Academic literature on the topic 'Growth mindset'

The research study investigated early childhood teacher perceptions of mindset theory and how teachers can be supported to incorporate the teaching of mindset theory in early childhood contexts. Teachers are pivotal in extending children’s passion for learning to help them aim high and pursue their goals. Substantial research has shown that students with a growth mindset are better positioned for success in learning and in life. The development of a growth mindset to support student learning is recommended as it leads to greater motivation, self-regulation and academic achievement to develop agile and confident 21st century learners. While the literature identifies the impact a growth mindset can have on learning in the upper primary and adolescent years, little is known about supporting early childhood teachers to develop a growth mindset in students in early childhood contexts. This study addresses the need to support early childhood teachers to implement mindset theory to lay solid foundations for learning early in life. A sample of early childhood teachers’ perceptions of mindset was initially examined. Following this, a smaller group of teachers collaboratively developed a set of design principles to support teachers to foster a growth mindset in students in early childhood contexts. Drawing on a pragmatist theoretical framework, four phases of design-based research (Reeves, 2006) were conducted with early childhood teachers in one school in Western Australia. An online survey in Phase One initially gathered 95 early childhood teachers’ (K–2) perceptions of mindset theory through four closed early childhood teacher Facebook groups. The survey data informed the remaining phases of the research. One school in Western Australia was chosen for the remaining phases. Over two five-week iterations, six teachers of children aged 3.5 years to 6.5 years in early childhood classrooms designed, implemented, trialled, refined and evaluated a set of design principles. During the iterations, video reflection diaries, jottings, focus group discussions and a final evaluative survey were used to inform the development and refinement of the principles. Results from Phase One of the study revealed that while early childhood teachers had some understanding of mindset theory and believed that it is an important factor for successful learning, most did not know how to include it in practice. Phases Two, Three and Four aimed to address the identified problem and findings indicated that early childhood teachers found the design principles highly effective and practical in implementing mindset theory in early childhood classrooms. This study offers theoretical and practical contributions to improve early childhood teacher knowledge and practice to assist young learners to develop a growth mindset. All six early childhood teachers indicated that their knowledge of mindset theory improved after developing and implementing the design principles. Additionally, teachers found that the principles were highly effective in providing crucial guidance on the teaching of mindset theory. This novel study was conducted from an educator’s perspective rather than through a psychological lens. It provides findings to develop early childhood teachers’ knowledge and practice of mindset theory in early childhood contexts and highlights the importance of mindset theory to inform strategic direction and policy development.

Studien undersöker fenomenet undervisning med bildkonst och dess potential för ett growth mindset hos barnen. Growth mindset är en del i en psykologisk inlärningsmodell för att öka barns och elevers mindset att välkomna utmaningar och därigenom uppleva att de lyckas. Forskning kring estetiska lärprocesser för ämnesöverskridande lärande berör främst matematik och litteracitet, men har inte studerats som ett verktyg för uppnå ämnesövergripande effekter på lärandet, som delvis kan exemplifieras med growth mindset. Syftet är att undersöka fenomenet förskollärares undervisning med bildkonst, genom att fördjupa kunskapen om verksamma pedagogers upplevelser kring bildskapande konstarter med barn i förskolan. Frågeställningarna är; Vilka är förskollärarnas resonemang och upplevelser om bildkonstens betydelse för barns lärande?, Vilka psykologiska meningsbärande enheter uppstår i förskollärares resonemang om undervisning med bildkonst? samt Vilka effekter av ett growth mindset framträder i förskollärarnas berättelser om arbetet med bildkonst?. Studien har utgått från fenomenologisk vetenskapsteori tillsammans med psykologisk teori om fixed och growth mindset. Narrativ intervju användes tillsammans med video stimulated reflection i studiens datainsamling. The Descriptive Phenomenological Psychological Method används som analysmetod. Studiens resultat mynnade ut i fyra psykologiska meningsbärande enheter; Förskollärares ledarskap, Bildundervisning i förskolan, Bildkonst som mål eller medel? och Skapandets roll i förskolan. I studien visas en växelverkan mellan effekter av ett fixed- och ett growth mindset i förskollärarnas resonemang kring fenomenet undervisning med bildkonst. Växelverkan tydliggjordes i förskollärarnas resonemang kring deras pedagogiska ledarskap och syfte när de i undervisning med bildkonst tog hänsyn till barnens intressen och skapande. Och samtidigt efterleva läroplanen och rikta barnens lärande mot bildundervisningens innehåll. Slutsatsen är att undervisning med bildkonst har potential att uppnå effekten av ett growth mindset i barns lärande.

This research explores the relationship between mindsets and divergent thinking skills. Specifically, the research questions sought to answer whether there was a positive association between a higher presence of divergent thinking skills and a creative growth mindset, as well as the impact environment has on creative growth. A total of 184 second and sixth grade students from a larger urban school district were surveyed. Data collection included: student surveys, two divergent thinking assessments, direct observation of the students and teacher notes. Results indicate most students identify with a creative growth mindset, but are lacking specific strategies to demonstrate creative growth. In addition, reflective survey results revealed the impact environment can have in helping students recognize and apply the specific strategies and characteristics highly creative people possess.

