Dissertations / Theses: 'Growth mindset'

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Boylan, Fiona. "Mindsets matter: Early childhood teacher perceptions of mindset." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2476.

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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.

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Mlakar, Melissa K. "Principals' Mindset: Growth or Fixed?" Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu15596566661678.

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Holloway, Jeremy Christopher. "Visualization for Growth Mindset of Underrepresented College Students." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588599835366586.

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Abrahamsson, Olsson Sara. "Estetisk växtvärk : Bildkonstens potential till ett growth mindset." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42788.

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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.

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Johnson, Vicki D. "Growth Mindset as a Predictor of Smoking Cessation." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1246034970.

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Seibel, Heather Michele. "Growth mindset and fluency in the art classroom." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/2273.

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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.

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Tecker, Sheryl S. "Bridging the Gap| Growth Mindset Research and Educators' Practice." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745035.

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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’ 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’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’ grade point average did improve compared to students from the previous school year in the same district.

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Thiele, Julie. "Grading practices and mindset development: the growth of both." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32811.

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Doctor of Philosophy Curriculum and Instruction Programs Sherri Martinie 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.

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Hellthaler, Kimberly Nicole. "Teachers' Beliefs About Using a Growth Mindset When Teaching Special Education Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7928.

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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.

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Auten, Marianne Adams. "Helping Educators Foster a Growth Mindset in Community College Classrooms." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591125.

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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.

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Berlin, Kelly. "The Relationship Between Growth Mindset and Students' Psychological Well-Being." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1548856024417893.

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Auten, Marianne Adams. "Helping Educators Foster a Growth Mindset in Community College Classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1073.

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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.

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Biederstedt, Josh Matthew. "The Impact of Formative Experiences on a Pre-Existing Growth Mindset." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624628102742875.

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Churchward, Peter G. "Leading toward a growth mindset in an educational climate of accountability." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95487/1/Peter_Churchward_Thesis.pdf.

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This study explores the significant moments for a school leader when leading a school reform towards a growth mindset. The challenges of balancing the public narrative of educational performance and the leader’s ontological narrative are explored in a qualitative narrative inquiry. A Queensland school leader’s reflective journal was analysed through the theoretical lens of reflexivity. The findings identify several conflicting emotions experienced by the change leader. The thesis argues that Leadership for Learning principles can be enhanced through reflexivity. This study has relevance for understanding how reflexive approaches to change leadership may support school leaders in their complex roles.

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Filippini, Andrea. "Lean Startup: mindset per governare le startup." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/17562/.

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Le startup durante la loro crescita necessitano di un'organizzazione differente rispetto alla tradizionale: l'incertezza del mercato, i pochi fondi a disposizione e la non identificazione del mercato corretto potrebbero portare la startup a realizzare un prodotto di cui il mercato non necessita. Il lean startup aiuta le giovani imprese a crescere in modo corretto insegnando loro un mindset costruisci-apprendi-misura il quale porta la giovane azienda a misurarsi con il proprio utente, in questo caso con i primi utilizzatori del prodotto. Viene introdotta la figura del growth hacker la quale, applicando i principi del lean startup, sviluppa un prodotto a stretto contatto con l'utente con un approccio data-driven. Il growth hacker realizza esperimenti e misura i risultati. Se quest'ultimi sono coerenti e hanno effettivamente portato un miglioramento al prodotto, l'esperimento viene integrato nei processi della startup. L'elaborato include un report di Startup Genome che, a seguito di un'analisi effettuata si oltre 3200 startup, dimostra che una startup consistente, ovvero una startup che segue i principi del lean startup, abbia una maggior probabilità di avere successo rispetto ad una non consistente. L'elaborato si conclude con il caso studio di AffittoGiardino. La startup, applicando i principi del lean startup, è riuscita a produrre un prodotto utile per il mercato e adottata da molti innovatori del mercato. Alcuni di questi infatti, hanno rivoluzionato la loro economia reinventando il proprio giardino. AffittoGiardino è attualmente incubata nell'incubatore delle startup dell'Università di Bologna dove, giornalmente, applica il mindset del lean startup.

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Fegley, Alan D. "Cultivating a growth mindset in students at a high-achieving high school." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 126 p, 2010. http://proquest.umi.com/pqdweb?did=1992442051&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Willeke, Marian. "Relationship between Whole-Person Learning and Growth Mindset in First-Generation Learners." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/612.

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Growth mindset is an important component for a journey towards self-actualization. It is unknown if whole-person learning can assist development of that growth mindset for first-generation learners. The purpose of this quasi-experimental study was to examine if exposure to whole-person learning positively influences a growth mindset by exploring the relationship between whole-person learning and a growth mindset in first-generation learners. Whole-person learning was presented as a vehicle for developing that growth mindset towards self-actualization. Dweck's Mindset Survey scores were collected from first-generation learners who participated in orientation courses either with or without whole-person learning in 4 institutions (n = 177) using a pretest/posttest control group design. A mean analysis of the overall pretest and posttest score was conducted using a factorial ANOVA. No significant change in mindset was detected from the pretest (first week of orientation courses) to posttest (last week of orientation courses) based on exposure to whole-person learning. It was discovered through one-way ANOVA demographic analysis that Black first-generation learners had a significantly higher mindset mean score (7.1) than White first-generation learners. While it is still unknown if exposure to whole-person learning pre-disposes first-generation learners towards growth mindset, there was a positive implication in that Blacks appeared more pre-disposed to a journey of self-actualization when exposed to whole-person learning. The social change benefit for this implication is that an increased focus on affective learning may lead to higher success rates within academics, career, and personal satisfaction for Black first-generation learners. Future researchers should include faculty engagement with whole-person learning and the development of an instrument more conducive to measuring mindset for adult learners.

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Cruz, Bobby. "Teachers' Knowledge, Perceptions, and Practices About Mindset in the Northern Mariana Islands." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5845.

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The problem studied was the poor academic achievement of middle school students in the Commonwealth of the Northern Mariana Islands (CNMI). Research indicates that a growth mindset positively affects a student's academic achievement and motivation to learn. However, despite the importance of mindset in fostering student success and enhancing learning, mindset remains underexplored in the CNMI. The purpose of this generic qualitative study was to fill this gap in knowledge by investigating teachers' knowledge, perceptions, and practices concerning mindset in the CNMI. Three research questions examined teachers' knowledge and perceptions of mindset in the CNMI and how teachers described and demonstrated the use of mindset in their practices. Dweck's seminal work on mindset served as the conceptual framework. Social constructivism guided the study process. Qualitative data were collected from 15 purposively sampled teachers at a local CNMI middle school. Data were analyzed through categorization and codification, from which emerging themes were used to answer research questions. Results indicated that teachers in the local middle school have limited knowledge and inaccurate perceptions regarding the mindset concept. Accordingly, the analysis recommended the need for and served as the basis for the design of a professional development workshop about mindset for teachers throughout the CNMI to enhance teacher instruction and improve student learning, thus promoting positive social change.

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Yu, Shasha. "Facilitating a Creative Growth Mindset: A Creative Process that Integrates Gameplay with Maketools." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587417280180723.

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Lewis, Hannah Mae. "Implementation and Effects of University College Algebra Growth Mindset Structured Assessments in Large Lectures." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7674.

