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Abstract

The main goals of this study were to determine if student growth mindset impacted achievement and motivation and to see if gender and ethnicity made a difference in the type of mindset a student possesses. The study was conducted in a suburban middle school in Georgia with a predominantly white population and aboveaverage socio-economic status. Ninety-five students from four 7th grade social studies classes took part in the eight-week study. The results from the study showed that there was no statistically significant relationship between mindset gains and academic gains; however, there was a strong positive, statistically significant relationship between mindset gains and motivation gains. These results indicated that motivation could be the linking factor between mindset and higher academic achievement.

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File nameDate UploadedVisibilityFile size
Teacher_Impact_on_Student_Growth_Mindset.pdf
20 Jul 2022
Public
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Metadata

  • Institution
    • Gainesville

  • Publisher
    • Perspectives In Learning

  • Date submitted

    20 July 2022

  • Keywords
  • Additional information
    • Author Biography:

      Cassandra Jennings is a graduate of the College of Education at the University of North Georgia and a public school teacher. Joshua A. Cuevas is a professor and educational psychologist in the College of Education at the University of North Georgia, USA. His research interests include applied cognition, assessment, educational measurement, evidence-based reasoning, and memory.

      Book or Journal Information:

      csuepress.columbusstate.edu/pil/vol19/iss1/4