<p> This research addresses the problem of low math achievement of middle school students through the use of a Growth Mindset intervention and related strategies. While the research on Growth Mindset interventions and strategies show positive results in controlled settings, there is a need to better understand Growth Mindset implementation from the perspectives of teachers and students in classroom settings. This study looked at Growth Mindset implementation with 449 students and seven teachers in sixth-grade math classrooms from two middle schools in one suburban school district. This study examines teacher and student perspectives of the effectiveness of four Growth Mindset instructional strategies and achievement results after a Growth Mindset intervention conducted by the classroom teachers. Teachers learned to implement four Growth Mindset strategies through an online professional development series provided by the district and shared their perspectives in an online discussion group and subsequent survey. All the sixth-grade students completed a survey and the researcher conducted two focus groups to identify students&rsquo; perspectives of the classroom goal orientation and the Growth Mindset strategies. The impact of the Growth Mindset intervention was measured using benchmark test scores and trimester grades, which assisted the district&rsquo;s goal to improve mathematics achievement in middle school. The results demonstrate that teachers and students perceive both mastery and performance classroom goal orientations and find two Growth Mindset strategies, celebrating mistakes and providing challenging math tasks, to be well received by both groups. Findings also indicate that after the Growth Mindset intervention student achievement on the benchmark test did not improve, however, students&rsquo; grade point average did improve compared to students from the previous school year in the same district.</p><p>

Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Sherri Martinie<br>This study examined the impact grading policies have on students’ mindsets in urban Midwestern middle schools. The components of this quasi-experimental, causal comparative survey research relied on the grading policies in place at the school level and the students’ reporting of their mindset. Data was collected using a questionnaire containing eight Likert-type questions from the Implicit Theories of Intelligence scale (Dweck, 2006), as well as additional questions seeking the students’ perceptions of grading practices implemented in their buildings. Descriptive statistics, frequencies, t-tests and ANOVA tests were run measuring the impact that a variety of perceived grading practices had on students’ mindset levels. The findings from the research demonstrated no statistically significant differences between the mindset levels of students from schools with different grading policies. Further analysis revealed inconsistencies between student perceptions of the grading practices and the schools’ actual stated grading policies. It appears standards based and traditional grading practices, although specifically stated at the building level, appear to have blended together in the large school district, which may have led to the inconclusive results. Of significance was the finding that students perceived to understand the meaning of their grade, even if it is misaligned with the schools’ policy, reported a growth mindset in comparison to students that reported they did not understand their grade. These findings begin to explore the impact grading practices have on students, especially during the transition from traditional to standards based grading. Further research is needed to fully examine the transition between grading practices and students’ perceptions of those policies. When students’ perceptions of the standards based grading policy do not align with the actual policy, it is assumed that it will have no impact on students’ mindset levels. Future research would seek to understand ways in which educators making a transition from traditional to standards based grading can seek clarity of policies, seek accuracy of implementation and monitor students’ perceptions in alignment with the policies and practices.

The purpose of this study was to examine general education teachers' knowledge and experiences regarding a growth versus a fixed mindset while teaching students with disabilities in Grades K-2. The conceptual framework that was used to guide this study was Dweck's implicit theories of mindsets. Research questions were developed to explore teachers' knowledge and experiences about teaching with a growth mindset versus fixed mindset and how they assessed themselves in terms of teaching with a fixed or growth mindset. The research design was a basic qualitative study that included semi structured interviews and a teacher assessment using a Mindset Quiz. A convenience sampling method was used to recruit 10 general education teachers at a northeastern U.S. elementary school. Data were analyzed through open coding and thematic analysis. The following themes were identified: all participants received no training on how to teach with a growth mindset versus a fixed mindset, all participants were interested in attending professional development on this topic, there was some knowledge of the terms growth versus fixed mindset, and all participants use some type of strategy to help improve student mindsets. The results of this study contribute to positive social change by making educators and administrators more aware of fixed versus growth mindset strategies used in classrooms. This study may bring attention to the concept of mindsets and make educators aware of the need to promote growth mindsets. Additionally, results support the need for professional development for teaching with a growth mindset for students with disabilities. Increased teacher understanding of teaching with growth mindsets can lead to better learning experiences for students in the classroom.

<p> Current research shows that students with a growth mindset are more motivated to learn, want to work harder, are less discouraged by difficulty, use more effective strategies for learning, and have higher academic performance in comparison to students without this mindset. Despite these promising findings, a growth mindset is sometimes not reinforced or is even refuted by classroom conditions. The purpose of this intrinsic case study was to explore how community college educators create classroom environments that foster a growth mindset. The conceptual framework for this study was a social constructivist approach where the interviewer and the participants co-constructed the interpretation of how to influence a growth mindset in the community college classroom. Data were collected through 14 in-depth interviews with community college educators who completed a workshop on influencing a growth mindset. Data were analyzed through categorizing, coding, and identifying themes that answered the research question. The findings of this study indicated that the mindset of the student and the teacher play an important role in academic success at the community college and that faculty desire training in tools and strategies to create classroom environments that foster a growth mindset. Recommendations include an in-depth, experiential professional development program based on research where community college educators from a variety of disciplines can collaborate to gain new knowledge and skills. Training community college educators using the most effective ways of fostering a growth mindset to increase students' motivation, effort, and persistence will lead to greater academic success and degree completion.</p>