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Recent scientific evidence shows the incredible potential of the brain to grow and change. Students with a growth mindset view errors and obstacles as opportunities for growth. These students welcome challenges and the opportunity to learn from their mistakes. Although some university instructors are incorporating growth mindset into their lectures, attitudes, and exams in small classes, the traditional exam method used in large lecture undergraduate mathematics classrooms follows a fixed mindset model. The growth mindset structured assessments developed for this study incorporate a testing center portion (matching, short answer, fill in the blank and free response) with structured rework opportunities, a written portion with peer reviews, and a group portion. The purpose of this study was to understand the relationship between (1) large lecture college algebra undergraduate growth mindset structured assessments and (2) students’ achievement, drop/fail/withdraw rates, mindsets, and anxiety. This relationship is determined using the final exam scores, the withdraw and fail rates, and the responses from a Likert scale survey and a Qualtrics free response survey. No statistically significant difference in mean final exam scores was found, however, withdrawal and fail rates were lower for the class participating in the growth mindset structured assessments than the control classes. Lower levels of math test anxiety and higher levels of growth mindset were demonstrated in the class participating in the growth mindset structured assessments.

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Lindberg, Anna. "Mindsets – är de nyckeln till att öka elevernas engagemang i sitt eget lärande?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36391.

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Det är skolans ansvar att motivera sina elever till lärande. Efter ett initierande samtal med en avgångsklass på ekonomiprogrammet på en kommunal gymnasieskola framkom det att eleverna inte såg någon nytta i själva inlärningsprocessen. Motivation för att kunna något fanns, men motivation till att lära sig något saknades.Carol Dweck ger genom sina teorier om mindsets en beskrivning av just detta fenomen. Hon delar in elever i två grupper efter hur de ser på sin egen intelligens och vilka mål eleverna ser med sitt eget lärande. I följande arbete görs en studie av Dwecks arbete genom att, i första delen, beskriva teorin för att se om man kan dra paralleller mellan en elevs mindset och dennes benägenhet att engagera sig i sitt eget lärande. Studien visar genom Dwecks definition av statiska respektive dynamiska mindsets att så är fallet, teoretiskt. Studien går vidare med att beskriva Dwecks tankar om hur man kan göra för att påverka eleverna till att öka sitt engagemang. Teorin exemplifieras genom en sammanfattning av en av Dwecks forskningsstudier.I den andra delen av studien appliceras Dwecks teorier på elever vid en kommunal gymnasieskola. Genom att testa elevernas mindset med två av Dwecks egna instrument undersöks om Dwecks teorier är applicerbara för att förklara intrycket att eleverna i det ursprungliga samtalet inte ser en nytta i själva lärandet som process. Elevernas mindset testades genom en enkät med 22 frågor. 38 elever svarade på enkäten. Enkäten följdes upp med semistrukturerade intervjuer där 11 elever studerades mer ingående.Genom Dwecks teorier och definitioner av mindsets kan man tänka sig att det uppfattade fenomenet i det initierande samtalet beror på att eleverna främst besitter statiska mindsets. Genom enkät och intervjuer visade det sig att så inte var fallet. Då enkät och intervjuer utgick från elevernas allmänna uppfattning om intelligens, talang och arbete kan man inte dra slutsatser om teorierna har bevisats eller ej. Vid fortsatta studier skulle det vara intressant att göra om samma studier med specifikt skolan och inlärningsmål som domän.

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Kunz, Emily Ann Hales. "Secondary Mathematics Teachers' Mindsets." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8691.

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Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.

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Potgieter, Roelof Daniel. "Goal orientation, the growth mindset and coping strategies for success and failure in competitive sport." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/30330.

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In today’s sport careers there is no room for error. This is why athletes should be “on top of their game” every time they compete. It is very important for athletes to keep their emotions under control, because emotions can sometimes determine success or failure. But more important is how the athlete reacts to success and failure. Therefore, in this study the aim was to establish an athlete’s reaction to success and failure. An athlete should have the ability or strategy to handle success and failure. According to this statement, it underlines the importance of the current study. The fact that there are limited resources in this field accentuates the need for this study. Each athlete experiences and reacts to success or failure differently. An athlete can use success or failure as a facilitator or as a debilitator. If an athlete sees success or failure as a facilitator, he or she will use success or failure as a method to enhance his or her performance. But if an athlete sees success and failure as a debilitator, it means that the athlete does not have the ability or skills to use success or failure to his or her advantage. It seems that elite athletes may have the skills or ability to use success and failure as a facilitator and not as a debilitator owing to the fact that in the elite arena there is no place for errors. In this study, the researcher examines how elite and beginner athlete’s handle success and failure and what their reaction is towards success and failure. Each athlete has a unique way to develop his or her talents. Athletes who believe that they are born with limited talent or ability and cannot improve this talent by more practice or more effort can be classified as having a static mindset. When athletes believe that they can improve their talent or ability, they could be seen as athletes with a growth mindset. This study made use of a combination of convenient and random sampling. Each athlete had to comply with the criterium to be part of the study. The criterium stipulated that each athlete should be an active participant in sport either at school-, provincial-, national- or international level. To determine what goal orientation each athlete had, they were asked to fill out the task- and ego orientation in sport questionnaire. To determine what their reactions to success and failure were, athletes completed an assessment of success and failure questionnaire that was self-developed by the present researcher Roelie Potgieter and his study leader professor Ben Steyn. The self-theory questionnaire that was completed by the athletes determined whether an athlete was in the fixed or growth mindset. Using the results determined through the questionnaires that were completed by the athletes, correlations could be made to motivate the study. Task orientation and the growth mindset is more predominant than ego orientation and the fixed mindset. Athletes in general react more constructively towards success and failure. A strong correlation was found between task orientation and positive reaction to success and failure. Partial correlation between ego orientation and positive reaction to success was found. Positive relations were discovered between task orientation and the growth mindset, as well as ego orientation and the fixed mindset. AFRIKAANS : In vandag se sportloopbane is daar geen ruimte vir foute nie. Vir hierdie rede moet ‘n atleet ten alle tye op sy of haar beste wees. Dit is baie belangrik vir ‘n atleet om sy emosies in toom te hou, want somtyds kan die atleet se emosies bepaal of hy of sy sukses of mislukking gaan ervaar. Daarom is die doel van die studie om die reaksie van atlete op sukses en mislukking te bepaal. Die feit dat daar ‘n beperkte hoeveelheid navorsing oor die tema van die studie is beklemtoon weereens die belangrikheid van die studie. Elke atleet ervaar en reageer verskillend op sukses en mislukking. ‘n Atleet kan sukses of mislukking gebruik as ‘n fasiliteerder of as ‘n debiliteerder. As ‘n atleet sukses of mislukking sien as ‘n fasiliteerder, sal die atleet sukses of mislukking gebruik as ‘n metode om sy of haar prestasie/s te verbeter. Indien ‘n atleet sukses en mislukking sien as ‘n debiliteerder, beteken dit dat die atleet nie die vermoë of vaardighede het om sukses of mislukking te gebruik tot sy of haar voordeel nie. Dit wil voorkom dat elite atlete die vermoë of vaardighede het om sukses en mislukking te gebruik tot hulle voordeel, as gevolg van die feit dat daar geen plek vir foute tydens die kompetisie is nie. In die studie probeer die navorser bepaal hoe elite- en beginner atlete sukses en mislukking hanteer en wat hulle reaksie op sukses en mislukking is. Elke atleet het ‘n unieke manier om sy of haar talente te ontwikkel. Atlete wat glo dat hulle gebore is met ‘n talent of vermoë en kan nie die talent verbeter met oefening of ‘n groter poging kan geklassifiseer word as statiese instelling. Indien die atleet glo dat hulle, hulle talent kan verbeter, kan dit gesien word as ‘n groeiende instelling. Hierdie studie maak van die gemaklike sowel as die ewekamsige steekproefmetode gebruik. Elke deelnemer moes voldoen aan sekere kriterium om deel te wees van die studie. Die studie se kriteria het beklemtoon dat elke atleet aktief betrokke in ‘n sekere sportsoort moet wees, mag dit wees op skool-, provinsiale-, nasionale- of internasionale vlak. Om te bepaal watter tipe doeloriëntering elke atleet is was hulle gevra om die taak en ego oriëntasie vraelys in te vul. Deur die verwysing kan bepaal word wat hulle reaksie is tot sukses en mislukking, was daar van die atlete verwag om die vrae oor sukses en mislukking te voltooi. Die selfteorie vraelys wat deur die atlete voltooi is, het bepaal of die atlleet ‘n statiese of groeinde instelling het. Deur gebruik te maak van die resultate van die vraelyste wat voltooi is deur die atlete kon daar korrelasies gemaak word. Taakoriëntasie en die groeiende instelling is meer dominant as die ego oriëntasie en die statiese instelling. Atlete in die algemeen reageer meer konstruktief teenoor sukses en mislukking. ‘n Sterk korrelasie was gevind deur taakoriëntasie en positiewe reaksie tot sukses en mislukking. Gedeeltelike korrelasie kon gemaak word tussen ego oriëntasie en positiewe reaksie tot sukses. ‘n Positiewe korrelasie kon gemaak word tussen taakoriëntasie en groeiende instelling, asook ego oriëntasie en statiese instelling. Dissertation (MA)--University of Pretoria, 2011. Biokinetics, Sport and Leisure Sciences unrestricted

