stress Lower Depression Higher Self-Esteem Science Attitudes* Science Mindset Academic Performance Curriculum Evaluation (Pre v. Post) 4-H Afterschool Youth * Statistically significant

30. 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.

31. Curriculum Series

32. Questions? Contact: gmminer@ucanr.edu smworker@ucanr.edu https://4h.ucanr.edu