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Garofalo, Austin E. "Teaching the Character Competencies of Growth Mindset and Grit To Increase Student Motivation in the Classroom." Thesis, New England College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10119261.

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This study examined whether teaching character competencies of growth mindset and grit in advisory to middle school students increases motivation in the classroom. The problem being addressed is the perceptions of teachers that student motivation has decreased over time, and the significance is benefits derived from the ability to increase motivation. A mixed methods approach with an action research design is used for collecting data before, during, and after delivery of the lessons/interventions, from self-reports, surveys, and journals, and the qualitative data augments findings of quantitative data. The qualitative findings allude to the possibility that the concepts of growth mindset and grit can be taught, but quantitative data do not support this conclusion. Mean scores for growth mindset, grit, and motivation are charted from pretest to posttest, and significance of observed differences of experimental and control group means were tested with a t-test. Teacher growth mindset means showed statistical significance and a moderate to large effect size, but that was not true for student growth mindset means and student or teacher data for grit or motivation. Multiple linear regression analyses did not prove any causal relationship between growth mindset and motivation, or grit and motivation, but the effect of grit was much greater than the effect of growth mindset on motivation. Keywords: motivation, character competencies, growth mindset, grit, middle school students, intrinsic motivation, extrinsic motivation, self-efficacy, persistence

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Hartley, Mark. "Understanding What the 2% Know: A Mixed Methods Study on Grit, Growth Mindset and Vulnerability Among Thriving Community College Students." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/784.

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Currently, the California Community College system is graduating 2.83% of its first-time freshmen from these two-year institutions in a two-year period of time (CCCCO, 2017). In addition, less than 40% of this same group are graduating in a six-year period of time. This study sought to find commonalities between the students who were in the 2.83%, as well as to learn if these thriving students’ experiences centered on possessing the skill sets of grit (Duckworth, 2007), growth mindset (Dweck, 2006), and vulnerability (Brown, 2006). For this study, thriving students were defined as first-time college students during the fall of 2017, who had a GPA equal to or greater than 3.0 on a 4.0 scale, and who had obtained a minimum of 30 units towards graduation and/or transferring at the time of the study. A sequential explanatory mixed methods approach was used to identify skill sets obtained by thriving community college students who were on track to graduate and transfer in a two-year period of time. First, a 58-question quantitative survey was sent to thriving community college students in a three-college district in southern California. The survey combined questions on the topic of grit, growth mindset, and vulnerability. Three weeks after the online survey closed, 10 students participated in a three-hour focus group based on the same topics. The goal for the focus group was to better understand from the thriving students’ perspective the primary skill sets they possess for academic success. In addition, the participants were asked if these skills could be learned by other students. The results from the survey revealed that grit, growth mindset, and vulnerability were non-significant skill sets in the students’ journey towards graduation and transferring to a four-year school. Conversely, the focus group revealed that all three were major factors in contributing to the academic success of the participants. While the quantitative data was not statistically significant, there were four key elements within the survey which did reveal significance. These key elements aligned with the findings of the qualitative data from the focus group, which revealed eight additional elements thriving students consider significant. The contradictory results were interpreted by the researcher to mean more research on grit, growth mindset, and vulnerability needs to be done at the community college level. However, it is clear that there are key elements embedded within grit, growth mindset, and vulnerability, which could positively impact students towards achieving higher graduation and transfer rates.

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Feldt, Karl. "Ledare med grit som motiverar : En kvalitativ studie om grit och ledarskap." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40268.

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Forskning har länge försökt hjälpa organisationer att bli bättre och förstå vad som gör en organisation eller en person att nå sina mål eller inte. Under Angela Duckworth forskning fann hon att personer som hade förmågan att hålla sig motiverad under längre perioder klarade av en av den svårare officersutbildningen i USA. Det var inte den starkaste, smartaste eller snabbaste kandidaten som klara sig genom alla motgångar. Förmågan att vara motiverad trots motgångar och längre prövningar kallar Duckworth för ”grit”. Studiens syfte är att undersöka hur ledare med grit kan motivera sina medarbetare under längre perioder. Via kvalitativa intervjuer, intervjuades ledare med grit om hur de motiverar sina medarbetare. Materialet analyserades med hjälp av en innehållsanalys. Resultatet av studien visade att det var svårt att avgöra utifrån ett test ifall en person hade hög eller låg grit. Ledare med grit försöker motivera sina medarbetare genom att nå ut till de på ett personligt plan och motivera andra så som ledaren själv blir motiverad. Slutsatser som dragits är att nivån på grit är svår att avgöra med hjälp av ett test, framtida studier hade kunnat undersöka närmare på hur grit testet stämmer överens med hur ledaren agerar i praktiken. Research has long sought to help organizations get better and understand what makes an organization or person achieve their goals and not. During Angela Duckworth's research, she found that people who could stay motivated for extended periods managed one of the more difficult officer training in the United States. It was not the strongest, smartest, or fastest candidate who managed through all the adversity. Duckworth calls the ability to be motivated despite adversity and prolonged trials "grit". The purpose of the study is to investigate how leaders with grit can motivate their employees. Through qualitative interviews, leaders were interviewed with grit about how they motivate their employees. The material was analyzed using content analysis. The results of the study showed that it was difficult to determine from a test whether a person had high or low grit. Leaders with grit try to motivate their employees by reaching out to them on a personal level and motivating others as the leader himself is motivated. Conclusions drawn are that the level of grit is difficult to determine with the help of a test, future studies could have examined in more detail how the grit test corresponds to how the leader acts in practice.

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Norman, Tiffany M. "Examining the Relationship between Test Anxiety and Growth Mindset Among Elementary School Students in a Test-Driven Culture." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami16270571968306.

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Cody, Morgan A. "A closer look at mindset and grit among third grade students in gifted education: A comparative study." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami156268724457812.

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Wilson, Christina. "A Mixed-Method Case Study of Growth Mindset, Grit, and Reading Scores in a Midwest Public Elementary School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240018.

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This study examined a possible relationship between grit, growth mindset, and reading scores. The study also examined the influence of grit and growth mindset on closing the achievement gap. Reading was an essential skill all students needed to achieve in order to be successful in school and life. Historically, schools implemented numerous academic interventions to ensure all students were proficient readers and to close achievement gaps in reading, yet the gaps continued to exist. The literature on non-cognitive skills such as grit and growth mindset indicated teaching students these skills would increase academic achievement. The study collected teacher frequency of instruction of the concepts of grit and growth mindset along with anecdotal teacher information regarding instruction of the concepts. The information was utilized to determine if a relationship existed between teacher instruction on grit and growth mindset and student grit and growth mindset scores. The results of the study indicated no relationship existed between teacher instruction on grit and growth mindset and student grit and growth mindset scores. However, the study did provide useful information regarding how teachers taught the concepts which possibly explained why no relationship existed and provided insight for improvements in the area of instruction. The results of the study also revealed no relationship existed between student grit and growth mindset scores and reading scores. The scope of the study was limited; the researcher recommended additional studies be pursued to investigate the relationship between grit, growth mindset, and reading scores further.

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Schmidt, Laura. "Watering Flowers Not Weeds| Can Growth Mindset Education Improve Self-Esteem in Third Grade Students in Special Education?" Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976793.

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The aim of this study is to determine if students in special education receive a benefit to their self-esteem by learning about the concept of growth mindset. Many times, students in special education find that their deficits become the focus of their educational experience. I hope to show that teaching children the idea of growth mindset, the belief that an individual can improve his or her abilities, will provide a positive boost in school performance. Data will be collected via surveys both before and after a series of growth mindset videos are shown to students that are currently receiving special education services. Each potential subject will have a letter sent home to parents explaining the study and asking for consent to have their child participate. Students will remain anonymous with pseudonyms assigned to participants for any notes, and a different teacher assigning all students a number for the surveys.

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Tang, Huili. "Challenges and Achievements: Student Educational Experiences in the Internationalization Baccalaureate Pilot Programs at the CCU Business School, China." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6700.

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This ontologically qualitative research study was conducted at Central China University (CCU, pseudonym). The purpose of this research was to (a) explore student narratives regarding their educational experiences in the CCU Business School's at-home internationalization programs; (b) provide an in-depth narrative analysis of student learning challenges and achievements; and (c) add valuable research-based knowledge of student-described experiences at CCU for use by program administrators. The findings focused on student-identified links between the challenges they encounter and their achievements. Additionally, student performance level and sex were closely associated with the challenges and achievements that students reported. In understanding the results, the concepts of student learning found in the approaches of learned optimism, growth mindset, and grit provide potentially fruitful insights. The findings of this research have powerful, instructive implications for administrators at CCU for determining how student challenges should be strategically chosen and shaped to generate specific, positive student achievements.

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Pack, April. "Thriving in a Fortune 500 Company: A Case Study of Grit, Resilience, and Employee Perceptions." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3380.

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A qualitative case study was conducted to document 12 employees’ perceptions of thriving in a Fortune 500 Company. The case study enabled the researcher to explore the perceptions of thriving among employees with varying levels of grit and resilience using maximum variation sampling strategy. The grit and resilience of these employees had been previously measured through a 14-item Adversity Quotient (AQ) Profile and a 10-item Grit Gauge (GG) assessment. Through analysis of interviews, concept maps, and a ranking exercise the researcher was able to identify the most critical factors that lead to thriving in the Fortune 500 Company. The factors include: positive connections, support of family, support of co-workers and others, shared passion, a sense of resolve and determination, and time for self and others. Additional findings from the research were documented and recommendations were made for leaders of corporate organizations and for further research.

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McClure, Paul. "Brains, beneficial beliefs, and science achievement." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/214195/1/Paul_McClure_Thesis.pdf.

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This study examined Dweck’s Mindset Theory, testing the relationship between the intelligence beliefs, neuroscience knowledge, self-efficacy, value beliefs, and science achievement of a sample of Australian High School students. A fixed view of intelligence was negatively correlated with neuroscience knowledge, self-efficacy, value, and achievement. Self-efficacy had the strongest correlation with achievement and fully mediated the influence of intelligence beliefs. These findings suggest that rather than employing generic “Growth Mindset” interventions to enhance achievement, educators should focus on eliminating fixed intelligence beliefs, increasing students’ neuroscience knowledge, implementing value interventions, and most importantly, exposing students to sources of self-efficacy.

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Coates, Kendra. "An Evaluation of Growing Early Mindsets (GEM™)." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20439.

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A growing body of literature and research emphasizes the importance of developing student mindsets and social and emotional learning (SEL) competencies (metacognitive learning skills) across the prenatal (P) to graduate school (20) (P-20) continuum to increase student motivation, engagement, achievement, and overall well-being. There is, however, an absence of research investigating the impact of braiding growth mindset, SEL, and mindfulness principles and practices together on early elementary student and teacher outcomes. The purpose of my dissertation is to measure the impact of a new PreK–3rd curriculum called Growing Early Mindsets (GEM™) (Coates, in publication) on student and teacher outcomes across the K–3rd continuum in two districts in Oregon. Data collected during the 2014–15 Mindset Works’ study of Growing Early Mindsets (GEM™) was used. Classrooms were assigned to experimental (implemented GEM™) and control groups and given pretest and posttest measures to measure the impact of GEM™ on students’ approaches to learning, social and emotional learning (SEL) competencies, and literacy skills as well as on teacher mindsets, perceptions, confidence, and motivation. Results were statistically significant for students’ approaches to learning and SEL competencies as measured by Teacher Reports and teacher’s beliefs as measured by the Teacher Mindset Survey. Results were not statistically significant for students’ approaches to learning and SEL competencies as measured by Student Surveys, nor students’ oral reading fluency as measured by district-administered oral reading fluency measures. All experimental teachers reported that GEM™ changed their perceptions of their own and others’ learning and growth, increased their confidence to integrate growth mindset and SEL practices, and increased their motivation to improve their overall teaching practices. While the results are somewhat promising, the findings raise many questions that need further exploration. 10000-01-01

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Cook, Ellen. "Understanding adolescent shame and pride in a school context : the impact of perceived academic competence and a growth mindset." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/382280/.

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Shame has important implications in educational contexts for educators, children and young people. The first paper presented here is a review of the current literature on shame and explores the implications of this self-conscious achievement emotion within educational contexts. The systematic literature review demonstrated that shame experiences can have both a dysfunctional and functional role, are independent of acculturation status and are influenced by parental attitudes. Crucially, shame management can reduce bullying within schools. The review concludes by drawing attention to implications of these findings for educators and educational psychologists. The second paper, reports empirical research carried out in the field of self-conscious achievement emotions. This study investigated whether holding a growth (intelligence) mindset could reduce shame experiences and/or promote pride experiences, within a secondary school context. The study also focused on the role of perceived academic competence (i.e. the perception that one has sufficient skills and knowledge) on young people’s feelings of shame and pride. Secondary school students (N = 121, Mage= 14.3 years) completed the Scale of Personal Conceptions of Intelligence to measure their mindset, and then completed a 10-day online diary, to rate their daily shame and/or pride experiences. Participants also rated their daily perceptions of academic competence. Results revealed a negative relation between growth mindset and daily shame intensity, and a positive relation between growth mindset and daily pride intensity. Both associations were mediated by perceived academic competence. That is, a growth mindset predicted increased perceived academic competence, which, in turn, predicted reduced shame and increased pride. The findings have far-reaching implications for educators. This research also makes a novel connection between growth mindset, perceived academic competence and self-conscious emotions, within a school setting.

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Jensen, Kristina. "Elevers lärande i matematik - en empirisk studie om elevers självuppfattningar, resonemang och återkoppling i matematik." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-16832.

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Föreliggande studie undersöker hur aspekter av mindset, återkoppling och matematiska resonemang påverkar elevers lärande i matematik. Syftet med studien är att bidra till en ökad medvetenhet och en fördjupad förståelse kring hur elevers lärande i matematik kan föras framåt. I studien förenas två olika teorier för lärande: en socialkonstruktivistisk teori och en metakognitiv teori. Ur denna synvinkel, kan kunskap inte förmedlas, utan är något som utvecklas i möten mellan lärare och elever och elever sinsemellan. Eleven är sin egen resurs i lärandet och läraren skapar förutsättningar för elevens lärande. Metakognitiv teori, i vilken även kognitiv teori ingår, handlar om de tankeprocesser eleverna använder när de hanterar information. Som metod valdes enkäter med likertskalor samt styrd observation. Vid observationerna fick eleverna arbeta i par där de var ungefär jämnpresterande i matematik och fick resonera högt när de arbetade med en problemlösningsuppgift. Forskaren deltog aktivt genom att ge eleverna återkoppling antingen på uppgiftsnivå eller på processnivå. Resultatet från de fem elevpar som fick feedback på processnivå visade att denna återkoppling gav bränsle till de kreativa resonemangen som fortsatte. Gemensamt för de fem elevpar som fick feedback på uppgiftsnivå var att de kreativa resonemangen avstannade när feedback gavs, till förmån för algoritmiska resonemang där resonemanget inte var väl förankrat i en matematisk grund. För elever i matematiksvårigheter kunde en svårighet i sig vara att ta steget från det konkreta till det generella och abstrakta, oavsett vilken återkoppling de fick. Vid analysen kategoriserades hälften av eleverna att ha ett growth mindset, vilket innebär att de ser på sin förmåga i matematik som något de kan påverka och utveckla. Den andra hälften kategoriserades att ha ett fixed mindset, vilket innebär att de ser sin förmåga i matematik som en medfödd egenskap som inte går att påverka särskilt mycket. Den grupp elever som inte använde den återkoppling de fick på ett strategiskt sätt för att föra resonemangen framåt, dominerades av att ha ett fixed mindset. Dessa elever gav lättare upp eller använde undvikande strategier då de mötte svårigheter jämfört med övriga elever. Resultatet kan tillämpas i skolan genom att undervisning i matematik bör fokusera på processen där kreativa resonemang och growth mindset gynnas. Det är viktigt att lärare inte ”skalar av” de delar av matematiken som bidrar till den begreppsliga förståelsen, t ex genom att ha starkt fokus på metoder och procedurer, i sin strävan att förenkla och underlätta för elever i matematiksvårigheter.

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Burress, Rowena Patricia. "Playing in prep? A Queensland principal's account of the role of play in children's classroom learning." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205047/1/Rowena_Burress_Thesis.pdf.

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This qualitative narrative inquiry examined the account of a principal’s perceptions over time, regarding the role of play in Queensland’s Preparatory Year. The study was conducted from an insider-researcher perspective and set within the framework of three-dimensional narrative space. The participant’s views of play were found to relate to her evolving epistemological constructions of play pedagogies and were influenced by Growth Mindset Theory. This research explored the participant’s perspectives about how her developing professional knowledge translated to both leadership of teaching staff and advocacy for retaining approaches inclusive of play, as counter-influences to schoolification in a context of educational reform.

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Trotter, Michael G. "Health and psychological factors associated with in-game rank, and positive youth development in esports." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228841/1/Michael_Trotter_Thesis.pdf.

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This thesis sought to identify the health and psychological factors associated with in-game rank and positive youth development in esports. The Ph.D. programme included three studies conducted between 2018 and 2021, and included participants from more than 65 countries. Methods included quantitative self-report measures, and both cross-sectional and longitudinal research designs. Key findings included; a positive relationship between health behaviours, psychological factors (e.g., physical activity & self-regulation) and in-game rank. Furthermore, the third research project found that participation in a high school esports program did not negatively impact adolescents health, psychology or positive youth development.

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Campbell, Anita. "Enabling 'growth mindsets' in engineering students." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32505.

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Student failure is often attributed to a lack of work by students. While this view has some merit, it implies that only students need to change and reduces the incentive for lecturers, curricula, assessment practices to be interrogated. In this thesis, I take a comprehensive look into why students do not work. Firstly, I place social psychology factors in context with other factors that impact student success and show how beliefs about academic ability underpin the academic behaviour that leads to success. By placing a learning theory lens on six characteristics of fixed mindsets (beliefs that ability can only be developed to an individually pre-determined level) and growth mindsets (beliefs that that effective effort will lead to unlimited self-improvement), I develop a theoretical framework that explains how both fixed and growth mindsets can be encouraged by teaching practices. As students with fixed mindsets may be more vulnerable to dropping out of university, lecturers should be aware of the mindset messages they are sending to students through their words, actions and choice of activities and assessment practices. To address the question of how growth mindsets can be developed, I present results from a systematic literature review of growth mindset interventions aimed at engineering students, drawing on databases in education, engineering, and psychology. The findings show that most interventions involved informing students about mindsets and asking students to reflect on or teach others about mindsets, using personal examples. An intervention was devised to develop growth mindsets in engineering students through tutoring groups on the social media platform WhatsApp. Poor group functioning was addressed using a design-based research approach for the establishment of effective groups. Unexpectedly, assessments of engineering students' mindsets through surveys and interviews showed very low numbers of students with fixed mindset views. Reasons for this result are explained by categorizing growth mindset enablers identified from literature and comparing the literature findings with interview data from engineering students. The thesis culminates by contributing a critique on mindset assessment and a framework for creating learning environments conducive to student success.

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Franklin, Janeth Martin Walker. "Community College Instructors' Perceptions and Use of Feedback." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1282.

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Many community college students, especially those who are required to take developmental education courses, do not complete course and degree goals. Research shows that constructive feedback practices used by instructors improve academic achievement while destructive feedback practices diminish student learning. Using a constructivist framework, the purpose of this qualitative, instrumental case study was to understand how faculty who teach developmental education and entry level college courses perceive and use feedback in a large urban community college in the Southwestern United States. Data were collected through 17 in-depth, face-to-face interviews and written feedback examples submitted by the faculty members. Interview transcripts were open coded and thematically analyzed and feedback examples were coded and typologically analyzed to identify type of feedback used. Interview findings indicated that faculty used feedback predominately to provide information to students, believing that all types of feedback benefit student learning. Analysis of the written feedback indicated that instructors used both destructive and constructive feedback. Recommendations include designing a professional development training to equip community college instructors with research-based constructive feedback strategies that will support student learning. Implications for positive social change include increasing the use of constructive feedback practices, particularly in developmental and entry level college courses, which may lead to increased course and degree completion for all students.

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Bassette, LaTasha Price. "Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3221.

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This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an instrumental case study design, 8 middle school reading teachers who closed the reading achievement gap were interviewed; these narratives were supplemented with classroom observations and archival data of district-administered students' surveys for the teachers, professional development plans, and teacher lesson plans. Data were analyzed using comparative and inductive analysis and were thematically coded. Findings indicated that teachers who closed the achievement gap shared culturally responsive characteristics and behaviors, including a caring attitude, high expectations, content relevance, and a belief that their existing Professional Development (PD) was not specific to the needs of teachers working in high-minority, low-socioeconomic urban school environments. A 3-day PD was designed to produce positive social change by reframing the beliefs, responses, and approaches to teaching minority students, allowing teachers to develop stronger teacher-student relationships, tolerance, and strategies, to ultimately increase student motivation and achievement.

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Africa, kethlyn Precelia. "Intelligence Mindsets, Psychological Needs Satisfaction, and Academic Achievement Among Dominican Secondary School Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7582.

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There is an ongoing need for educational psychologists, researchers, policymakers, educators, and parents to continue to identify and understand the academic and nonacademic factors that influence academic achievement. Recent studies have documented the steady decline in the academic performances of students from Grades 7 to 9. The purpose of this study was to examine the statistical relationship between basic psychological needs satisfaction in relationship with caregivers, mindsets of intelligence, and academic achievement among secondary school students in the Commonwealth of Dominica. This study was grounded in the self-determination theory and mindsets of intelligence theory. A non-experimental correlational design using survey methodology was used for this study. Participants were 143 3rd year secondary school students ages 11 through 15. The participants’ academic achievement, mindsets of intelligence and their basic psychological needs satisfaction in relationship with their caregivers, were measured. The data were analyzed using standard multiple regression. The results of the study found a significant inverse relationship between the relatedness component of psychological needs satisfaction and academic achievement. Additionally, higher mindset of intelligence scores significantly predicted higher scores in math, English, and science in the participants first and second years of secondary school. The positive social change implications of this study may equip policymakers, teachers, and parents with the relevant information needed to design and implement programs aimed at improving the academic achievement of secondary school students

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Hansen, Trenton. "Evaluation of successful practices that lead to resiliency, grit, and growth mindsets among at-risk students." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124330.

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The United States is losing millions of students from its educational systems each year, leading researchers to exclaim that reducing the dropout rate is the top priority for educators throughout the country. As educators wrestle with the charge to educate and prepare every child to be successful in a global society, they seek answers about those students who are faced with serious adverse conditions leaving them statistically at risk of failure. While the national statistics for high school dropouts are high and deserve much concern, there are many students who are conquering the challenges that have caused many to drop out, and instead, are succeeding in their educational endeavors. The intent of this study is to share with professionals in the educational community effective strategies that will foster resiliency, grit, and growth mindsets in at-risk students. This study uses research and real life experiences of at-risk students succeeding in school to provide effective strategies for fostering resilience with students in danger of failing school. This mixed-methods study identified effective strategies and programs that fostered resiliency in at-risk students who were academically successful in high school. The qualitative and quantitative data indicated that schools can become havens for implementing strategies and programs that will support at-risk students to overcome the adverse conditions that they experience. The study identified protective factors that are both external and internal to the individual at-risk student, and when fostered, lead to academic success. The four major themes that emerged as critical to the development of resilience, grit, and growth mindsets in at-risk students are involvement, high expectations, positive reinforcement, and fortitude. When these critical components are effectively nurtured, at-risk students have shown to overcome the challenges they face, and attain academic achievement.

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Drott, Manda, and Hanna Makowsky. "Mindre modemärkens öden : i branschens händer?" Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16800.

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Den svenska modebranschen är en hårt konkurrensutsatt bransch och för mindre modeföretagi tillväxtfas är ett starkt varumärke och image en viktig del i att särskilja sig och sinaprodukter från mängden. I ett mindre modeföretag kan varumärkesfrågor lätt komma attbortprioriteras med främsta motivet att budgeten inte ger utrymme för den typen av satsningarsamt att kompetensen inom företaget ofta brister på just dessa punkter. Som alternativ har denexterna varumärkesprocessen presenterats som ett mer realistiskt alternativ för det mindremodeföretaget då det går ut på att låta sitt kringliggande externa nätverk i större utsträckningstyra och påverka varumärket. Detta branschnätverk kan bestå av allt från media, regering ochintresseorganisationer till mer närliggande aktörer som återförsäljare, PR-byrå ochleverantörer.Syftet med uppsatsen är att, utifrån ett varumärkesperspektiv, beskriva vilket inflytandeexterna branschaktörer har på ett mindre modeföretags tillväxt. För att exemplifiera problemethar en enkel fallstudie på det svenska modeföretaget Stylein genomförts, som med sinpositionering i det svenska medelprissegmentet och tillväxtfas befinner sig inom ramen förden problematik som beskrivs. För att belysa alla aspekter av de externa aktörernas påverkanpå varumärket och dess utveckling och tillväxt har en triangulerande forskningsstrategianvänts bestående av metoder som intervjuer med återförsäljare och branschexperter samt endokumentanalys och mailenkät till medieaktörer.Resultatet av undersökningarna har lett till att tre huvudsakliga effekter av de externaaktörernas påverkan har identifierats; direkt försäljning, ökad varumärkeskännedom ochimageskapande. Vilken effekt som erhålls beror i sin tur på vilken image varumärket lyckasetablera i medvetandet på de olika inflytelserika aktörerna i det externa branschnätverket.The Swedish fashion industry is highly competitive and it is important for smaller fashionbrands in the phase of growth to have a strong brand and image in order to better distinguishthe brand and the products from the mainstream. In a smaller fashion company, issuesregarding the brand might easily be overlooked or not prioritized at all due to limitations inbudget or competence missing in the company for this type of activities. The external brandprocess has been presented as a realistic alternative for the small fashion brand to strengthentheir image by letting their surrounding external industry network influence the brand andgetting greater control in its growth. The industry network includes media, government andnon-government organizations to closer actors such as retailers, PR-agencies and suppliers.The purpose of this thesis project is, from a branding perspective; to describe what power theexternal actors has on SMEs opportunities to grow. Through a case study on the small fashioncompany Stylein the problem is exemplified and highlighted in a clearer context. In order toillustrate all aspects of the external actors' influence on the brand, its development andgrowth, a triangulated research method has been chosen as strategy consisting of a mix ofinterviews with retail wholesalers and industry experts, a document analysis and mail surveyto media actors.The result of the external actors' impact has been identified to three main effects: directincreased sales, increased brand awareness and image creation. Which of the three effects thatthe company will receive depends on the image the brand succeed to establish in the minds ofthe various powerful actors in the external network. Program: Textilekonomutbildningen

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Grundström, Linus, Harald Steinbach, and Rickard Nielsen. "Tillväxt i mindre företag på en ny och växande marknad : Tillväxthinder och -möjligheter i en extern mikrokontext utifrån ett mindre företagsperspektiv." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74726.

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Bakgrund och problemdiskussion: Mikroföretag och små företag kan tillsammans definieras som mindre företag. Det som kännetecknar ett mindre företag är att ägaren ofta är en individ eller en mindre grupp. Målet i ett mindre företag är ofta att ledaren vill försäkra sig om överlevnad, bra levnadsstandard och god avkastning. Detta kan nås genom tillväxt och den kan ske både organiskt och genom expansion. Hur bra tillväxtmöjligheter ett mindre företag har beror på ett flertal aspekter, t.ex. karaktäristiska drag hos entreprenören, kunskapsnivån i företaget och vilka strategier som appliceras. Mindre företag upplever att det finns ett flertal olika hinder som hämmar deras tillväxt. Höga personalkostnader, begränsningar i företagets lönsamhet, administrationsarbete och begränsningar i marknadens efterfrågan lyfts fram som de hinder företag har svårast att bemästra. Solcellsmarknaden i Sverige är under tillväxt och det råder hög konkurrens på marknaden där ett flertal företag vill åt samma marknadsandelar. Syfte: Uppsatsens syfte är att utreda vilka tillväxthinder och -möjligheter som finns i en extern mikrokontext utifrån ett mindre företagsperspektiv, på en ny och växande marknad. Syftet är även att ta fram rekommendationer för hur ett mindre företag kan agera på en sådan marknad. Metod: Studien har en deduktiv ansats och utgår ifrån en kvalitativ metod. En flerfallsstudie har genomförts med tre stycken företag för att skapa en god empirisk grund. Det empiriska materialet består av fyra semi-strukturerade intervjuer genomförda med företag verksamma inom installation och försäljning av solceller. Slutsats: De tillväxthinder som finns är låga inträdesbarriärer, många redan etablerade företag och kunder med hög förhandlingsstyrka. Tillväxtmöjligheterna ligger framförallt i de relationer som företagen bygger upp vertikalt bakåt mot leverantörer men även framåt mot montörer och kunder. Företagets interna kontext påverkas av entreprenörens tidigare erfarenheter och förmåga att knyta kontakter, motivationen hos de anställda samt företagets kvalitet i utföranden. En möjlig strategi är fokus på en nischad marknad och ett specifikt kundsegment. Background and problem discussion: Micro enterprises and small business can be defined together as smaller companies. What characterizes a smaller company is that the owner often is an individual or a smaller group. The goal of a smaller company is often that the leader wants to ensure survival, good living standards and good economic returns. This can be achieved through growth and it can be done both organically and through expansion. How good growth opportunities a smaller company has depends on several aspects such as characteristic features of the entrepreneur, the level of knowledge in the company and the strategies applied. Smaller companies experience that there are many obstacles that inhibit their growth. High personnel costs, limitations in the company's profitability, management work and demand limitations are highlighted as the obstacles companies have the most difficult to master. The solar cell market in Sweden is under growth and there is high competition on the market where a number of companies want the same market share. Purpose: The purpose of this thesis is to investigate the growth potentials and opportunities that exist in an external micro context based on a smaller business perspective, acting on a new and growing market. The aim is also to make recommendations for how a smaller company can act in such a market. Method: This bachelor thesis has a deductive approach based on a qualitative method. A multiple comparative study has been conducted with three different companies to build solid data. The data consists of three different semi-structured interviews with companies acting on the Swedish solar cell market through sales and installation. Conclusion: The threats for growth that exist are low entry barriers, many already established companies and customers with high negotiating power. Growth opportunities lie mainly in the relationships the companies build vertically backwards towards suppliers, but also towards fitters and customers. The company's internal context is influenced by the entrepreneur's previous experience and ability to connect, motivate employees and the company's quality in performance. A possible strategy is to focus on a niche market and a specific customer segment.

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Hoang, Natalie L. "Clothes Minded: An Analysis of the Effects of Donating Secondhand Clothing to Sub-Saharan Africa." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/671.

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This thesis examines the effects of overconsumption of clothing in the Global North on African textile industries through increased donations to secondhand stores. I begin by explaining how the growth of the fast fashion industry has increased the purchase and production of clothing over the recent decades. As an industry built on trends that quickly go in and out of style, fast fashion has resulted in massive amounts of unworn clothing. Consumers either throw away or donate their clothing, each of which result in either environmental or economic challenges. I explore post-consumer clothing’s donation route. Most donated clothing goes to secondhand stores such as Goodwill and The Salvation Army. However, with increasing amounts of donations going to these stores, they’ve reached a point in which they can no longer sell as quickly as they receive. Leftovers are sent overseas as a philanthropic action, but are met with concern from economists. Foreign aid to developing countries has been a topic of debate, critiqued as a lazy way of providing a short-term benefit with possibly detrimental long-term results. Introducing post-consumer clothing into African clothing markets raises the concern that they will replace local textile industries. I look at existing literature and fieldwork on this issue in order to examine the effects on textile industries in several countries. While the effects vary in differing countries and there are several other variables involved, such as market and political conditions, collective research shows that used-clothing donations account for 40% of the decline in apparel and textile production in an average African country.

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Mozayani, John. "Internet of Things : The Potential Influence of Enterprise Buyers on the Security of IoT." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-254890.

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While IoT safety and security incidents continue to increase in frequency, scope and severity, there remains a gap in how the issue will be addressed. While the debate continues within academia, industry standards bodies, government and industry media, new entrants continue to rapidly enter the market with cheaper more powerful products with little incentive to address information security issues. In a free market economy, the supply and the demand would determine the product and services and the associated prices without intervention. Manufacturers are free to innovate, consumers drive choice and competition brings these opposing forces to an equilibrium of market price. But how does this economic system factor in the risk of an event that neither party may ever consider and, yet, it may impact not only impact those involved, but has the potential to have catastrophic harm to others? The downside, the system does not consider “external factors”, i.e. a compromise to accommodate what consumers need. Economists often urge governments to adopt policies that "internalize" an externality, so that costs and benefits will affect mainly parties who choose to incur them. Such an intervention, however, often comes with many challenges and consequences. Even with the added urgency of growing risk to human safety, regulatory intervention takes time. Likewise, a self-regulating market would undoubtedly also take a significant amount of time to take the necessary actions to address such an externality, even if incentivized. While it continues to be all too easy to defer the blame and risk on consumer, like the industrial revolution, this industry must overcome its own safety challenges like the auto, transportation or energy industries before it. While, consumers must inevitably take some reasonable measures to protect their interests, clearly the accountability must reside elsewhere. There is a potentially increasingly significant influential subset of consumers in the IoT ecosystem, the Enterprise Buyer, specifically marketing and technology executives, who champion consumer needs within their organization’s broader products and services that incorporate IoT. In this thesis, we aim to investigate the following issue: What are the attitudes and potential role for Enterprise Buyers in influencing negative externalities, i.e. IoT security in the IoT market, specifically from the perspective of marketing and technology executives? We believe that this group is uniquely positioned to understand a consumer first mindset and how to articulate value in otherwise negatively perceived field of information security by examining context, business/technical challenges and opportunities and reveal awareness, attitude and accountability. The results of our survey show the majority of marketing and technology executives who responded believe information security awareness is increasingly an executive accountability and priority and Enterprise Buyers hold a highly influential position in their ability to influence the IoT market and its security development and maturation. Medan IoT- säkerhetsincidenter fortsätter att öka i frekvens, omfattning och svårighetsgrad, finns det fortfarande ett gap i hur problemet ska hanteras. Samtidigt som debatten fortsätter inom akademin, branschstandardorganen, myndigheter i regeringen och industrin fortsätter nya aktörer att snabbt komma in på marknaden med billigare, kraftfullare produkter med få incitament att ta itu med informationssäkerhetsfrågor. I en öppen marknadsekonomi skulle utbud och efterfrågan avgöra produkt och tjänster och tillhörande priser utan intervention. Tillverkare kan obehindrat driva innovation, konsumenterna driver urval och konkurrens ger dessa motstridiga krafter jämvikt genom marknadspriset. Men hur påverkar detta ekonomiska system risken för en händelse som ingen av parterna någonsin kan överväga och som ändå kan påverka inte bara de inblandade som berörs utan även har potential att få katastrofala skador på andra? Nersidan är att systemet inte beaktar "yttre faktorer", det vill säga gör en kompromiss för att leverera vad konsumenterna behöver. Ekonomer uppmanar ofta regeringar att anta policies som "internaliserar" något externt, så att kostnader och fördelar kommer att påverka främst parter som väljer att ådra sig dem. Ett sådant ingrepp kommer emellertid ofta med många utmaningar och konsekvenser. Trots att förhöjda hot mot människors säkerhet ökar angelägenheten tar uppdatering av regelverken tid. På samma sätt skulle en självreglerande marknad utan tvivel också ta väldigt mycket tid på sig för att vidta nödvändiga åtgärder för att hantera en sådan extern faktor, även om det fanns incitament för att göra det. Medan det fortsätter att vara alltför lätt att överlåta ansvaret och risken till konsumenten, såsom under den industriella revolutionen, måste denna industri övervinna sina egna säkerhetsutmaningar såsom bil-, transport- eller energibranschen gjort före den. Samtidigt som konsumenter oundvikligen behöver vidta rimliga åtgärder för att skydda sina intressen, måste yttersta ansvaret ligga någon annanstans. Det finns en potentiellt allt större inflytelserik delmängd av konsumenter i IoT-ekosystemet; företagsköpare, specifikt ledare inom marknadsföring och teknologi, som driver konsumentbehov inom sin organisations bredare produkter och tjänster som innehåller IoT. I denna avhandling strävar vi efter att undersöka följande problem: Vad är företagsköparnas attityder och möjliga roll för att påverka negativa externa effekter, det vill säga IoT-säkerhet på IoT-marknaden, särskilt ur marknadsförings- och teknikledarens perspektiv? Vi tror att denna grupp är unik positionerad för att förstå en konsumenternas första tankegång och hur man kan uttrycka värdet i ett annars negativt uppfattat område för informationssäkerhet genom att undersöka kontext, affärs- / tekniska utmaningar och möjligheter och avslöja medvetenhet, attityd och ansvar. Resultaten av vår undersökning visar de flesta marknadsförings- och teknikchefer som svarade tror att informationssäkerhet blir del av ledningens ansvar och prioriteringar och att företagsköpare har en mycket inflytelserik position i deras förmåga att påverka IoT- marknaden och dess säkerhetsutveckling och mognad.

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Campbell, Iain Paul Mathieson. "Promoting primary-aged pupils' growth mindsets (implicit beliefs that intellectual abilities can be developed) : an appreciative inquiry with members of an English primary school." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738249.

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Hillström, Robin, and Peter Larsson. "Behovet av formell ekonomistyrning hos mikroföretag i tillväxt : En flerfallsstudie." Thesis, Linnéuniversitetet, Institutionen för ekonomistyrning och logistik (ELO), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54183.

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Bakgrund och problemdiskussion: Mikro- och småföretag har fått en allt större betydelse för sysselsättningen och den ekonomiska tillväxten i Sverige. 22.6 % av Sveriges företag klassificeras som mikroföretag och denna storleksklass har svårt att växa vidare. I denna storleksklass är viljan att växa vidare god, dock avtar den då antalet anställda inom en organisation ökar. Detta då komplexiteten att styra och kontrollera företaget ökar. När ett företag växer ökar behovet av formell ekonomistyrning och att utveckla det kommer främja ett företags långsiktiga tillväxt. Att inte införa formell ekonomistyrning kan orsaka att ett företag inte uppnår dess fulla tillväxtpotential och kan medföra stor skada inom ett företag. Syfte: Det övergripande syftet är att utveckla en konceptuell modell som beskriver och förklarar behovet av formell ekonomistyrning hos mikroföretag i tillväxt, vilket ska möjliggöras genom två delsyften. Metod: En kvalitativ forskningsansats med flerfallstudie ansågs lämplig för studiens forskningsfråga och syfte. För empiriinsamling valdes semi-strukturerade intervjuer och dokument. Slutsats: Behovet av att införa formell ekonomistyrning tilltar under ett företags tillväxt. I uppstarten behövs det för att ett företag ska överleva, sälja och ha möjlighet att utveckla en produkt. Vid ökad efterfråga växer behovet av formell ekonomistyrning för att kontrollera tillväxten och möjliggöra arbete mot de uppsatta målen. Under ett företags utveckling utökas dess organisation vilket ökar behovet av att vidareutveckla den formella ekonomistyrningen. Background and discussion: Micro- and small enterprises have become increasingly important for the employment and economic growth in Sweden. 22.6 % of the Swedish companies are classified as micro-enterprises, and this size class has difficulties to grow on. The desire to continue to grow in this size class is good, however it decreases as the number of employees within an organization increases. This is because the complexity of managing and controlling the company increases. When a company grows, the need for formal management control increases and to develop it will promote a company’s long-term growth. To not introduce formal management control may cause the company to not achieve its full growth potential and can also cause great damage within a company. Purpose: The overall purpose is to develop a conceptual model that describes and explains the need for formal management control of micro-enterprises in growth, which will be enabled through two smaller purposes. Method: A qualitative approach with a multiple case study was considered appropriate for the study’s research question and purpose. For empirical data collection was semi-structured interviews and documents selected. Conclusion: The need to establish formal management control increases during a company’s growth. In the start-up is it needed for a company to survive, to sell and have the opportunity to develop a product. In case of increased demand is the need for formal management control growing to control the growth and facilitate work towards the established goals. During the development of the company its organization expands, which increases the need to further develop the formal management control.

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Waid, Brandie Elisabeth. "Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices." Thesis, 2018. https://doi.org/10.7916/D88S65ZB.

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Research from the fields of psychology and education suggests that a student’s mindset (beliefs about their intelligence or ability) has a tremendous impact on their setting of goals, reactions to setbacks and failures, and academic performance (Aronson, Fried, & Good, 2002; Blackwell, Trzensiewski, & Dweck, 2007; Dweck, 2000; Dweck, 2006; Good, Aronson, & Inzlicht, 2003; Good, Rattan, & Dweck, 2012; Hong, Chiu, Dweck, Lin, & Wan, 1999). It has also been found that teachers’ mindsets do not necessarily predict their students’ mindsets, namely because teachers do not always teach in ways that align with their mindset. Instead, their beliefs about the nature of mathematics have been found to predict student mindset (Sun, 2015). This may be because if teachers believe that mathematics is a subject of creativity and sense making (a multidimensional belief), they are more likely to teach in ways that emphasize conceptual development and reasoning (practices that convey a growth mindset to students), no matter their personal mindset. Whereas if teachers believe mathematics is more about the rote learning of facts and procedures (a one dimensional belief), they will present it as such (practices that convey a fixed mindset to students). The purpose of this study is to explore the relationship between pre-service mathematics teachers’ beliefs and the mindset messages conveyed through their assessment practices. The study focuses on two beliefs: (1) beliefs about mathematics and (2) beliefs about ability (mindset); and three assessment practices: (1) the assessments pre-service teachers create, (2) the feedback they provide students on those assessments, and (3) the next steps they propose after analyzing student performance on the assessment. Using a mixed-methods approach, this study combines a beliefs survey with an in-depth examination of assessments, and accompanying commentaries, submitted by six pre-service mathematics teachers. Assessments and commentaries were evaluated to determine the degree to which the described (and displayed) practices conveyed growth mindset messages, accomplished through the use of pre-existing rubrics created for the educative Teacher Preparation Assessment (edTPA), along with principles of grounded theory and the research on teaching practices that promote growth mindsets in students. Results suggested that having a growth mindset had some relation to pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, and (3) providing of feedback related to students’ efforts. Whereas pre-service teachers with fixed mindsets appeared to leave (1) more technical feedback and (2) more feedback overall. Additionally, stronger multidimensional views appeared more related to the pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, (3) praising a student’s use of a solution method or property, (4) attempting a “strengths-needs” feedback structure, and (5) allowing students to resubmit work. Weaker multidimensional views appeared related to teachers leaving feedback that praised a students’ grade. Findings of this study suggest that interventions aiming to change teacher mindsets may be insufficient for ensuring teachers engage in growth mindset practices. Instead, interventions should focus on changing teacher beliefs and practice concurrently (Philipp, 2007). Providing pre-service teachers with more specific training in the types of assessment practices that convey growth mindset messages to students, as well as requiring them to routinely reflect on their beliefs and practice, may help to accomplish these goals.

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Dissertations / Theses on the topic 'Growth mindset'

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